Evidence ofcontentbeing relatedto studentinterestsUpdatedseatingchartspostedApprovedcurriculumbeingusedWAG,Agenda, andInstructionalignedTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionEvidence thatsmall groupswere formedbased ondataEvidence of anMLL studentpartnered witha strong peerlanguagemodelAcademicnotebooksbeingusedDatatracker upto datePositivestudentinteractionsPUMA:M andATurnandTalksDifferentiatedsmall groupassignmentPUMA:P andUSmallgroupswereevidentEvidence ofKickboardbeingutilizedEvidence ofdifferentiation2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)A studentled part ofthe lessonOver 90% ofstudentsactivelyengaged inlessonTeacherreferencedanchorchartAll studentswerefollowing thedress codeFollowingthe minute-by-minutescheduleEvidence ofreal worldconnectionsEvidence ofcontentbeing relatedto studentinterestsUpdatedseatingchartspostedApprovedcurriculumbeingusedWAG,Agenda, andInstructionalignedTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionEvidence thatsmall groupswere formedbased ondataEvidence of anMLL studentpartnered witha strong peerlanguagemodelAcademicnotebooksbeingusedDatatracker upto datePositivestudentinteractionsPUMA:M andATurnandTalksDifferentiatedsmall groupassignmentPUMA:P andUSmallgroupswereevidentEvidence ofKickboardbeingutilizedEvidence ofdifferentiation2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)A studentled part ofthe lessonOver 90% ofstudentsactivelyengaged inlessonTeacherreferencedanchorchartAll studentswerefollowing thedress codeFollowingthe minute-by-minutescheduleEvidence ofreal worldconnections

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