ApprovedcurriculumbeingusedEvidence ofreal worldconnections2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)TeacherreferencedanchorchartUpdatedseatingchartspostedA studentled part ofthe lessonEvidence ofcontentbeing relatedto studentinterestsPUMA:M andAOver 90% ofstudentsactivelyengaged inlessonEvidence ofKickboardbeingutilizedTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionWAG,Agenda, andInstructionalignedAcademicnotebooksbeingusedDifferentiatedsmall groupassignmentEvidence thatsmall groupswere formedbased ondataPUMA:P andUEvidence ofdifferentiationAll studentswerefollowing thedress codeSmallgroupswereevidentFollowingthe minute-by-minutescheduleTurnandTalksDatatracker upto dateEvidence of anMLL studentpartnered witha strong peerlanguagemodelPositivestudentinteractionsApprovedcurriculumbeingusedEvidence ofreal worldconnections2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)TeacherreferencedanchorchartUpdatedseatingchartspostedA studentled part ofthe lessonEvidence ofcontentbeing relatedto studentinterestsPUMA:M andAOver 90% ofstudentsactivelyengaged inlessonEvidence ofKickboardbeingutilizedTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionWAG,Agenda, andInstructionalignedAcademicnotebooksbeingusedDifferentiatedsmall groupassignmentEvidence thatsmall groupswere formedbased ondataPUMA:P andUEvidence ofdifferentiationAll studentswerefollowing thedress codeSmallgroupswereevidentFollowingthe minute-by-minutescheduleTurnandTalksDatatracker upto dateEvidence of anMLL studentpartnered witha strong peerlanguagemodelPositivestudentinteractions

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