This activity allows for movement, discussion, and access to the content at all language levels and througimary languages.
Before class:
On big chart paper, cut and paste most relevant portions of the text your students are reading and add a couple of open-ended questions. Depending on your class size, you’ll do anywhere from 6-8 charts. Tape these charts all around the room.
Science example:
Put on some instrumental music at low volume to add to the idea of a “gallery stroll.”
Intentionally place students in groups of three or four. Think about the languages they speak and who might be able to scaffold for those at the earliest stage of English proficiency. Also, consider how well certain students work together. It is sometimes helpful to put at least two students who speak the same primary language (other than English) together with two other students who are dominant English speakers. It helps them feel less intimidated, and they can draw on translanguaging to access the vocabulary that may be difficult.
Assign each group to a poster. Together they’ll read the text and discuss the question. They will also write comments directly on the poster. It works well to have one student will write as the others talk—you might ask them to switch at each station. They can also draw arrows from specific phrases and words and respond to them or ask questions. Allow students to write in whatever language they like.
After a set amount of time (5-7 minutes), I ring a bell or stop the music. The groups then rotate to the next chart paper. They read the text and questions. They add new comments or respond to the comments of the previous group. Sometimes students write things like, “I agree!” or “I wonder about…”.
Before your students return to their seats, ensure they get a chance to see what other groups have written.
