Why is theProblemHappening?PhonemeSegmentationFluencyNorm-ReferencedTrackingTrapMTSSEfficacySystems-LevelIndicatorExplicitInstructionCoreInstructionDiagnosticFoundationalSkillsMorphologyReadingProfileFormativeAssessmentInstructionalPlanningIf a Student isNOT makingProgress :Intensify theInterventionTier1Tier3GeneralOutcomesMeasuresDriveInstructionBenchmarkProblem-SolvingMethodClosetheGapInstructionalNeedsStandardized,Valid, &Reliable ToolsFormativeAssessmentsIncludeInformal andFormalPredictiveProblemIdentificationImplementingValidandReliableSummativeAssessmentPlanDevelopmentandImplementationSingle-SkillMasteryMeasureOralReadingFluencyRepeatedMeasurementof thetargeted areaof InstructionDiagnosticwill: Pinpointa specificskills deficitReceptivePlanEvaluationUniversalScreeningReadingComprehensionTier2ExpressiveProgressMonitoringAngelicaWhy is theProblemHappening?PhonemeSegmentationFluencyNorm-ReferencedTrackingTrapMTSSEfficacySystems-LevelIndicatorExplicitInstructionCoreInstructionDiagnosticFoundationalSkillsMorphologyReadingProfileFormativeAssessmentInstructionalPlanningIf a Student isNOT makingProgress :Intensify theInterventionTier1Tier3GeneralOutcomesMeasuresDriveInstructionBenchmarkProblem-SolvingMethodClosetheGapInstructionalNeedsStandardized,Valid, &Reliable ToolsFormativeAssessmentsIncludeInformal andFormalPredictiveProblemIdentificationImplementingValidandReliableSummativeAssessmentPlanDevelopmentandImplementationSingle-SkillMasteryMeasureOralReadingFluencyRepeatedMeasurementof thetargeted areaof InstructionDiagnosticwill: Pinpointa specificskills deficitReceptivePlanEvaluationUniversalScreeningReadingComprehensionTier2ExpressiveProgressMonitoringAngelica

Module 6 - 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. Why is the Problem Happening?
  2. Phoneme Segmentation Fluency
  3. Norm-Referenced
  4. Tracking Trap
  5. MTSS
  6. Efficacy
  7. Systems-Level Indicator
  8. Explicit Instruction
  9. Core Instruction
  10. Diagnostic
  11. Foundational Skills
  12. Morphology
  13. Reading Profile
  14. Formative Assessment
  15. Instructional Planning
  16. If a Student is NOT making Progress : Intensify the Intervention
  17. Tier 1
  18. Tier 3
  19. General Outcomes Measures
  20. Drive Instruction
  21. Benchmark
  22. Problem-Solving Method
  23. Close the Gap
  24. Instructional Needs
  25. Standardized, Valid, & Reliable Tools
  26. Formative Assessments Include Informal and Formal
  27. Predictive
  28. Problem Identification
  29. Implementing
  30. Valid and Reliable
  31. Summative Assessment
  32. Plan Development and Implementation
  33. Single-Skill Mastery Measure
  34. Oral Reading Fluency
  35. Repeated Measurement of the targeted area of Instruction
  36. Diagnostic will: Pinpoint a specific skills deficit
  37. Receptive
  38. Plan Evaluation
  39. Universal Screening
  40. Reading Comprehension
  41. Tier 2
  42. Expressive
  43. Progress Monitoring
  44. Angelica