An AP thatattended the 3/15session and cansummarize whatwas learned____________Someone whocan explain howinstructionalroutines supportMLs/ELLs___________An AP thatcan explaineach of the5Es___________Someone whocan define theterm Newcomer(NYC policydefinition)___________Someone whohas tried thetext translationroutine____________Someonewho is on unit3___________Someone whohas registeredfor the 3/1session__________Someone whocan summarizethe NYSEDmemo oninvestigations___________Someone onthe samelesson as you___________Someone whosestudentsregularly use aglossary in class_____________A science teacherthat can explainthe 5 levels oflanguagedevelopment________Someonewho has hada DML schoolvisit___________A science andENL teacherpartnership thatplans togetherweekly____________What are the 6purposes DMLuses to makescaffolds___________Someone who canexplain why peerinteractions areimportant forMLs/ELLs (hint: whatfour literacy skills canthey build)?__________Someone whocan define a"right therequestion"____________Someone who canexplain why usingdirect translationsis notrecommended fora transitioning ELL___________Someone who canexplain whyphenomena basedinstructionsupports languagedevelopment____________Someone who canexplain when tostart givingassessments oncontent during a5E sequence____________An AP whohas finishedtheir fallobservations____________Someone whocan explainhow they usethe picturedictionary____________An ENLTeacher thatcan explaineach of the 5Es___________Someone whocan define theterm SIFE(NYC policydefinition)__________Someone whocan explain whata nominalizationis_____________ An AP thatattended the 3/15session and cansummarize whatwas learned____________Someone whocan explain howinstructionalroutines supportMLs/ELLs___________An AP thatcan explaineach of the5Es___________Someone whocan define theterm Newcomer(NYC policydefinition)___________Someone whohas tried thetext translationroutine____________Someonewho is on unit3___________Someone whohas registeredfor the 3/1session__________Someone whocan summarizethe NYSEDmemo oninvestigations___________Someone onthe samelesson as you___________Someone whosestudentsregularly use aglossary in class_____________A science teacherthat can explainthe 5 levels oflanguagedevelopment________Someonewho has hada DML schoolvisit___________A science andENL teacherpartnership thatplans togetherweekly____________What are the 6purposes DMLuses to makescaffolds___________Someone who canexplain why peerinteractions areimportant forMLs/ELLs (hint: whatfour literacy skills canthey build)?__________Someone whocan define a"right therequestion"____________Someone who canexplain why usingdirect translationsis notrecommended fora transitioning ELL___________Someone who canexplain whyphenomena basedinstructionsupports languagedevelopment____________Someone who canexplain when tostart givingassessments oncontent during a5E sequence____________An AP whohas finishedtheir fallobservations____________Someone whocan explainhow they usethe picturedictionary____________An ENLTeacher thatcan explaineach of the 5Es___________Someone whocan define theterm SIFE(NYC policydefinition)__________Someone whocan explain whata nominalizationis_____________

Networking and Collaboration Bingo! - 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. An AP that attended the 3/15 session and can summarize what was learned ____________
  2. Someone who can explain how instructional routines support MLs/ELLs ___________
  3. An AP that can explain each of the 5Es ___________
  4. Someone who can define the term Newcomer (NYC policy definition) ___________
  5. Someone who has tried the text translation routine ____________
  6. Someone who is on unit 3 ___________
  7. Someone who has registered for the 3/1 session __________
  8. Someone who can summarize the NYSED memo on investigations ___________
  9. Someone on the same lesson as you ___________
  10. Someone whose students regularly use a glossary in class _____________
  11. A science teacher that can explain the 5 levels of language development ________
  12. Someone who has had a DML school visit ___________
  13. A science and ENL teacher partnership that plans together weekly ____________
  14. What are the 6 purposes DML uses to make scaffolds ___________
  15. Someone who can explain why peer interactions are important for MLs/ELLs (hint: what four literacy skills can they build)? __________
  16. Someone who can define a "right there question" ____________
  17. Someone who can explain why using direct translations is not recommended for a transitioning ELL ___________
  18. Someone who can explain why phenomena based instruction supports language development ____________
  19. Someone who can explain when to start giving assessments on content during a 5E sequence ____________
  20. An AP who has finished their fall observations ____________
  21. Someone who can explain how they use the picture dictionary ____________
  22. An ENL Teacher that can explain each of the 5Es ___________
  23. Someone who can define the term SIFE (NYC policy definition) __________
  24. Someone who can explain what a nominalization is _____________