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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Fifth Grade

Speaking & Listening

Critical Content

Power Standards

  • Summarize multiple accounts of the same event/topic and draw conclusions from the similarities and differences in order to express an informed point of view. (SL.5.1.d & SL.2 & RI 5.6)
  • Adapt speech to a variety of context and tasks, demonstrating command of formal academic language. (SL. 5.6)


Power Standards Critical Content

In the language of instruction, students will…

  • Engage in a range of collaborative discussions (1-1, small group, teacher-led) with diverse partners on grade level texts/topics
    • Identify and follow the agreed upon rules for discussion
    • Link relevant comments and text evidence to others’ remarks
    • Appropriately use academic language
    • Draw conclusions that are based in evidence from the texts used and the shared discussion
    • Clearly explain one’s own ideas and conclusions using text evidence and/or enhance the discussion
    • Use appropriate and active listening skills
  • Summarize information presented orally and visually by determining the main idea and supporting details from text read aloud or other media formats
    • Objectively summarize information gathered from multiple sources on the same topic
    • Identify more than one point of view on a specific topic
    • Compare and contrast the information presented in various media formats on the same topic
    • Use explicit text evidence from a variety of sources to develop and express one’s own opinion/point of view on the topic
  • Create and present speeches for a variety of audiences and purposes on various topics
    • Identify various structures and reasons for formal and informal speaking
      • Purpose: informational, descriptive, argumentative, entertainment, etc.
      • Audience: peers, adults, family, community members, politicians, etc.
    • Identify an provide relevant support for a focused topic or opinion
    • Adjust the structure/organization of the speech appropriately for the purpose and audience
    • Use appropriate academic language within the context of the topic
    • Adapt and use appropriate language grammar and structures for the audience and purpose
    • Identify the main idea or theme(s) in one’s own presentation and determine what may be enhanced
    • Enhance the content of presentations by incorporating multimedia and visual components
    • Identify and use appropriate verbal (volume, fluency) non-verbal (body language) communication skills

*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 summarize a speaker’s argument.
    • Determine speaker’s position
    • List specific claims he or she makes
    • Explain how each claim is supported by reasons and evidence


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 speech effective?
  • What are the actions of an active listener?
  • What are the agreed upon rules for discussions?
  • What makes a summary objective?
  • What is point of view?
  • What is the main idea?
  • What evidence/details best support the main idea?
  • What are the various structures of a formal speech?


Conceptual Guiding Questions

  • What makes collaboration meaningful?
  • What strategies help a listener comprehend information from a variety of sources?
  • What makes a presentation “great”?
  • How does explicit evidence strengthen one’s own opinion?
  • What makes some evidence more credible and/or relevant than other evidence?


Engaging/Debatable Guiding Questions

  • “What I say” versus “How I say it”, does it really matter?
  • How does effective communication impact society?
  • Are rules, written or unwritten, necessary for discussion?
  • How might the point of view be affected by context, culture?
  • Why should a speaker adapt his/her speech based on the audience?


Language Considerations

Language General Transfer-Students must draw upon the following…

Auditory skills

  • Auditory memory: remember what has been heard
  • Auditory sequencing: ability to see objects in a particular sequential order
  • Auditory discrimination: hear the difference between sounds that are similar
  • 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


Spanish language specific

  • Digression or tangential discourse
  • Distinguish between formal and informal style of speaking according to audience and purpose (TĂș vs. Usted)
  • Respect, honor and teach dialectical differences within cultures and regions
  • Identify and match dialectical differences with culture/regions


English language development

  • Deductive linear discourse pattern
  • Sequences 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
  • Metalinguistic awareness


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
    • Respond to questions with evidence-based answers
    • 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
  • Summarize from listening to various media formats
    • Identify main idea and important facts or information
    • Provide appropriate evidence as support
    • Present an objective summary of information heard
  • Present informal speeches of various lengths, on various topics, for various audiences.
    • Present one’s own opinion based upon and supported by evidence
  • Use self and peer evaluations


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 Presentation Rubrics
    • Student generated
    • Peer evaluation
    • Self evaluation
  • Present a summary of information gathered from multiple resources
  • Present a focused point of view on a topic supported by important and relevant evidence from multiple sources