999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

School Board & Administration



CCSD21 is a school district comprised of 13 schools across 6 different communities in the northwest suburbs of Chicago.



School District 21 prides itself on its Professional Learning Community and its rich tradition of professional collaboration, high levels of professional development, and family-like atmosphere. If you see the opportunity to work with colleagues in making a difference in the lives of students and families in a truly diverse setting, School District 21 seeks your application.

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Second Grade

Speaking & Listening

Critical Content

Power Standards

  • Demonstrate comprehension of key ideas and details from a text/presentation by asking and answering questions about the author’s purpose. (SL.2.2, 2.3 & RI 2.6, 2.8)
  • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (SL.2.4)


Power Standards Critical Content

In the language of instruction, students will…

  • Identify, describe, and retell key ideas and details presented visually or orally
  • Ask and answer questions about a presentation or topic
  • Tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice that my audience will understand
  • Understand the main purpose of a text and/or media formats and explain what the author of a text wants to inform, explain, or describe
  • Identify specific points the author makes in a text and media formats
  • Describe the reasons the author uses to support each point

*Other media formats: written text, text read aloud, charts, graphs, web sites, presentations, speeches, movies, articles


Additional Critical Content

In the language of instruction, students will…

  • Identify and follow agreed upon rules for discussion
  • Make connections between the comments of others by contributing one’s thoughts and ideas to create meaningful conversation
  • Ask peers or an adult questions to better understand when more clarification is needed
  • Read aloud stories or poems and use voice to make them come to life (e.g., adjust volume of voice, make exclamations, change the pace)
  • Speak clearly and at an understandable pace (speed) when creating audio recordings of stories or poems
  • Add drawings or visual displays (e.g., illustrations, graphs, photos, technological resources) to make ideas, thought, and feelings clear ant to acquire and use information
  • Recognize and speak in complete sentences when asked to provide details or clarification
  • Present brief oral reports using language and vocabulary appropriate to the message and audience


Concept-Based Connections

Essential Understandings

  • Effective listening and speaking skills are critical for communicating, collaborating, understanding and evaluating our world.
  • Presentation of knowledge and ideas is enhanced through appropriate use of organization, style and language for a specific audience using various media formats.


Factual Guiding Questions

  • How can one’s ideas, thoughts, and feelings be made clear to an audience?
  • What is an active listener?
  • What are the agreed upon rules for discussions?


Conceptual Guiding Questions

  • What makes collaboration meaningful?
  • How does sharing with a partner help one understand?


Engaging/Debatable Guiding Questions

  • What makes a presentation “great”?
  • Does it matter “what I say” and “how I say it”?


Language Considerations

Language General Transfer-Students must draw upon the following…

Auditory skills

  • Auditory Memory: Remember what has been heard
  • Auditory Sequencing: Ability to remember, order or reconstruct information, such as directions, lists, events and sounds that are presented aurally
  • Auditory Perception: Hearing skills needed to perceive sounds
  • Background knowledge to make sense of and communicate what was heard or what they will speak.


Non-cognitive transfer

  • Attention
  • Listening
  • Concentration
  • Persistence
  • Task Completion


Self-esteem transfer

  • Being literate
  • Feeling capable
  • Possessing specific competencies
  • Achieving
  • Believing in one’s ability to learn


Common among all languages

  • Develop Oral Language
  • Match speech to print
  • Contextualized literacy instruction
  • Meaningful
  • Active
  • Comparative
  • Recurrent


English language specific

  • Linear Deductive Discourse Pattern


Spanish language specific

  • Digression or tangential discourse pattern
  • Distinguish between formal and informal style of speaking according to audience and purpose (TĂș vs. Usted)
  • Respect, honor and teach dialectical differences within culture and regions
  • Auditory: Perception, Memory, Discrimination


English language development

  • Linear Deductive Discourse Pattern
  • Sequence pictures from oral stories, processes or procedures using support from pictures and short phrases
  • Key skills and strategies according to proficiency level of the student

Russian language specific

  • Distinguish between formal and informal language usage


Polish language specific

  • Distinguish between formal and informal language usage



Informal Assessments are used during the process of brainstorming, drafting, revision and editing or class discussions.

  • Anecdotal notes/documentation of the following in partner/small group/whole group discussions:
    • Ask questions when clarification is needed
    • Identify information/details from a text read aloud in order to provide evidence of the author’s purpose
    • Ask and answer questions about a speaker’s presentation
    • Tell a story or share an experience with facts and relevant descriptive details
    • Tell a story or share an experience using complete sentences and speaking in a clear voice (one that one’s audience can understand)
    • Identify and follow the agreed upon rules for discussion


Formal Assessments are used as a measure of student achievement towards mastery of a skill and Power Standard. Often a formal assessment will result in a grade.

  • Oral-presentations/rubrics
  • Oral Retells
  • Add drawings or visual displays (e.g., illustrations, graphs, photos) to make one’s ideas, thoughts, and feelings clear