(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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Comp.001C
Demonstrates an awareness of global issues and perspectives related to
bilingual education, including how bilingual education and bilingualism are
perceived throughout the world.
Comp.003E
Knows how to help students transfer literacy competency from L1 to L2 by
using students’ prior literacy knowledge in L1 to facilitate their acquisition
of L2 literacy, including using explicit instruction to help students make
connections
Comp.001G
Knows models of bilingual education, including characteristics and goals of
various types of bilingual education programs, research findings on the
effectiveness of various models of bilingual education and factors that
determine the natur
Comp.003G
Knows how to promote students’ biliteracy (e.g., by maintaining students’
literacy in L1 while developing students’ literacy in L2, by using ongoing
assessment and monitoring of students’ level of proficiency in oral and
written language a
Comp.002A
Understands basic linguistic concepts in L1 and L2 (e.g., language variation
and change, dialects, register) and applies knowledge of these concepts to
support students’ language development in L1 and L2
Comp.001D
Understands the importance of creating an additive educational program that
reinforces a bicultural identity, including understanding the differences
between acculturation and assimilation.
Comp.004E
Knows how to differentiate content-area instruction based on student needs
and language proficiency levels in L2 and how to select and use a variety of
strategies and resources, including technology, to meet students’ needs.
Comp.001F
Understands convergent research related to bilingual education (e.g., best
instructional practices as determined by student achievement) and applies
convergent research when making instructional decisions.
Comp.002D
Applies knowledge of linguistic concepts and theories/models of language
acquisition to select and implement linguistically and developmentally
appropriate instructional methods, strategies and materials for teaching L1
and L2.
Comp.003D
Knows the statewide Spanish language arts and reading curriculum for
grades EC–6 and ESL middle and high school, as appropriate, as specified in
the Texas Essential Knowledge and Skills (TEKS) and applies this knowledge
to promote bilingua
Comp.003A
. Knows common patterns and stages of literacy development in L1 and how
to make appropriate instructional modifications to deliver the statewide
language arts curriculum in L1 to students at various levels of literacy
development.
Comp.004C
Knows strategies for integrating language arts skills in L1 and L2 into all
content areas and how to use content-area instruction in L1 and L2 to
promote students’ cognitive and linguistic development.
Comp.002B
. Demonstrates knowledge of major language components (e.g., phonetics,
phonology, morphology, syntactic features, semantics, pragmatics) and
applies this knowledge to address students’ language development needs in
L1 and L2.
Comp.004D
Knows various approaches for delivering comprehensible content-area
instruction in L2 (e.g., sheltered English approaches, reciprocal teaching) and
can use various approaches to promote students’ development of cognitiveacademic
language
Comp.002E
Understands the interrelatedness and interdependence of first- and secondlanguage
acquisition and assists students in making connections between
languages (e.g., using cognates, noting similarities and differences).
Comp.003B
Knows types of formal and informal literacy assessments in L1 and uses
appropriate assessments on an ongoing basis to help plan effective literacy
instruction in L1.
Comp.001A
Understands the historical background of bilingual education in the United
States, including federal and state legislation, court
cases related to bilingual education and the effects of demographic changes
on bilingual education.
Comp.003C
Knows the state educator certification standards in reading/language arts
in grades EC–12, understands distinctive elements in the application of the
standards for English and for L1 and applies this knowledge to promote
bilingual students
Comp.001H
Uses knowledge of various bilingual education models to make appropriate
instructional decisions based on program model and design, and selects
appropriate instructional strategies and materials in relation to specific
program models.
Comp.001J
Knows how to create a learning environment that addresses bilingual
students’ affective, linguistic and cognitive needs (e.g., by emphasizing the
benefits of bilingualism and biculturalism, selecting linguistically and
culturally appropria
Comp.003F
Knows how to apply linguistic concepts (e.g., comprehensible input) and
integrate ESL techniques in reading instruction to promote the development
of L2 literacy.
Comp.002G
Understands cognitive, linguistic, social and affective factors affecting
second-language acquisition (e.g., academic background, length of time in
the United States, language status, age, self-esteem, inhibition, motivation,
home/school/c
Comp.001E
Uses knowledge of the historical, legal, legislative and global contexts of
bilingual education to be an effective advocate for the bilingual education
program and to advocate equity for bilingual students.
Comp.002C
Demonstrates knowledge of stages of first- and second-language
development and theories/models of first- and second-language development
(e.g., behaviorist, cognitive) and understands the instructional implications of
these stages and the
