Gallery Walk

1. Select the texts (student work, images, quotes, etc.) you will be using for the Gallery Walk.
2. Determine how students will be grouped, for example, in pairs or triads.
3. Display and space texts around the room so that students may freely access.
4. Based on the purpose or anticipated outcome, determine how students will respond to the collection being viewed (e.g., in writing, verbally, in response to specific questions or prompts, etc.)
5. Debrief the Gallery Walk by having class discussion.

• Consider how the intentional or random grouping of students may  impact this activity.
• Consider using Gallery Walk at the beginning of and then also at the end of the unit of study.
• If possible, have students from different classes/grades participate in Gallery Walk showcasing the work of their peers.

Scaffolds for Multilingual Learners

Entering/Emerging:

• Allow students to access and use vocabulary resources in order to recount, argue, and explain.
• Model how to write a variety of responses.
• Provide examples of what students’ responses might look like.
• Allow students to respond in a variety of ways (e.g., pictures, text, mix of English and home language, etc.).
• Provide sentence stems/frames and graphic organizers.
• Bold key vocabulary words for students to use to identify icons and match key terms and ideas to images, graphs, icons or diagrams.
• Allow students to access and use vocabulary resources and tools, such as anchor charts, word walls, word banks, and personal dictionaries (including images).
• Chunk the text to make it more accessible for students to sequence events, identify patterns, and locate main ideas.

Developing/Expanding:

• Model how to write a variety of responses.
• Provide examples of information presented objectively with a neutral tone.
• Provide graphic organizers (i.e., Double-Entry Organizer or It Says-I Say-And So) to help students with organization of claims and evidence.
• Provide examples of persuasive pieces which contain a series of substantiated claims and evidence.

Bridging/Reaching:

• Provide examples of students’ responses.
• Model how to write a concluding statement that follows from and supports the information presented.
• Model how to convey sequence and show relationships among experiences and events.
• Model and allow students to use Main Idea–Detail Frame in order to support students’ comprehension of texts for the purpose of recounting, arguing, explaining and/or discussing.
• Model and allow students to use Text Coding with Margin Notes, Double Entry Organizer (DEO)  to assist in comprehension of texts.