how tobetterimplementSWBSduringreadingstrategiesbuildingconfidenceis keyGoal: makesense ofwrittenwordmake timefor silentreadingexplicitlyteachcomp.strategiesdependless onprogramsbeforereadingstrategiesstages ofliteracyappreciationafterreadingstrategieswhat"GoodReaders"doEfferent -carryinformationfrom textthe If-Thenchart ishelpfulcelebratediversityreading isan activeprocesshow toidentifydependentreadersencouragerisk in theclassroomstudentsCAN betaught howto inferkeep myexpectationshighcomp. isBOTH aprocess &productbring theinvisibleprocess tothe visiblelevelAesthetic- livethroughthe textstudentsmust learnthe value ofrereadingprovidevariousways forengagementhow tobetterimplementSWBSduringreadingstrategiesbuildingconfidenceis keyGoal: makesense ofwrittenwordmake timefor silentreadingexplicitlyteachcomp.strategiesdependless onprogramsbeforereadingstrategiesstages ofliteracyappreciationafterreadingstrategieswhat"GoodReaders"doEfferent -carryinformationfrom textthe If-Thenchart ishelpfulcelebratediversityreading isan activeprocesshow toidentifydependentreadersencouragerisk in theclassroomstudentsCAN betaught howto inferkeep myexpectationshighcomp. isBOTH aprocess &productbring theinvisibleprocess tothe visiblelevelAesthetic- livethroughthe textstudentsmust learnthe value ofrereadingprovidevariousways 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. during reading strategies
  3. building confidence is key
  4. Goal: make sense of written word
  5. make time for silent reading
  6. explicitly teach comp. strategies
  7. depend less on programs
  8. before reading strategies
  9. stages of literacy appreciation
  10. after reading strategies
  11. what "Good Readers" do
  12. Efferent - carry information from text
  13. the If-Then chart is helpful
  14. celebrate diversity
  15. reading is an active process
  16. how to identify dependent readers
  17. encourage risk in the classroom
  18. students CAN be taught how to infer
  19. keep my expectations high
  20. comp. is BOTH a process & product
  21. bring the invisible process to the visible level
  22. Aesthetic - live through the text
  23. students must learn the value of rereading
  24. provide various ways for engagement