The Literacy Connection

Dear Educators,

As we step into a new year, there’s always a sense of renewal—a chance to refocus, refresh, and realign our work. This is an ideal moment for districts to revisit instructional expectations, intentionally spiral essential skills, and keep learning meaningful and engaging for all students. A fresh start invites us to pause, reflect, and move forward with purpose.

I was reminded of this sense of reinvigoration during a presentation by Katie Kinder at the Raising Student Achievement Conference in December. Not only was I the lucky recipient of her famous high-five hand (which I immediately borrowed for my own presentation—because who doesn’t love a good prop?), but I walked away energized by her message.

This time of year, the burnout is real. The weeks seem to drag, and the days feel extra long. Many of us leave for work before the sun is up and return home after it’s gone down. This is when negativity can quietly creep in: Students aren’t getting it. Parents feel demanding. Admin doesn’t understand.

But what would it look like to pause… and reframe?

Instead of “Students aren’t getting it,” what if we said, “Students haven’t mastered it yet,” or "How can I scaffold the material for them?"

Instead of “Parents are demanding,” what if we said, “Parents care deeply and may need support at home. What can I do to understand them better?”

Instead of “Admin doesn’t understand,” what if we invited them in and let them see the learning in action?

I often wonder: How many of our problems could be resolved if we actively tried to understand each other better?

I know this job isn’t easy. I’ve had my own share of setbacks lately. But Katie said something that has stayed with me: You’re going to be tired at the end of the day, whether you bark and yell or whether you plan something engaging and fun. Both are hard—so which one will you choose?

My hope for you, always, is that you choose what is best for kids every. single. time. Even when it's hard. Even when it may mean putting in a little more effort. Even when the days seem extra long. Your work matters deeply, and it shows. I can’t wait to see all the amazing things your districts will accomplish in the months ahead!

Happy Reading,

Joy Kamp

Literacy Instructional Coach

jkamp@willroe.org

Missed last month’s issue? Click here to read it.

With IAR quickly approaching, questions around testing have been surfacing in my work with districts. While vocabulary remains a key focus, this issue will intentionally address IAR and how strong instruction supports students during testing season and beyond.

• Connecting IAR to tier 1 instruction
• How explicit vocabulary instruction ties into IAR
• IAR test prep tips grades 3-8
• Vetted resources to use for IAR test prep
• Thinking outside of the box for test prep
• Ideas for how to structure testing days
• How to educate families on IAR (with an editable template)
• Upcoming PD opportunities
• Issue 5's Amazon gift card winner
• Another Brain Buster question

Before we talk about test preparation, it’s important to ground ourselves in what we know to be true: students are not defined by a single score or number. I know it goes without saying, but I couldn't begin the next section without it.

One assessment—taken on one set of days—can never fully capture a child’s thinking, growth, creativity, or potential. As educators, we could have a rich and important discussion about the limitations and purposes of standardized testing.

At the same time, we must face the reality that assessments like the Illinois Assessment of Readiness (IAR) are part of our current educational system. Our responsibility is not to teach to the test, but to teach students how to show what they know within the test environment. Thoughtful preparation can reduce anxiety, build confidence, and ensure students understand the expectations—without sacrificing high-quality instruction. The next sections will guide you through helping students understand the purpose of IAR.

One of the greatest challenges with IAR is ensuring students have enough background knowledge and strategic reading skills to comprehend increasingly complex passages. Many students struggle not because they lack ability, but because the texts demand sustained attention, flexible thinking, and strategic processing over longer stretches of reading than they typically encounter independently.

Helping students navigate complex texts with increasingly strategic approaches is key. But how do we do that?

First, we must explicitly teach comprehension strategies such as:

• Chunking texts into manageable sections
  
  

• Creating GIST summaries for each paragraph or section
  
  

• Pausing to clarify meaning, vocabulary, and purpose

• Identifying the type of text structure and explicitly teaching the function and features of each type
  
  

Just as importantly, we must gradually release students to the stamina required by IAR. If students have not yet independently read passages at the length expected on the assessment, we cannot assume they will suddenly do so on test day.

Instead:

• Start with one paragraph at a time.
  
  

• Model and practice strategic reading and summarizing.

• Get students moving and talking: After reading and explicitly modeling a paragraph, pose a thought-provoking question about the topic, and have students move around the room to discuss it.

• Release responsibility paragraph by paragraph until students can sustain comprehension across a full passage.

• Once stamina is built, have students practice independently while the teacher pulls a small group of students to practice the strategies using a passage that mimics IAR.
  
  

This intentional buildup of stamina and strategy ensures that students are not overwhelmed—and that they can apply what they know when it's test time.

At the heart of comprehension, stamina, and strategic reading is vocabulary.

Remember: Knowing the words in a text accounts for 70–80% of comprehension (Sadlier School).

Students cannot fully access complex IAR passages if too much of their cognitive energy is spent decoding or guessing the meaning of unfamiliar words. Explicit vocabulary instruction is not a separate skill—it is a critical access point for all of the strategies described above.

Strong IAR-aligned instruction requires teachers to:

• Explicitly teach Tier 2 (academic) vocabulary that appears across texts and content areas

• Pre-teach and revisit key concept words that are essential for understanding a passage

• Help students unpack meaning using morphology (prefixes, suffixes, and bases)

• Model how to use context clues without over-relying on them

Vocabulary instruction directly supports:

• Chunking--by ensuring students understand key words before moving on

• GIST summaries--because students need precise language to capture central ideas, AND students should be using that same language in their GIST writing.

• Stamina--as comprehension declines when too many words are unfamiliar

• Confidence--reducing frustration and disengagement with complex texts

When vocabulary is explicitly taught and revisited across reading, writing, and discussion, students are far better equipped to navigate IAR passages independently and successfully.

Often, reading achievement increases from small, intentional shifts in instruction compared to one large shift or change.

If your curriculum lacks a clear routine for decoding single or multisyllabic words, that’s okay. A simple, research-based, and explicit routine can fit into any program.

Below are two routines (beginner and developing) from the IL SLD Project that give readers a consistent process they can use across texts and grade levels.

Beginner Readers: Decoding Strategy

Developing Readers: Decoding Multisyllabic Words

It is critical to emphasize that effective IAR preparation is Tier 1 instruction—not an add-on or intervention. When all students receive explicit instruction in comprehension strategies, background knowledge building, and reading stamina, fewer students require additional support later.

Strong Tier 1 connections include:

• Using grade-level complex texts regularly in ELA, science, and social studies

• Explicitly teaching and modeling comprehension strategies during core instruction
  
  

• Building background knowledge and vocabulary through word study and morphology practices
  
  

• Gradually increasing independent reading demands within daily lessons
  
  

• Providing frequent opportunities for students to explain their thinking orally and in writing
  
  

When these practices live in Tier 1 classrooms every day, IAR becomes one snapshot of learning—not a separate event that requires additional preparation.

It's important for our students to understand why we take these tests. Help them understand by explicitly stating what strategy you are modeling and how it can be applied in the future. Tell them things like, "We are learning this reading strategy today to help build reading strength, so you can read for longer periods of time on your own."

Focus Areas: Reading stamina, basic constructed responses, text evidence

• Build stamina gradually by having students read and respond to texts over multiple sittings.
  
  

• Teach students how to reread questions and underline key words in both the question and the text.
  
  

• Model short written responses that include a clear answer and one piece of text evidence.
  
  

• Practice typing short responses to build comfort with keyboarding.
  

• Normalize productive struggle—help students understand that it’s okay if a passage feels challenging at first--and how to combat that frustration.

Focus Areas: Paragraph responses, text structure, evidence

• Teach a simple paragraph structure: claim, evidence, explanation, and concluding analysis.
  
  

• Practice answering questions that require students to explain how or why, not just what.
  
  

• Expose students to a range of literary and informational texts.

• Give ALL students grade-level texts and scaffold the skills (see video below)
  
  

• Practice using highlighting tools and drag-and-drop item types.
  
  

• Emphasize careful reading of multi-part questions.

Focus Areas: Text-based analysis, multi-paragraph writing

• Teach students to plan before writing, even if it’s just a quick outline.
  
  

• Practice comparing two texts or ideas using sentence frames.
  
  

• Reinforce the importance of quoting or paraphrasing accurately.
  
  

• Model how to revise for clarity, not just mechanics.
  

• Encourage students to check that every paragraph connects back to the question.

Focus Areas: Complexity, evidence-based reasoning, academic language

• Teach students to annotate longer, more complex passages strategically.
  
  

• Practice citing multiple pieces of evidence in a single response.
  
  

• Focus on explaining reasoning clearly, not just listing evidence.
  
  

• Build familiarity with informational texts connected to science and social studies.
  
  

• Help students manage time across longer test sessions.

Focus Areas: Nuanced analysis, synthesis, clear explanations

• Practice analyzing author’s choices, point of view, and structure.
  
  

• Emphasize precision in written responses—strong verbs, clear explanations.
  
  

• Teach students how to eliminate weak answer choices using text evidence.
  
  

• Practice extended responses that require multiple paragraphs.
  
  

• Reinforce strategies for staying focused during longer reading tasks.

Focus Areas: Argument, synthesis, independence

• Provide opportunities to write extended responses that integrate evidence from multiple sources.
  
  

• Practice analyzing claims and evaluating evidence in informational texts.
  
  

• Reinforce independent test-taking strategies: pacing, rereading, and self-checking.
  
  

• Emphasize clarity, organization, and logical progression in writing.
  

• Encourage students to reflect on which strategies work best for them as learners.

While strong instruction matters most, the right resources can help teachers and students become familiar with IAR-style texts, questions, and digital tools. Below are a few trusted resources that support preparation without replacing high-quality Tier 1 instruction.

ISBE Practice Items

The Illinois Practice Items page offers downloadable and online practice for each grade level’s ELA section, including written expression and constructed response practice items that resemble IAR formats. These include paper and computer-based practice prompts and answer keys.

IAR Digital Library

The IAR Digital Library provides released items and practice sets directly aligned to the assessment. It is especially helpful for:

• Familiarizing students with IAR item types and the online testing platform

• Practicing navigation tools (highlighting, drag-and-drop, constructed responses)

• Helping teachers understand expectations for rigor and response formats

This resource is best used intentionally and sparingly, embedded into instruction rather than as repeated test drills.

ReadWorks

ReadWorks offers a wide range of high-quality literary and informational texts across grade levels. These texts are also a more engaging option. It supports IAR preparation by:

• Building background knowledge through content-rich passages

• Providing opportunities for repeated reading and stamina building

• Allowing teachers to select texts aligned to current units or student needs

• Many questions can be turned into practice writing prompts--especially when comparing two texts.

ReadWorks is particularly effective when paired with explicit strategy instruction such as chunking, GIST summaries, and text-dependent questioning.

If you are intentionally doing test prep, think outside the box:

• Try moving to the gym, an empty classroom (if those still exist!), or the cafeteria and set up stations where students read a passage and then do jumping jacks or lunges while answering questions.
• You might also try small-group setups where one student quizzes a partner while they jump rope or do another movement.
• Can you create a giant game board where students get to interactively advance when they answer a question correctly? Think GIANT Candy Land! (Use pieces of construction paper for low prep!)
  
• Get creative in how you approach this! Try to gamify learning!

Preparing students for IAR is not only a classroom effort—it also requires clear, consistent communication with families. Talk with your administrator or School Improvement Team about how IAR is communicated to parents and caregivers. Too often, families are misinformed or under-informed about why students take IAR and how the results are used.

Many of us have heard students say things like:

“My mom says this test doesn’t matter.”

“If I don’t know an answer, my dad said to just choose B.”

While these comments are understandable, they highlight the need for schools to proactively educate families so students receive aligned messages at home and at school.

Talking with your administrator can help clarify what information should be shared with families. For example, determine whether families should understand that IAR results are included in the Illinois State Report Card, which provides information about our schools such as academic performance, student growth, attendance, and school climate. These data points contribute to how our school is viewed within the larger community and are used to inform state- and district-level decisions.

TIP: Be aware that the Illinois State Report card is changing, so if communicating this, make sure the information is accurate.

Determine how families prefer to receive communication. Share information across multiple platforms and tailor outreach to the needs of your community. For example, if your district serves many students from two working-parent households, a brief 2–5 minute video may be a more accessible and effective option.

• Send a short video communication explaining:

• The purpose of IAR

• How results are used at the student, school, and district levels

• Why effort and perseverance matter, even when a question feels difficult

• Host a 30-minute informational meeting (in person or virtual) for families that includes:

• What students experience on test days

• How schools prepare students without over-testing

• How families can support confidence and stamina at home

• How data is collected and used to improve instruction

• Provide a family-friendly one-page overview that answers common questions:

• Does this test affect my child’s grades?

• How are scores used by schools?

• What should I say to my child about the test?

• Share simple talking points families can use with their children, such as:

• “Do your best and show what you know.”

• “It’s okay if some questions are challenging—keep trying.”

• Communicate in multiple formats and languages to ensure all families have access to accurate information.

On testing days, consider planning fun, low-stress ways to engage students when they aren’t testing. These days can feel long and mentally exhausting, so this is a great opportunity to shift the energy. Here are some ideas:

• Is there a hands-on experiment you haven’t had time to try yet?
• A book you’ve been wanting to read aloud but haven’t been able to fit in?
• Could you build in some interactive fluency games or collaborative activities that help students reset and recharge?
• What about choice stations with spiral review activities that are engaging?
• How about creating a choice project that coincides with your current unit?
• Or even a STEM challenge where students have to build structures using everyday objects?

Whatever you decide to do, use your art of teaching to show students that you care about them and their overall well-being. Small things like this can go a long way.

As educators, it’s worth pausing to reflect on how we talk to students about IAR.

Think about the different ways you inform students about the test:

• How do you introduce IAR in your classroom?

• How do you talk about testing days?

• What information are you intentionally giving—or not giving—students about the purpose of the assessment?

Students are always listening. When testing is framed as something mysterious, stressful, or unimportant, students often respond with anxiety, disengagement, or apathy.

Many of our students will one day enter fields where their performance is measured in different ways—through certifications, evaluations, presentations, licensing exams, or performance reviews. Learning how to prepare, persist, and do one’s best in a structured assessment setting is a life skill, not just a school requirement.

When schools explicitly explain why we test and connect it to real-life examples, students are more likely to understand the purpose of spending a series of days or a change in schedule over a test. They begin to understand that:

• Effort matters, even when tasks are challenging

• Preparation builds confidence

• Performance snapshots help people and organizations grow

Whether you agree or disagree with standardized testing, I hope that your testing days go smoothly and that students feel calm, supported, and ready—approaching the assessment with confidence and effort, knowing that a single test does not define who they are as a person.

Written by Linda Diamond and Linda Gutlohn

Designed for educators and reading specialists from elementary through high school, the book provides ready-to-use guidance on the three core elements of high-quality vocabulary instruction—

• specific word instruction
• independent word-learning strategies
• and word consciousness—organized around the what, why, when, and how of teaching.

It features research-based explanations, clear instructional guidance, step-by-step lesson models with teacher scripts, and supports such as graphics, charts, tips for English learners, and photocopiable resources.

Part textbook and part practical handbook, this trusted resource helps teachers apply best practices and strengthen vocabulary instruction in any classroom.

Click here for link

We have a variety of exciting professional development opportunities happening at the ROE! Visit the website to explore networks, PD sessions, administrative academies, and much more.

Click here for more information and to register. This is a completely virtual cohort and a fantastic opportunity for anyone interested!

My Mission

I believe in creating positive, collaborative, and trustworthy environments that support the unique needs of each district. My goal is always to do what’s best for students by providing continuous, purposeful support that empowers educators and strengthens literacy instruction at every level.

Here is a list of deliverables I offer to support schools, educators, and students across the county. From personalized professional development to curriculum audits and instructional coaching, my goal is to build capacity, strengthen literacy instruction, and improve outcomes for all learners. Please email me (jkamp@willroe.org) for more information or to schedule a meeting.

Congratulations to last issue's winner, Lisa Fiene, Instructional Coach, at Mokena Elementary!

She correctly answered “hippopotomonstrosesquipedaliophobia” to the question: What is the term for the fear of long words?

See below for this month's question:

It’s that time again! Put your literacy smarts to the test (or Google 😃) with the Brain Buster trivia question. Each issue features a fun and challenging question related to books, authors, or the wonders of language.

Participants will be entered into a random drawing for a $25 Amazon gift card (sent to the winner's email)!

Submit the Google Form below by February 26th to be entered into this issue's drawing:

Here’s this month’s question:

With the focus of IAR for this issue...

Q: Who is considered the "Father of Standardized Testing"?

Good luck!

Joy Kamp: jkamp@willroe.org

*All photos used in this newsletter are from Google Images, unless otherwise noted.

Issue 1: January/February 2025

Issue 2: March/April 2025

Issue 3: May 2025

Issue 4: September/October 2025

Issue 5: November/December 2025