how tobetterimplementSWBSkeep myexpectationshighcelebratediversityEfferent -carryinformationfrom textexplicitlyteachcomp.strategiesstages ofliteracyappreciationcomp. isBOTH aprocess &productmake timefor silentreadingbeforereadingstrategiesbuildingconfidenceis keystudentsCAN betaught howto inferafterreadingstrategiesbring theinvisibleprocess tothe visibleleveldependless onprogramswhat"GoodReaders"dohow toidentifydependentreadersthe If-Thenchart ishelpfulreading isan activeprocessencouragerisk in theclassroomstudentsmust learnthe value ofrereadingGoal: makesense ofwrittenwordAesthetic- livethroughthe textduringreadingstrategiesprovidevariousways forengagementhow tobetterimplementSWBSkeep myexpectationshighcelebratediversityEfferent -carryinformationfrom textexplicitlyteachcomp.strategiesstages ofliteracyappreciationcomp. isBOTH aprocess &productmake timefor silentreadingbeforereadingstrategiesbuildingconfidenceis keystudentsCAN betaught howto inferafterreadingstrategiesbring theinvisibleprocess tothe visibleleveldependless onprogramswhat"GoodReaders"dohow toidentifydependentreadersthe If-Thenchart ishelpfulreading isan activeprocessencouragerisk in theclassroomstudentsmust learnthe value ofrereadingGoal: makesense ofwrittenwordAesthetic- livethroughthe textduringreadingstrategiesprovidevariousways forengagement

I Learned... - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. 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.


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  1. how to better implement SWBS
  2. keep my expectations high
  3. celebrate diversity
  4. Efferent - carry information from text
  5. explicitly teach comp. strategies
  6. stages of literacy appreciation
  7. comp. is BOTH a process & product
  8. make time for silent reading
  9. before reading strategies
  10. building confidence is key
  11. students CAN be taught how to infer
  12. after reading strategies
  13. bring the invisible process to the visible level
  14. depend less on programs
  15. what "Good Readers" do
  16. how to identify dependent readers
  17. the If-Then chart is helpful
  18. reading is an active process
  19. encourage risk in the classroom
  20. students must learn the value of rereading
  21. Goal: make sense of written word
  22. Aesthetic - live through the text
  23. during reading strategies
  24. provide various ways for engagement