Page 32 - 2021-Mag-88-2

DKG Practice/Program

Each video was limited to under 15 minutes to maintain students’ attention and also
to allow Kahanu to work with one group while another watched the video. After
the first year of the project, Kahanu stated, “These videos provided an opportunity
for my students to internalize our school values through quality literature,
meaningful discussions, and artwork” (K. Nguyen, personal communication, June
19, 2021). Thus, Avis’s professional background and expertise as a K–12 literacy
educator and teacher education professor provided welcome instructional support
for Kahanu during the pandemic.

Ruby’s Classroom (Grade 1)
This second vignette gives a glimpse into how a synchronous read-aloud
worked for Ruby Hakoda and Winifred (Wini) Tatsuta. Wini requested information
on reading aloud to first graders, and co-author Michele shared a list of effective
read-aloud practices with her. As the classroom teacher, Ruby provided coaching,
and Wini read to the class for her initial synchronous session via Zoom. Wini
shared, “It was an interesting experience for me as I’d never done any group
read-aloud” (W. Tatsuta, personal
communication, May 19, 2021).
Furthermore, she remarked that learning
and teaching during the time of the
pandemic are not easily accomplished;
she continues to want to provide
support.
Annette’s Classroom (Pre-K)

The third vignette illustrates how
Joyce Iwashita, a retired principal, and
Michele Ebersole, a teacher-education
professor, worked with a Pre–K teacher.
Michele’s students created read-
aloud videos as virtual resources for
instructional support. When the project
launched, Annette McComber enthusiastically opened her virtual classroom for
Zeta members to help. Joyce did not have much experience with videorecording
but rose to the challenge by exploring new technologies. At the end of the school
year, Annette shared, “Mahalo (thank you) for sharing these read-alouds. The
kids loved them and I loved it” (A. McComber, personal communication, May
26, 2021). This collaboration was of mutual benefit to all. For Joyce, it was an
opportunity to provide service; for Michele’s students, time to practice effective
read-aloud strategies with an authentic audience; and for Annette as a busy
teacher, instructional support.

Closure
Zeta Chapter’s read-aloud project reflected the core values featured as a special
summary and explained in a previous issue of The Delta Kappa Gamma Bulletin
Collegial Exchange (Catlett et al., 2020):

30 · Volume 88-2