ApprovedcurriculumbeingusedA studentled part ofthe lessonAll studentswerefollowing thedress codePUMA:M andADatatracker upto dateEvidence thatsmall groupswere formedbased ondataEvidence of anMLL studentpartnered witha strong peerlanguagemodelTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionAcademicnotebooksbeingusedEvidence ofcontentbeing relatedto studentinterestsTeacherreferencedanchorchartSmallgroupswereevidentEvidence ofreal worldconnectionsTurnandTalksFollowingthe minute-by-minuteschedulePUMA:P andUPositivestudentinteractionsWAG,Agenda, andInstructionalignedOver 90% ofstudentsactivelyengaged inlessonEvidence ofKickboardbeingutilizedDifferentiatedsmall groupassignment2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)UpdatedseatingchartspostedEvidence ofdifferentiationApprovedcurriculumbeingusedA studentled part ofthe lessonAll studentswerefollowing thedress codePUMA:M andADatatracker upto dateEvidence thatsmall groupswere formedbased ondataEvidence of anMLL studentpartnered witha strong peerlanguagemodelTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionAcademicnotebooksbeingusedEvidence ofcontentbeing relatedto studentinterestsTeacherreferencedanchorchartSmallgroupswereevidentEvidence ofreal worldconnectionsTurnandTalksFollowingthe minute-by-minuteschedulePUMA:P andUPositivestudentinteractionsWAG,Agenda, andInstructionalignedOver 90% ofstudentsactivelyengaged inlessonEvidence ofKickboardbeingutilizedDifferentiatedsmall groupassignment2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)UpdatedseatingchartspostedEvidence ofdifferentiation

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