Lesson Snapshot and Gallery Walk by Alyssa Avila

Instructions

lyssavila92 — 2025-10-22 20:54:10 UTC

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Engage with the Work
As you review each lesson snapshot, comment thoughtfully by sharing one of the following:
- Connections – What does this remind you of from your own teaching or learning experience?
- Comments – What stands out or impresses you about this lesson?
- Wonderings & Questions – What are you curious about? What would you like to ask the author?

Mr. Bruno O. Serrano-8th grade Learning Center

2025-10-28 19:28:36 UTC

Mrs. Aida O. Thornton- Accelerated Learning Academy (ALA)

axo4849 — 2025-10-31 16:17:24 UTC

Focus: Informational Text: Writing a Summary using Writing Flow Organizer

Anchor Chart for Problem-Solution Summary

axo4849 — 2025-10-31 16:32:13 UTC

2025-10-31 22:09:57 UTC

Sharon Figueroa 7/8th learning Center

sfigueroaarguet — 2025-11-01 22:41:44 UTC

Comments for Mr. Bruno - from Sharon Figueroa

sfigueroaarguet — 2025-11-01 22:52:39 UTC

This reminds me of the types of accommodations I write for students' IEPs and my own lesson in my learning center where I can target work geared toward their immediate needs.
I also used the multiple reads strategy in small groups with my center to support the multiple areas: fluency and comprehension.
I am curious about the way the text connects to the students / cultural relevance and engagement.

Mr. Castrejon - 6th Grade Social Science

2025-11-03 18:17:28 UTC

Comment for Mrs. Aida O. Thornton - From Jovanee Castrejon

2025-11-03 18:44:30 UTC

One question I have is about echo reading. I saw that you used that as one of your strategies to use for our EBs, but I have never heard of it. I will be looking more into that strategy to see if that is something I would use with my students during instruction.

Comment for Mr. Bruno O. Serrano - From Jovanee Castrejon

2025-11-03 18:48:03 UTC

One connection that I can make with your lesson is that you are using a passage from i-Ready. I tend to use passages from i-Ready as well during my small group instruction. I enjoyed reading your lesson plan because it gave me ideas on how to differentiate the same reading passage for our different learners.

Mr. Prieto - 12th Grade English

adrianprieto1_1 — 2025-11-04 22:21:07 UTC

Colin Sweeney. 12th grade US Gov't

2025-11-06 16:43:44 UTC

Comment for Serrano from Sweeney

2025-11-06 16:46:20 UTC

iReady is an excellent option for independent work that allows the teacher time to work as facilitator.

comment for Castrejon from Sweeney

2025-11-06 16:47:39 UTC

Cause & Effect graphic organizers allow for depth of knowledge level 3 rigor which supports deeper learning.

Ms. Pulido - 11th Grade Identifying Structural Elements in Drama-The Crucible

dianaramirez41 — 2025-11-06 18:45:53 UTC

Response to Mr. Prieto-12th Grade English from Pulido

dianaramirez41 — 2025-11-06 21:53:20 UTC

Wondering: I wonder what sources the ERWC uses for this unit. Would it be appropriate to use current resources or social media to supplement or connect with students something familiar and current?

Mr. Silva - 7th Grade ELD

igorsilva36 — 2025-11-07 21:51:29 UTC

For Mr Serrano - From Silva

igorsilva36 — 2025-11-07 22:21:09 UTC

I like how you included multiple reads to build both fluency and comprehension. The use of the code chart and TIPS strategy gives students clear structure for reading and writing. I also use partner reading and annotation in my ELD classes, so I can see how this routine would really support my students’ confidence with academic language.

For Mrs. Thornton - From Silva

igorsilva36 — 2025-11-07 22:25:19 UTC

I like how this lesson combines science and literacy so clearly. Having students read the same topic at different Lexile levels is a great way to make complex content accessible. I also use leveled texts and sentence stems in my ELD classes, so I can see how this structure helps students build both academic language and confidence when writing summaries.

Theresa Alfaro- 7th Grade ELA

2025-11-08 03:28:32 UTC

comment for Mr. Silva

2025-11-08 03:31:50 UTC

This was a great lesson and it was straight to he point. My question is how can you embed collaborative inquiry based discussions in this lesson?

Ms. Galindo 6th/History

2025-11-08 23:49:32 UTC

For Mrs. Thornton-Galindo

2025-11-09 00:00:43 UTC

Reading your lesson plan I was reminded of the writing flow organizer for a summary. I teach 6th grade ELA/History and I need to remind students to use transitions when they are writing a summary or a short response. I was wondering how has providing different Lexile text help students with comprehension? I have not tried or heard to try that.

For Ms. Alfaro-Galindo

2025-11-09 00:09:36 UTC

What your lesson reminds me of having students write in their journals as a warm-up. I have a writing prompt displayed and encourage students to write for 5 minutes. I love the idea to include sentence frames. I only include one but I should include more to help them with their writing. I was wondering how long did it take to get students to write for a period of time?

Ms. Ventimiglia, 6th Grade History

aventimi — 2025-11-09 18:26:53 UTC

Comment from Ms. Ventimiglia to Mr. Castrejon

aventimi — 2025-11-09 18:29:04 UTC

Geography would mostly consist of labeling maps. I really like how you connected the Egyptian map to a primary sources, upping the rigor in that work.

nibeditalaha — 2025-11-09 21:56:50 UTC

Comment for Ms. Alfaro - from Ms. Laha.

nibeditalaha — 2025-11-09 22:03:17 UTC

As I review your lesson, I find it aligns closely with the approach I take for my 8th-grade students in the Writer's Workshop on Memoirs. The unit is meticulously structured with a variety of mentor texts and demonstration texts. These resources provide substantial support to the students, guiding them through the process and enhancing their understanding and skills in writing memoirs.

Ms. Nathaly Bonilla- Newcomers ELD

2025-11-09 23:45:25 UTC

Focus: Compare and Contrast writing: After reading about two different oceans, write a paragraph comparing and contrasting the two.

Comments from Nathaly for Mr. Serrano

2025-11-09 23:57:28 UTC

I also have my students do coral readings and code their texts.
I am curious about how you have your class read as a fluency test with the assigned texts. I would like to better understand students' individual fluency rates and abilities and will look into ways to do this.
I really like the way you have structured the class to give students time to present their annnotations. I think this is something I would like to do to help give students more confidence in their work and create more student-driven dialogue around the texts we read.

Ms. Hernandez 11th grade Am Lit

2025-11-10 00:54:27 UTC

Comment for Sharon Figueroa

2025-11-10 00:58:11 UTC

I really connect with the accommodations and self-advocacy. It is essential that students know how they learn best and that they advocate for themselves. Stacey Hernandez

Comment for Nathaly Bonilla

2025-11-10 00:59:26 UTC

Choral reading is fantastic for reluctant readers because the pressure isnt just on them. I think I will begin incorporate this more. Stacey Hernandez

Mrs. McLemore 8th grade Science

2025-11-10 03:05:53 UTC

Comment for Mr. Prieto 12th grade English from McLemore, Nayon.

2025-11-10 03:17:01 UTC

This is such an important and timely lesson. Teaching students to be critical thinkers and responsible consumers of news helps them navigate the overwhelming amount of information they encounter daily. Encouraging them to question sources and recognize bias not only supports media literacy but also builds essential life skills for responsible citizenship.

For Ms. Pulido, 11th grade teacher from McLemore, Nayon.

2025-11-10 03:22:21 UTC

I really like how you broke down The Crucible to help students better understand a classic text. Providing multiple modes of learning gives all students access into the material and supports the comprehension of the structural elements. It’s a thoughtful and inclusive approach to teaching complex literature.

Ms. Pacheco - 7th Grade English

dpachecoflores — 2025-11-10 05:19:44 UTC

Comment for Mrs. McLemore from Ms. Pacheco

dpachecoflores — 2025-11-10 05:39:06 UTC

I like how you are teaching word parts in your lesson, specifically the root word "electro." I find myself often teaching root words and how they carry the primary meaning in a lot of words. We recently talked about the root words bi- and tri-, along with all the words that have it. These are often mini-lessons of language that students also find interesting.

Comment for Ms. Hernandez from Ms. Pacheco

dpachecoflores — 2025-11-10 05:56:52 UTC

You implemented the carousel brainstorming strategy in your lesson. It was my first time learning about it and its a strategy I'd like to use in my classroom as well. It promotes collaboration with a small group and accountability in that they each get a different colored marker.

Mrs. Bahr, 6-8 Reading Intervention

2025-11-10 06:17:45 UTC

Comment for Ms. Pacheco

2025-11-10 06:35:12 UTC

This or That is a great non-threatening intro to making claims to get students to start to recognize their own opinions.

I may add in here, instead of calling on a few to share out, just have partner A/B model quickie where students can get comfortable stating their opinion and a reason.

Comments for Sharon Figueroa- from Adrian Prieto

adrianprieto1_1 — 2025-11-10 17:09:50 UTC

You’ve clearly structured the lesson to address all four literacy domains—reading, writing, speaking, and listening—which shows thoughtful planning and alignment with comprehensive literacy development. The multiple reads and guided discussions are excellent strategies for building both fluency and comprehension. The way you’ve grouped students based on their fluency and decoding needs (Bear, Fox, Snake) shows a clear understanding of their varied strengths and challenges. It’s great that you’ve included multiple supports like read-alouds, modeling, and vocabulary scaffolding.

Question:
I am curious how will you assess or track growth in students’ self-advocacy skills throughout the unit beyond the reading and spelling components.

Comments for Colin Sweeney- From Adrian Prieto

adrianprieto1_1 — 2025-11-10 17:14:20 UTC

This lesson reminds me a lot of what students do in my class as well. There is usually a lot of crossover between English and Social Sciences, but I specifically relate to the visual aspect of your lesson, color coding the diagrams and application of UDL for students with needed supports.

Michelle Martinez Maceda Editorial Analysis

2025-11-11 06:59:27 UTC

2025-11-13 22:21:13 UTC

Michelle Martinez Maceda Editorial Analysis

2025-11-13 22:47:20 UTC

Michelle Martinez--Editorial Analysis--I like your lesson. Eleventh graders would find reading the newspaper interesting when students need to identify instances of ethos, pathos, logos, tone, and diction, they are engaging in rhetorical analysis. This process will help them understand how an author or speaker uses language to persuade, inform, or entertain an audience and achieve a specific purpose. --Romelia Valiquette

Cristina Sanges Gr.10 ELD

cxs1279 — 2025-11-13 23:31:57 UTC

Nurnisa Kurban_Analyze Complex Sentences for Meaning – Grade 9

2025-11-23 18:45:53 UTC

Comments for Cristina Sanges - From Nurnisa Kurban

2025-11-23 19:19:32 UTC

Developing Word Wall is a great way to support all students including ELs and SPED students.

Dr. Beltran- 7th Grade ELA

2025-11-23 19:55:50 UTC

Comments for Ms. Sanges- From Elizabeth Beltran

2025-11-23 20:00:25 UTC

The writing journals are a good reminder to use journals as a tool for not only monitoring reading and writing, but also for engagement with the text. I used Interactive Notebooks in my classroom that supported students literacy! Thank you for the reminder!

Comments for Ms. Pacheco- From Elizabeth Beltran

2025-11-23 20:02:40 UTC

A debate with the topics you have selected are definitely an excellent engagement strategy! A mini practice debate is a useful tool for students who may be struggling with language and structure.