The Literacy Connection

Dear Educators,

Is it just me, or did September and October feel extra busy this year? I’ve been in several of your buildings lately, and I continue to be amazed by the great things happening in classrooms across the county!

This issue focuses on explicit vocabulary instruction—a cornerstone of strong literacy teaching. When we intentionally teach words, connect them to prior knowledge, and give students meaningful opportunities to use them, we help unlock deeper comprehension and confidence as readers and thinkers.

On a personal note, I’ve been reminded lately of the importance of “people over production”—in both life and work. Of course, we all strive for high-quality instruction, but at the heart of everything we do are the kids we teach. Let’s keep that at the center of our work as we enter into this next season.

Happy Reading,

Joy Kamp

Literacy Instructional Coach

jkamp@willroe.org

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

One key aspect of the ICLP is the importance of providing our students with systematic and explicit instruction. The image to the right is a helpful visual found on page 24 of the plan. To help explain this further, I’ll defer to one of the experts—often considered the “guru” of explicit instruction—Dr. Anita Archer.

Dr. Anita Archer defines explicit instruction as “a systematic (cumulative), direct, engaging, and success-oriented approach to teaching that ensures all students gain critical academic skills.”

In explicit instruction, the teacher takes an active role in guiding learning rather than leaving it to discovery or inference. Lessons are carefully designed and delivered in a clear, intentional sequence that builds understanding step-by-step using the "I do, we do, you do" instructional method.

Key Features of Explicit Instruction:

1. Clear Learning Goals: The teacher clearly states what students will learn and why it matters.

2. Modeling and Think-Alouds: The teacher demonstrates exactly what proficient performance looks like while verbalizing the thought process. Think: Self-Talk

3. Guided Practice: Students practice new skills with teacher support and immediate feedback.

4. Active Engagement: All students respond frequently—through discussion, written responses, or signals—to keep them thinking and participating.

5. Gradual Release of Responsibility: Instruction moves from I do (teacher modeling) → We do (guided practice) → You do (independent application).

6. Cumulative Review and Practice: Previously taught material is revisited to strengthen retention and transfer to new contexts.

Let's reflect on those six key features when delivering high-quality and explicit vocabulary instruction.

In short:
Explicit instruction is deliberate, structured, and interactive. It’s not about lecture—it’s about intentional teaching that leaves nothing to chance and supports every student in achieving success.

Below you will find a video resource (5 minutes) of Dr. Anita Archer explaining this process.

Knowing the words in a text accounts for 70–80% of comprehension.

"Vocabulary isn’t just a collection of words—it’s the foundation of comprehension. Without a robust vocabulary, students struggle to access meaning in texts, express themselves clearly, and engage in academic discourse. [This statistic] underscores why vocabulary instruction must be front and center in our teaching practice" (Sadlier School).

Students need 8-12 times of meaningful, repeated exposure to new words

Isabel Beck, a renowned educator for vocabulary instruction, showed that students develop a strong vocabulary through repeated, meaningful encounters with words—not merely by reading definitions. Her research highlights the importance of having students actively think about words and encounter them in multiple contexts.

"Students need multiple, meaningful exposures to words—ideally 8 to 12 times, and up to 20 for striving learners. Instruction should span two weeks per word, incorporating direct teaching, guided practice, and independent application."

I have heard over the years that "Explicit instruction is great for all students, but critical for some."

If we want students to reach the point of discovery—using learning as a tool to explore new concepts—we must first teach them explicitly. As Dr. Archer pointed out--true discovery isn’t possible without a solid foundation built through explicit instruction.

Our goal isn’t for students to memorize words (we don't have any learning standards that focus on memorization), but to develop a deep understanding of them. Providing opportunities to engage with language—through discussion, partner talk, teacher modeling, writing, and visual tools such as semantic maps or the Frayer Model—helps students build lasting vocabulary knowledge.

Last issue, I mentioned what vocabulary practices are aligned and are not aligned with evidence-based research. Here is a quick recap from page 53 of the ICLP*.

*The ICLP recommends starting word-learning strategies in 3rd grade, but introducing basic morphology, such as noticing a word changes when adding the suffix "s," can begin as early as kindergarten.

The Illinois SLD Support Project provides a plethora of resources for explicit vocabulary instruction. These next two resources provide examples from Beck's research.

Tier 2 words, also referred to as "academic vocabulary," consist of words that appear across a variety of subjects and texts. These words often provide a more precise or sophisticated way to express simple ideas, such as words like relative or accumulate (Achieve the Core).

While Tier 2 words are generally the most effective, it’s often unclear where to start. There isn’t a one-size-fits-all Tier 2 list, as students’ knowledge and experiences vary—one cohort of students might already be familiar with certain mythological terms thanks to a popular video game.

It’s worthwhile to collaborate with your grade-level team or other colleagues to identify which vocabulary words will have the greatest impact.

Working together, your team can determine whether the current word selection is effective or needs updating.

The Illinois SLD Support Project also provides a research-based process for selecting words, which is outlined below.

Tier 2 words are essential to comprehension because they appear often in many texts and are part of bigger word families. If students—especially English learners—don’t know these key words, it can throw off their comprehension. That’s why it’s worth spending extra time explicitly teaching them.

Another resource for selecting words is the Achieve the Core Word Finder. The Academic Word Finder can help by pulling out useful academic words from a text, but it doesn’t replace a teacher’s judgment.

While the tool highlights words that are challenging yet common enough to appear often, teachers may still choose others based on the text’s needs. Research suggests focusing on 6–8 key words for English learners, while more advanced learners may be able to handle more. The number and difficulty of academic words can also give clues about a text’s overall complexity.

The resources is easy to use. Here are the step-by-step directions taken directly from the website:

1. Copy the text you want to analyze. (We recommend starting with 1-3 paragraphs.)
2. Paste that text into the open box on the homepage.
3. Select the grade level.
4. Click submit.
5. Enter the details of your search for your reference – your search is automatically saved!
6. View all of the words in order of appearance in the text. You can change this view to see the words on, above, or below grade level. You can also filter to see the words alphabetically.
7. Print, export or email the list.
8. Use the generated word list with students.

The tool can be located by clicking on the hyperlink or by going to https://tools.achievethecore.org/academic-word-finder/

Now that you’ve chosen your high-impact words, let’s look at instructional practices that show what explicit teaching looks like. This model* can be used across all grade levels.

Too often, when we think of the Frayer Model, we think of students filling out graphic organizers. This is not a bad thing, but students need explicit instruction prior to filling out an organizer.

Instead, think of using the Frayer Model as an instructional tool to explicitly teach vocabulary, where the goal is for students to discuss and use the new word in conversation. The display of knowledge can be seen through structured turn-and-talks, not in filling out an individual graphic organizer. Eventually, students can get to the point of filling out their own, but using it as an instructional tool first is one step towards explicit instruction.

• Display the graphic organizer, such as a semantic map like the Frayer Model.

• Teacher pronounces the word and gives the Spanish cognate or translation (as appropriate).

• Provide a student-friendly definition. Another option is to provide the definition and have students create a definition in their own words.

• Provide a visual image. Ask or tell the students how the visual represents the word.

• Teacher uses the word in two sentences (ideally one sentence is from the text students will read)

• Use two turn-and-talk prompts to help students make connections between the unit of study and their prior knowledge. For struggling or developing students, provide a sentence frame to begin the turn-and-talk prompt.

• Instruct students to answer in complete sentences and use the targeted word in their response. Again, use a sentence prompt and display it for students to see.

• Teacher monitors student discussion to assess understanding of the word by providing immediate feedback to students.

• Selects two to three students to share responses with the class about what their partner said.

• Corrects misconceptions or incorrect responses (as needed)

*This model is adapted from Middle School Matters.

Here is a guided lesson using a Frayer model with a script.

ELA Frayer Example

Social Studies Frayer Example

Science Frayer Example

Wordsmyth: A free, online dictionary that has contributed word meanings and sentences. The site also offers a free glossary and test maker.

Activating students’ background knowledge before reading a text greatly increases their reading comprehension.

One effective way to do this is by explicitly teaching important vocabulary words using tools like vocabulary or semantic maps with cognates, which support both vocabulary development and comprehension. This method also gives ELL students a time to shine.

Here are two examples of using semantic maps to explicitly teach vocabulary and build students’ background knowledge.

These examples come from Middle School Matters for a 6th-grade middle school social studies class that is about to read a passage about Mahatma Gandhi. The method can be used with any grade level.

Want a blank, editable doc? Click here.

Written by William E. Nagy

This research-based book shows teachers how to use vocabulary instruction to boost reading comprehension, with practical examples—especially pre-reading activities—that upper elementary teachers and reading specialists can apply. Published by the International Reading Association, it is a classroom-tested, peer-reviewed resource supporting literacy professionals in areas such as comprehension, early and adolescent literacy, struggling readers, assessment, and coaching.

Click here for link

Written by Michael Graves

This book, recommended by the National Council on Teacher Quality, integrates the latest research on vocabulary instruction into a comprehensive K–12 program designed for all learners. Graves presents a four-part framework:

1. Providing frequent and varied language experiences
2. Teaching individual words
3. Teaching word-learning strategies, and
4. Fostering word consciousness

The book offers theory, practical strategies, classroom examples, and guidance for supporting English learners and meeting modern standards.

New to this edition are updated, classroom-tested approaches, dedicated chapters on English learners and word selection, and a stronger focus on aligning with the Common Core and supporting linguistic diversity.

Click here for link

Written by Isabel L. Beck, Margaret G. McKeown, and Linda Kucan

*This is a repeat recommendation.

This practical, research-based guide has helped hundreds of thousands of K–12 teachers build students’ vocabulary through engaging, effective instruction. It provides strategies for selecting words, teaching meanings, and designing activities that strengthen both word knowledge and reading comprehension.

With lessons, vignettes, literature suggestions, and a downloadable Study Guide, it serves as a valuable classroom, professional development, or course resource.

The new edition adds chapters on writing, assessment, and differentiated instruction for struggling readers and English learners, expands content-area and multiple-meaning word coverage, and includes updated examples and an instructional activities appendix.

Click here for link

I am thrilled to be working alongside so many incredible educators across Will County! It’s inspiring to see the amazing work happening every day.

Some highlights include:

• Collaborating with committees of English teachers, reading specialists, and literacy teams
• Supporting districts in creating oracy plans to build oral language skills
• Working with writing committees
• Enjoying delicious pumpkin snickerdoodle cookies with incredible instructional coaches
• Speaking at schools about the ICLP
• Conducting mini “curriculum audits” to review resources
• Providing one-on-one coaching, and even teaching a 7th-grade station rotation lesson—just to name a few!

I love this work, and I am so proud of all the great things happening in our county. Every day is a gift, and I don’t take a single one for granted. There’s no doubt about it—our students are at the heart of everything we do! Keep fighting the good fight!

If you know an educator or team doing exceptional work, we would love to celebrate and share what they're doing—please nominate them!

Submit your nominations by January 5th to be featured in the next issue.

Let’s continue to shine a light on the incredible efforts happening across our community!

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.

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-Kerry Navarro, English teacher, at Plainfield South High School!

She correctly answered “lexicon” to the question: What is the term for the complete set of vocabulary used in a language or by a particular person or group?

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 January 5th to be entered into this issue's drawing:

Here’s this month’s question:

Q: What is the term for the fear of long words?

Good luck!

Joy Kamp: jkamp@willroe.org

Issue 1: January/February 2025

Issue 2: March/April 2025

Issue 3: May 2025

Issue 4: September/October 2025