Evidence of anMLL studentpartnered witha strong peerlanguagemodelEvidence ofcontentbeing relatedto studentinterestsEvidence ofreal worldconnectionsPositivestudentinteractionsEvidence thatsmall groupswere formedbased ondataApprovedcurriculumbeingusedPUMA:M andAAll studentswerefollowing thedress code2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)Differentiatedsmall groupassignmentA studentled part ofthe lessonTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionUpdatedseatingchartspostedEvidence ofdifferentiationOver 90% ofstudentsactivelyengaged inlessonDatatracker upto dateSmallgroupswereevidentTeacherreferencedanchorchartEvidence ofKickboardbeingutilizedTurnandTalksWAG,Agenda, andInstructionalignedFollowingthe minute-by-minuteschedulePUMA:P andUAcademicnotebooksbeingusedEvidence of anMLL studentpartnered witha strong peerlanguagemodelEvidence ofcontentbeing relatedto studentinterestsEvidence ofreal worldconnectionsPositivestudentinteractionsEvidence thatsmall groupswere formedbased ondataApprovedcurriculumbeingusedPUMA:M andAAll studentswerefollowing thedress code2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)Differentiatedsmall groupassignmentA studentled part ofthe lessonTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionUpdatedseatingchartspostedEvidence ofdifferentiationOver 90% ofstudentsactivelyengaged inlessonDatatracker upto dateSmallgroupswereevidentTeacherreferencedanchorchartEvidence ofKickboardbeingutilizedTurnandTalksWAG,Agenda, andInstructionalignedFollowingthe minute-by-minuteschedulePUMA:P andUAcademicnotebooksbeingused

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