Evidence ofreal worldconnectionsUpdatedseatingchartsposted2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)All studentswerefollowing thedress codePositivestudentinteractionsTeacherreferencedanchorchartAcademicnotebooksbeingusedWAG,Agenda, andInstructionalignedEvidence ofcontentbeing relatedto studentinterestsTurnandTalksTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionPUMA:M andAApprovedcurriculumbeingusedFollowingthe minute-by-minutescheduleSmallgroupswereevidentDatatracker upto dateEvidence ofdifferentiationEvidence of anMLL studentpartnered witha strong peerlanguagemodelOver 90% ofstudentsactivelyengaged inlessonA studentled part ofthe lessonPUMA:P andUEvidence thatsmall groupswere formedbased ondataEvidence ofKickboardbeingutilizedDifferentiatedsmall groupassignmentEvidence ofreal worldconnectionsUpdatedseatingchartsposted2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)All studentswerefollowing thedress codePositivestudentinteractionsTeacherreferencedanchorchartAcademicnotebooksbeingusedWAG,Agenda, andInstructionalignedEvidence ofcontentbeing relatedto studentinterestsTurnandTalksTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionPUMA:M andAApprovedcurriculumbeingusedFollowingthe minute-by-minutescheduleSmallgroupswereevidentDatatracker upto dateEvidence ofdifferentiationEvidence of anMLL studentpartnered witha strong peerlanguagemodelOver 90% ofstudentsactivelyengaged inlessonA studentled part ofthe lessonPUMA:P andUEvidence thatsmall groupswere formedbased ondataEvidence ofKickboardbeingutilizedDifferentiatedsmall groupassignment

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