Evidence ofreal worldconnectionsEvidence ofdifferentiationTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionDatatracker upto dateOver 90% ofstudentsactivelyengaged inlessonTeacherreferencedanchorchartEvidence ofcontentbeing relatedto studentinterestsUpdatedseatingchartspostedTurnandTalksEvidence of anMLL studentpartnered witha strong peerlanguagemodelFollowingthe minute-by-minuteschedulePositivestudentinteractionsSmallgroupswereevidentPUMA:P andUPUMA:M andAAcademicnotebooksbeingusedEvidence ofKickboardbeingutilized2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)WAG,Agenda, andInstructionalignedDifferentiatedsmall groupassignmentApprovedcurriculumbeingusedA studentled part ofthe lessonAll studentswerefollowing thedress codeEvidence thatsmall groupswere formedbased ondataEvidence ofreal worldconnectionsEvidence ofdifferentiationTeacher providedlanguage scaffold(sentenceframes, visuals,etc) duringinstructionDatatracker upto dateOver 90% ofstudentsactivelyengaged inlessonTeacherreferencedanchorchartEvidence ofcontentbeing relatedto studentinterestsUpdatedseatingchartspostedTurnandTalksEvidence of anMLL studentpartnered witha strong peerlanguagemodelFollowingthe minute-by-minuteschedulePositivestudentinteractionsSmallgroupswereevidentPUMA:P andUPUMA:M andAAcademicnotebooksbeingusedEvidence ofKickboardbeingutilized2 high-yieldstrategies wereevident(thinking,speaking,reading, writing)WAG,Agenda, andInstructionalignedDifferentiatedsmall groupassignmentApprovedcurriculumbeingusedA studentled part ofthe lessonAll studentswerefollowing thedress codeEvidence 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
O
2
O
3
G
4
B
5
N
6
I
7
G
8
N
9
B
10
O
11
O
12
I
13
G
14
I
15
B
16
I
17
B
18
I
19
G
20
B
21
G
22
N
23
N
24
O
  1. O-Evidence of real world connections
  2. O-Evidence of differentiation
  3. G-Teacher provided language scaffold (sentence frames, visuals, etc) during instruction
  4. B-Data tracker up to date
  5. N-Over 90% of students actively engaged in lesson
  6. I-Teacher referenced anchor chart
  7. G-Evidence of content being related to student interests
  8. N-Updated seating charts posted
  9. B-Turn and Talks
  10. O-Evidence of an MLL student partnered with a strong peer language model
  11. O-Following the minute-by-minute schedule
  12. I-Positive student interactions
  13. G-Small groups were evident
  14. I-PUMA: P and U
  15. B-PUMA: M and A
  16. I-Academic notebooks being used
  17. B-Evidence of Kickboard being utilized
  18. I-2 high-yield strategies were evident (thinking, speaking, reading, writing)
  19. G-WAG, Agenda, and Instruction aligned
  20. B-Differentiated small group assignment
  21. G-Approved curriculum being used
  22. N-A student led part of the lesson
  23. N-All students were following the dress code
  24. O-Evidence that small groups were formed based on data