Literacy Matters - Vol 21 - Winter 2021

be of her computer screen and therefore the poem. Keisha created a large, purple rectangle in Google docs. After Keisha introduced the poem and told a little about the poet, Nikki Giovanni, she used the purple rectangle to cover the poem. She revealed one line at a time so that students could easily follow along as she read. Keisha read through the entire poem once, without stopping. She then reread the poem, stopping in specific places as she modeled a think-aloud, specifically noting poetic devices such as imagery, repetition, and rhythm. In this way, students could watch the shared reading video multiple times. Furthermore, if Keisha decides to use this poem again in a face-to-face session, this screencast could serve as an RLO, a reusable learning object, posted on the class LMS for students who may have missed class, for students who may need extra practice, or as an option during literacy centers. Literacy Centers Literacy centers often take place during guided reading time. Students might have a list of developmentally appropriate literacy engagement activities to work through independently, in pairs, or in small groups. As teachers work to personalize learning options for their students (Bray & McClaskey, 2015), choice boards are emerging as an organized way for students to work through their learning menu whether they are in a classroom or learning in a digital space. Kasey Bell (2017) has created choice board templates for teachers. To use, simply select the use template button in the upper right-hand corner. You can then rename the board and fill in each cell with literacy-based activities. Due to the digital nature of choice boards, Avery Adams started linking sites, articles, and response methods to her third-grade students’ choice boards. For example, when students were learning about the six regions of South Carolina, Avery linked articles to their choice boards. She started by using SCDISCUS to find leveled articles appropriate for each of her students. One such article on the Blue Ridge Mountains (see Figure 1 for sample cell text) had multiple reading levels available along with accessibility features such as reading the article aloud and providing definitions of double-clicked words. Keisha uploaded the screencasting as a video to her class YouTube channel. She also posted a link to the class LMS, Canvas.

digital word study of Greek and Latin roots; specifically, students find it to be faster, easier, and more engaging than traditional vocabulary learning methods (Yearta &Wash, 2015). Furthermore, a morphological approach in which students study word parts, is an efficient, effective method to unlock the meaning of a myriad of words (Taylor, Mraz, Nichols, Rickelman, &Wood, 2009). Mary Kennedy teaches Greek and Latin roots to her students as part of their word study throughout the school year. Students use the printed charts that Mary downloaded from the Reading Rockets website to select their Greek or Latin root, suffix, or affix. Each student created a modified Frayer model at least once per week, typically during literacy centers (see Figure 2 for a sample modified Frayer model). The modified Frayer models have a place to write the root, the meaning of the root, an example of a word that contains that specific root, a definition of that root word, and a sentence with the root word with an accompanying photo or illustration. Typically, some students would choose to use the printed copies, some students choose to create their modified Frayer models using Google Slides. Once instruction was taking place solely online, Mary made minor changes such as creating a class Google Slides and linking the list of Greek and Latin roots, suffixes, and affixes to the presentation.

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Figure 2 An example of a modified Frayer model for the root PHON

Most students chose to create their modified Frayer models in the class Google slides; however, several chose to sketch the modified Frayer model on a piece of paper, complete the work on paper, take a photo of their work, and upload the image to the class Google Slide. An unintended consequence of all students placing their work in the Google Slide presentation, was that everyone could access all of the Greek and Latin roots, affixes, and suffixes. A blank class Greek and Latin root Google presentation can be accessed here. By adding this presentation to a personal Drive, educators can use this to get started with Greek and Latin root study in their own classrooms. Independent Reading Independent reading can greatly impact students’ reading achievement and development as literate beings; therefore, ensuring that students take time each day to read and discuss texts is vital (Miller, 2014). When students leverage voice and choice to

Read this article on the Blue Ridge Mountains (Blue Ridge is one of the 6 SC regions we are studying). Next, complete the 3-2-1 Reading Guide; save a copy in your Regions of SC Google Drive Folder.

Figure 1 Sample cell for Avery’s Regions of SC, ELA Choice Board

Vocabulary Study To promote active engagement in vocabulary, teachers can leverage a digital word wall for the study of Greek and Latin roots (Stover & Yearta, 2017). There are vast benefits to engaging in the

Literacy Matters | Volume 21 • Winter 2021 | 73 |

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