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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Fourth Grade

Speaking & Listening

Critical Content

Power Standards

  • Paraphrase portions of a text read aloud or information presented in diverse media/formats, identifying explicit text evidence supporting particular points in order to interpret information. (SL.4.2, 4.3 & RI 4.8)
  • Report or relate information in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; using language appropriate to the the task and situation. (SL.4.4, 4.6)


Power Standards Critical Content

In the language of instruction, students will…

  • Determine the purpose/category of listening. Listen for, identify and locate important information from a text read aloud and other media* formats
  • Paraphrase, explain and interpret information presented from text read aloud or other media* formats
  • Determine the main idea and identify supporting details and evidence of a presentation or other media* formats
  • Make explicit connections between spoken ideas and the ideas found in the text or other media* formats
  • Compose and deliver a formal, oral report/speech
    • Logical sequence
    • Factual support/evidence, relevant/descriptive details
    • Audio recordings and visual displays to enhance presentations
    • Use academic language
    • Speak with: fluency, tone, expression, volume and rhythm
  • Engage effectively in a range of collaborative discussions (1-1, small group, teacher-led) with diverse partners on grade-level texts/topics
    • Link comments to others’ remarks
    • Use academic language

*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…

  • Pose and respond to specific questions to clarify or follow up on information
  • Restate and carry out a variety of oral instruction
  • Listening comprehension


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

  • What makes a presentation effective?
  • What are the actions of an active listener?
  • What are the agreed upon rules for discussions?
  • What makes a summary effective?


Conceptual Guiding Questions

  • What makes collaboration meaningful?
  • How do I organize a presentation to service a broad/authentic audience?
  • How do I determine important information?


Engaging/Debatable Guiding Questions

  • How does effective communication impact society?
  • 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

  • Deductive linear discourse pattern
  • 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
  • Identify and match dialectical differences with cultures/regions


English language development

  • Deductive Linear 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
    • Repeated reading
    • Pause for input
    • Provide context pictures
    • Sentences frames/starters


Russian language specific

  • Discourse pattern: Situational, always changes; sometimes one way, next time rearrange story and give different version; may appear to others to be inconsistent because of changes in discourse pattern


Polish language specific

  • Discourse pattern reflective of Polish culture



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

  • Anecdotal notes while students are engaged in discussions
    • Use academic language
    • Ask clarifying questions
    • Link comments to others’
    • Act according to agreed upon discussion rules
    • Use evidence to support comments
    • Use complete sentences
    • Demonstrate active listening strategies
    • Follow directions
  • Student(s) retell from a read aloud
    • Identify important facts or information
    • Provide appropriate evidence as support


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
    • Student generated
  • Student peer evaluations
  • One-on-one assessments
    • Retelling
    • Dictation