Evidence ofcontentbeing relatedto studentinterestsEvidence of anMLL studentpartnered witha strong peerlanguagemodelDatatracker upto dateWAG,Agenda, andInstructionalignedDifferentiatedsmall groupassignmentTurnandTalksPUMA:P andUOver 90% ofstudentsactivelyengaged inlessonPositivestudentinteractionsAcademicnotebooksbeingusedEvidence thatsmall groupswere formedbased ondata2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)PUMA:M andAFollowingthe minute-by-minutescheduleApprovedcurriculumbeingusedA studentled part ofthe lessonUpdatedseatingchartspostedSmallgroupswereevidentEvidence ofreal worldconnectionsEvidence ofKickboardbeingutilizedTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionTeacherreferencedanchorchartAll studentswerefollowing thedress codeEvidence ofdifferentiationEvidence ofcontentbeing relatedto studentinterestsEvidence of anMLL studentpartnered witha strong peerlanguagemodelDatatracker upto dateWAG,Agenda, andInstructionalignedDifferentiatedsmall groupassignmentTurnandTalksPUMA:P andUOver 90% ofstudentsactivelyengaged inlessonPositivestudentinteractionsAcademicnotebooksbeingusedEvidence thatsmall groupswere formedbased ondata2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)PUMA:M andAFollowingthe minute-by-minutescheduleApprovedcurriculumbeingusedA studentled part ofthe lessonUpdatedseatingchartspostedSmallgroupswereevidentEvidence ofreal worldconnectionsEvidence ofKickboardbeingutilizedTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionTeacherreferencedanchorchartAll studentswerefollowing thedress codeEvidence ofdifferentiation

Walkthrough Bingo - Call List

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