Faculty & Departments
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On this page, you'll find Reading Department course information.
About the Reading Program
The Proviso Township High Schools District 209 reading specialist are committed to fostering each student into a confident, effective reader. Their primary goals are to expand student literacy to allow learners to use reading as a tool for life-long learning and enrichment to develop into proficient students, to remain informed citizens, to become educated consumers, and to grow to be knowledgeable, productive adults.
The mission of the reading specialists is to facilitate the development of student as academic and independent readers. they are committed to providing authentic, interactive, strategic instruction in reading classrooms and content area-classroom across the curriculum. They are dedicated to developing students' vocabulary, background knowledge, metacognitive strategies, and critical evaluation of text that allows them to excel as readers irrespective of text subject, text format, or reading purpose.
The reading specialist are charged with improving and refining students' reading comprehension. To meet this goal, all freshmen attending Proviso are enrolled in a required reading course, placement based on strengths in building meaning from print. These course include Reading I, Reading I CARE, Reading and Communications, and Critical Reading. To extend students' comprehension development and word knowledge beyond freshman year, Proviso offers single semester electives, Reading II CARE and Test Preparation, and single semester upperclassman electives, Etymology, and Critical Reading.
Patrice A. Reiger,
Associate Department Chair
(708)202-1660
preiger@pths209.org
Mark Janka
(708)449-9505
mjanka@pths209.org
Toni Laskero
(708)449-9513
tlaskero@pths209.org
Sarah Lubeck
(708)449-9501
slubeck@pths209.org
James McCormack
(unlisted)
jmccormack@pths209.org
Reading at a Glance
| Course |
Grade |
Credit |
| Reading I |
9 |
1 |
| Content Area Reading Enrichment: |
|
|
| Reading I CARE |
9 |
0.5 |
| Reading II CARE |
10, 11, 12 |
0.5 |
| Reading and Communications |
All |
1 |
| Test Preparation |
10, 11, 12 |
0.5 |
| Etymology |
11, 12 |
0.5 |
| Critical and Strategic Reading |
All |
0.5 |
Reading Courses
| Reading I |
| R333 |
Grade 9 |
| No prerequisite |
1 credit |
| Year course |
| This course has as its primary objective the improvement of students' reading comprehension skills. Skills-based and metacognitive models will be utilized to achieve this goal. Recreational reading both at school and at home is an expectation that will be monitored by the classroom teacher. PLATO instruction is an integral part of this course. |
| Reading I CARE |
| R003 (R433 Sem. 2) |
Grade 9 |
| No prerequisite |
0.5 credit |
| Semester course |
| This course is designed for those students who are reading below grade level and require assistance to independently learn from content area texts that are written at or above grade level. The curriculum focuses on the development of content area comprehension strategies, vocabulary, and study skills. A variety of both non-fiction and fiction reading materials are used in classroom. PLATO instruction is an integral part of this course. |
| Reading II CARE |
| R034 (R434 Sem. 2) |
Grades 10, 11, 12 |
| Prerequisite: CARE I or Reading I |
0.5 credit |
| Semester course |
| This course is designed for those student whose reading level is significantly below grade level. These students need additional concentrated reading instruction to integrate the skills and strategies necessary to use text as a learning tool at the high school level. The class focuses on vocabulary development, text structure recognition, study skills, and metacognitive strategies development to improve vocabulary and reading comprehension. In addition, the course emphasizes those affective aspects of reading, which enhance student success. |
| Reading and Communications |
| R113 |
Grades 9-12 |
| Prerequisite: Spec. Educ. Enrollment |
1 credit |
| Year course |
| This course has as its primary objective the improvement of students' reading comprehension skills. Skills-based and metacognitive models will be utilized to achieve this goal. Recreational reading both at school and at home is an expectation that will be monitored by the classroom teacher. PLATO instruction is an integral part of this course. |
| Test Preparation |
| R100 (R700 Sem. 2) |
Grades 10, 11, 12 |
| No prerequisite |
0.5 credit |
| Semester course |
| Designed to equip students with the practice and/or the development of necessary skills for college entry level tests such as the SAT, this course teaches students problem-solving techniques through deductive and inductive reasoning. Geared toward college-bound students, a series of assessments throughout this semester elective assists in the self-monitoring of their progress prior to their taking of any college entry-level exam. |
| Etymology |
| R072 (R672 Sem. 2) |
Grades 11, 12 |
| Prerequisite: Junior status; College bound |
0.5 credit |
| Semester course; offered both semesters |
| This is a one-semester elective for junior and senior students who wish to improve their vocabularies and understanding of words. The course makes a study of synonyms, antonyms, root words, prefixes, suffixes, using context to connote meaning, applying new vocabulary in written form, and understanding the meaning of foreign origin. Students will practice deciphering word meaning from all the above, as well as develop a larger vocabulary through reading, writing, and critical thinking activities which specifically address vocabulary development. the course is designed as an enrichment class for those students wishing to improve their vocabularies for greater academic success in high school and college, as well as improve achievement on the ACT, SAT, or Prairie State examinations. |
| Critical and Strategic Reading |
| R074 (R674 Sem. 2) |
Grades9-112 |
| Prerequisite: Placement in Honors classes |
0.5 credit |
| Semester course; offered both semesters |
| This course is designed to provide our honor students with additional strategies and expertise in critical reading and thinking. It may be taken wither the first or second semester. Course content focuses on vocabulary development, Internet research, and research evaluation, as well as developing greater sophistication in making assumptions, detecting judgments, determining validity, drawing conclusions, distinguishing fact versus opinion, classifying information, and recognizing and evaluating patterns in reading material. Reading materials are carefully selected not only to challenge the advanced student but also to interest him or her. The course is considered an introductory preparation for College Board and the Prairie State examinations. |
College Readiness Skills Addressed Each Quarter
In ALL Reading Courses Offered... |
Quarter One
Main Idea/ Detail
Sequencing
Organization |
Quarter Three
Making Generalizations
Drawing Conclusions
Continuation of Quarter One Skills
Continuation of Quarter Two Skills |
Quarter Two
Vocabulary in Context
Cause/Effect
Comparison/Contrast
Continuation of Quarter One Skills |
Quarter Four
Test-taking Skills
Time Management Skills
Higher Level Quarter One Skills
Higher Level Quarter Two Skills
Higher Level Quarter Three Skills |
Teaching/Learning Strategies Used by Reading Teachers
Project C.R.I.S.S.
(Creating Independence through Student-Owned Strategies)
- Building Background Knowledge
- Active Involvement of Students
- Discussion Among Students
- Writing Across the Curriculum
- Self-Monitoring through Metacognition
(Students Continued Thinking About Their Own Thinking)
- Organizing Information
(Note-taking Skills, Use of Graphic Organizers, Map /Chart Reading)
- Modeling and Explanation
TIPS FOR PARENTS TO HELP YOUR CHILD EVEN MORE, AT HOME!
- Make sure your child reads thirty (30) minutes or more every night!
- Provide a quiet place for your child to work.
- Encourage your child to do his/her best.
- Check the Agenda on a consistent basis for a listing of homework assignments rather than ASKING your child if he/she has homework.
- Enroll your child in an after school tutoring program to get guided homework assistance from certified teachers! As a result, a building of your child’s personal self-confidence and assertiveness is a byproduct in addition to academic success!
- Insist that your child keeps a vocabulary list identifying the prefixes, root words, and suffixes of unfamiliar words while he/she reads.
- Provide a set place and time for your child to study!
- Periodically, have your child write a paragraph about what he/she did in each class as one way to reinforce both study skills and writing skills.
- Ask to see your childs’ dated notes from each content area and the notebook where the notes are kept to assure that they are kept organized. Notes may be in the form of maps, web, two-column notes, outlining, etc.
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