You have a smallgroup ofelementarystudents requringintensive supportto achieve grade-level accuracy.You needreadingmaterial withcontrolledlanguage.You need leveledtext and can't findit in the schoolsystem. You can'tspend your own$$.You have twostudents withseveredecodingissues.Yourstudentsneed todevelopfluency.You needmaterials forstudents that areseverely deficit inreading andlanguage.You have studentson an SOL trackthat are readingbelow grade levelor are identified asELL.You need basicemergent literacy forstudents in grades 3-6 struggling withdeficits commonlyassociated withdyslexia.You need easyaccess toleveled text andaccompanyinglesson plans.You are looking fora way to improveyour student'sspelling and wordrecognition.You are working withstudents that don'taccess traditionalreading materials.You want to try asight word approach.You needleveled text forone of yourreading centersor stations.Your MD or LS IIteacher needs areading programwith a lot ofrepetition for printand phonemicawareness deficits.You are looking formaterials for abeginning readerthat requires amultisensoryapproach tophonics.You have time to pulla small group ingrades 3 and abovefor intervention. Youneed to acceleratetheir progress towardgrade level reading.You have a smallgroup ofelementarystudents requringintensive supportto achieve grade-level accuracy.You needreadingmaterial withcontrolledlanguage.You need leveledtext and can't findit in the schoolsystem. You can'tspend your own$$.You have twostudents withseveredecodingissues.Yourstudentsneed todevelopfluency.You needmaterials forstudents that areseverely deficit inreading andlanguage.You have studentson an SOL trackthat are readingbelow grade levelor are identified asELL.You need basicemergent literacy forstudents in grades 3-6 struggling withdeficits commonlyassociated withdyslexia.You need easyaccess toleveled text andaccompanyinglesson plans.You are looking fora way to improveyour student'sspelling and wordrecognition.You are working withstudents that don'taccess traditionalreading materials.You want to try asight word approach.You needleveled text forone of yourreading centersor stations.Your MD or LS IIteacher needs areading programwith a lot ofrepetition for printand phonemicawareness deficits.You are looking formaterials for abeginning readerthat requires amultisensoryapproach tophonics.You have time to pulla small group ingrades 3 and abovefor intervention. Youneed to acceleratetheir progress towardgrade level reading.

Literacy Materials and Resources - 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. You have a small group of elementary students requring intensive support to achieve grade-level accuracy.
  2. You need reading material with controlled language.
  3. You need leveled text and can't find it in the school system. You can't spend your own $$.
  4. You have two students with severe decoding issues.
  5. Your students need to develop fluency.
  6. You need materials for students that are severely deficit in reading and language.
  7. You have students on an SOL track that are reading below grade level or are identified as ELL.
  8. You need basic emergent literacy for students in grades 3-6 struggling with deficits commonly associated with dyslexia.
  9. You need easy access to leveled text and accompanying lesson plans.
  10. You are looking for a way to improve your student's spelling and word recognition.
  11. You are working with students that don't access traditional reading materials. You want to try a sight word approach.
  12. You need leveled text for one of your reading centers or stations.
  13. Your MD or LS II teacher needs a reading program with a lot of repetition for print and phonemic awareness deficits.
  14. You are looking for materials for a beginning reader that requires a multisensory approach to phonics.
  15. You have time to pull a small group in grades 3 and above for intervention. You need to accelerate their progress toward grade level reading.