A studentled part ofthe lessonDifferentiatedsmall groupassignmentSmallgroupswereevidentFollowingthe minute-by-minutescheduleEvidence of anMLL studentpartnered witha strong peerlanguagemodelEvidence ofreal worldconnectionsUpdatedseatingchartspostedWAG,Agenda, andInstructionalignedPUMA:P andU2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)Datatracker upto dateEvidence ofcontentbeing relatedto studentinterestsEvidence ofKickboardbeingutilizedApprovedcurriculumbeingusedPositivestudentinteractionsAll studentswerefollowing thedress codePUMA:M andAOver 90% ofstudentsactivelyengaged inlessonEvidence ofdifferentiationTeacherreferencedanchorchartTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionTurnandTalksAcademicnotebooksbeingusedEvidence thatsmall groupswere formedbased ondataA studentled part ofthe lessonDifferentiatedsmall groupassignmentSmallgroupswereevidentFollowingthe minute-by-minutescheduleEvidence of anMLL studentpartnered witha strong peerlanguagemodelEvidence ofreal worldconnectionsUpdatedseatingchartspostedWAG,Agenda, andInstructionalignedPUMA:P andU2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)Datatracker upto dateEvidence ofcontentbeing relatedto studentinterestsEvidence ofKickboardbeingutilizedApprovedcurriculumbeingusedPositivestudentinteractionsAll studentswerefollowing thedress codePUMA:M andAOver 90% ofstudentsactivelyengaged inlessonEvidence ofdifferentiationTeacherreferencedanchorchartTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionTurnandTalksAcademicnotebooksbeingusedEvidence thatsmall groupswere formedbased ondata

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