Evidence ofreal worldconnectionsDatatracker upto datePUMA:P andUTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionWAG,Agenda, andInstructionalignedAcademicnotebooksbeingusedTurnandTalksFollowingthe minute-by-minutescheduleEvidence thatsmall groupswere formedbased ondataEvidence of anMLL studentpartnered witha strong peerlanguagemodelUpdatedseatingchartspostedDifferentiatedsmall groupassignmentApprovedcurriculumbeingusedEvidence ofKickboardbeingutilizedPositivestudentinteractionsEvidence ofdifferentiationTeacherreferencedanchorchart2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)PUMA:M andAOver 90% ofstudentsactivelyengaged inlessonAll studentswerefollowing thedress codeSmallgroupswereevidentA studentled part ofthe lessonEvidence ofcontentbeing relatedto studentinterestsEvidence ofreal worldconnectionsDatatracker upto datePUMA:P andUTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionWAG,Agenda, andInstructionalignedAcademicnotebooksbeingusedTurnandTalksFollowingthe minute-by-minutescheduleEvidence thatsmall groupswere formedbased ondataEvidence of anMLL studentpartnered witha strong peerlanguagemodelUpdatedseatingchartspostedDifferentiatedsmall groupassignmentApprovedcurriculumbeingusedEvidence ofKickboardbeingutilizedPositivestudentinteractionsEvidence ofdifferentiationTeacherreferencedanchorchart2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)PUMA:M andAOver 90% ofstudentsactivelyengaged inlessonAll studentswerefollowing thedress codeSmallgroupswereevidentA studentled part ofthe lessonEvidence ofcontentbeing relatedto studentinterests

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