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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Third Grade

Speaking & Listening

Critical Content

Power Standards

  • Express a personal point of view about a topic presented or text read aloud and explain whether that opinion agrees or disagrees with the author’s/presenter’s point of view using factual, relevant and descriptive text evidence. (SL.3..2 & RI 3.6)
  • Report on a topic with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace. (SL.3.4, 3.6)


Power Standards Critical Content

In the language of instruction, students will…

  • Identify information from a text being read aloud
  • Identify information that is presented in different media formats (e.g., media, charts, graphs, websites, speeches)
  • Use the information gathered to determine the main idea and support details of a presentation
  • Present a topic, text, story, or experience with facts and relevant (appropriate), descriptive details
  • Speak clearly and at an understandable pace when presenting
  • Recognize and speak in complete sentences
  • Analyze point of view (the person’s view or attitude about a situation)
  • Determine the point of view of an author
  • Identify and describe how point of view is similar to or different from the author

*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…

  • Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led discussions) with diverse partners on grade 3 topics and texts, building on others’ idea and expressing the idea clearly
    • Be prepared for discussions by reading and studying required materials
    • Follow established rules for class discussions
    • Ask questions about a speaker’s presentation to better understand or to request more information
    • Answer questions about a speaker’s presentation by using appropriate elaboration and detail
    • Build on the ideas of others in a discussion
    • Discuss ideas clearly in a discussion
    • Participate in conversations by asking questions, making connections, and staying on topic
    • Refer to texts and other required materials when discussing a topic
    • Refer to one’s own prior knowledge when discussing a topic
    • Explain one’s ideas and tell what was learned from a discussion
  • Identify main verbal and nonverbal communication elements and strategies to maintain communications and to negotiate and resolve conflict
  • Create audio recordings of stories or poems by reading aloud at an understandable pace and use expression to make them come to life
  • Use visuals such as drawings or photographs to draw attention to certain facts or details
  • Restate and carry out a variety of oral instructions
  • Comprehend stories and other texts read aloud, including selections from classic and contemporary works in Spanish
  • Differentiate between the formal and informal style of speaking according to audience and purpose


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 do partners or groups collaborate?
  • What helps someone to understand a presentation or read aloud?
  • What helps others to understand a presentation?


Conceptual Guiding Questions

  • What makes collaboration meaningful?
  • Why is it important to express oneself clearly?
  • How do we express and support ones point of view clearly?


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

  • See above critical content


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

  • Contextualized Oral-Language Development
  • Use linguistic and non-linguistic representations
  • Sequence pictures, sentences, and/or paragraphs from oral stories and read alouds of fiction and non-fiction texts
  • 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:
    • Read or study material(s) to be discussed
    • Ask questions when clarification is needed
    • Stay on topic by making comments about the information being discussed
    • Explain ideas and tell what was learned from the discussion
    • Use information gathered to determine the main idea and details of a presentation
    • Ask and answer questions about a speaker’s presentation by using appropriate elaboration and detail.
    • Present a topic, text, story, or experience with fact and relevant descriptive details
    • Report information by speaking clearly at an understandable pace
    • Speak using complete sentences when asked to provide details or clarification


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.

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