A studentled part ofthe lessonDifferentiatedsmall groupassignmentTeacherreferencedanchorchartTurnandTalksEvidence ofdifferentiationAcademicnotebooksbeingusedEvidence thatsmall groupswere formedbased ondataEvidence ofreal worldconnectionsEvidence ofKickboardbeingutilizedEvidence ofcontentbeing relatedto studentinterestsPUMA:P andUOver 90% ofstudentsactivelyengaged inlessonSmallgroupswereevidentUpdatedseatingchartspostedFollowingthe minute-by-minutescheduleDatatracker upto dateAll studentswerefollowing thedress codeEvidence of anMLL studentpartnered witha strong peerlanguagemodelPUMA:M andAPositivestudentinteractionsTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstruction2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)ApprovedcurriculumbeingusedWAG,Agenda, andInstructionalignedA studentled part ofthe lessonDifferentiatedsmall groupassignmentTeacherreferencedanchorchartTurnandTalksEvidence ofdifferentiationAcademicnotebooksbeingusedEvidence thatsmall groupswere formedbased ondataEvidence ofreal worldconnectionsEvidence ofKickboardbeingutilizedEvidence ofcontentbeing relatedto studentinterestsPUMA:P andUOver 90% ofstudentsactivelyengaged inlessonSmallgroupswereevidentUpdatedseatingchartspostedFollowingthe minute-by-minutescheduleDatatracker upto dateAll studentswerefollowing thedress codeEvidence of anMLL studentpartnered witha strong peerlanguagemodelPUMA:M andAPositivestudentinteractionsTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstruction2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)ApprovedcurriculumbeingusedWAG,Agenda, andInstructionaligned

Walkthrough Bingo - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
  1. A student led part of the lesson
  2. Differentiated small group assignment
  3. Teacher referenced anchor chart
  4. Turn and Talks
  5. Evidence of differentiation
  6. Academic notebooks being used
  7. Evidence that small groups were formed based on data
  8. Evidence of real world connections
  9. Evidence of Kickboard being utilized
  10. Evidence of content being related to student interests
  11. PUMA: P and U
  12. Over 90% of students actively engaged in lesson
  13. Small groups were evident
  14. Updated seating charts posted
  15. Following the minute-by-minute schedule
  16. Data tracker up to date
  17. All students were following the dress code
  18. Evidence of an MLL student partnered with a strong peer language model
  19. PUMA: M and A
  20. Positive student interactions
  21. Teacher provided language scaffold (sentence frames, visuals, etc) during instruction
  22. 2 high-yield strategies were evident (thinking, speaking, reading, writing)
  23. Approved curriculum being used
  24. WAG, Agenda, and Instruction aligned