UpdatedseatingchartspostedEvidence ofreal worldconnectionsFollowingthe minute-by-minutescheduleDatatracker upto dateTurnandTalksDifferentiatedsmall groupassignmentA studentled part ofthe lessonWAG,Agenda, andInstructionalignedSmallgroupswereevidentEvidence ofcontentbeing relatedto studentinterestsEvidence ofdifferentiationTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionTeacherreferencedanchorchart2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)Evidence ofKickboardbeingutilizedPUMA:P andUPositivestudentinteractionsAcademicnotebooksbeingusedApprovedcurriculumbeingusedPUMA:M andAEvidence thatsmall groupswere formedbased ondataOver 90% ofstudentsactivelyengaged inlessonEvidence of anMLL studentpartnered witha strong peerlanguagemodelAll studentswerefollowing thedress codeUpdatedseatingchartspostedEvidence ofreal worldconnectionsFollowingthe minute-by-minutescheduleDatatracker upto dateTurnandTalksDifferentiatedsmall groupassignmentA studentled part ofthe lessonWAG,Agenda, andInstructionalignedSmallgroupswereevidentEvidence ofcontentbeing relatedto studentinterestsEvidence ofdifferentiationTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionTeacherreferencedanchorchart2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)Evidence ofKickboardbeingutilizedPUMA:P andUPositivestudentinteractionsAcademicnotebooksbeingusedApprovedcurriculumbeingusedPUMA:M andAEvidence thatsmall groupswere formedbased ondataOver 90% ofstudentsactivelyengaged inlessonEvidence of anMLL studentpartnered witha strong peerlanguagemodelAll studentswerefollowing thedress code

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