Someone whohas tried thetext translationroutine____________Someone whocan describe amicrosatellite____________Someonewho usesthe pacingtool regularly__________Someone whoturnkeys theDML NV PDlearning back attheir campus_____________Someonewho has tried"block party"talk routine___________Someone whocan explain theprimarily SEPused in unit 2___________Someone whocan explain thetypical sequenceof the explorephase___________Someonewho hasbeen to everyPD session___________Someone whohas used the"text translationroutine"____________Someone whocan identify aunique SEPused in unit 5___________Someone whohas tried"speed dating"talk routine_________Someone onthe samelesson as you___________Someone whocan explain theanchorphenomena ofunit 5__________A school teamthat hascompleted aPDSA cycle onpeer interactions___________Someoneteaching in thesame boroughas you___________Someone whocan explain thethree maincomponents ofthe unit opening____________Someone whocan explainhow the 5Emodel supportsMLs/ELLs________A science andENL teacherpartnership thatplans togetherweekly____________A teacher whohas hung up apicturedictionary intheir class____________A teacher teammaking progresson improvingpeer-to-peerinteractions___________Someoneteaching for thesame numberof years as you___________An AP who cangive a shout out toone of their staffaround their use ofthe scaffolds__________Someone who canexplain the differencebetween purpose andapplication on thegreen scaffolding doc_________________Someone who canexplain why it is not agreat idea to providedirect translations toentire texts in non-bilingual settings____________Someone whohas tried thetext translationroutine____________Someone whocan describe amicrosatellite____________Someonewho usesthe pacingtool regularly__________Someone whoturnkeys theDML NV PDlearning back attheir campus_____________Someonewho has tried"block party"talk routine___________Someone whocan explain theprimarily SEPused in unit 2___________Someone whocan explain thetypical sequenceof the explorephase___________Someonewho hasbeen to everyPD session___________Someone whohas used the"text translationroutine"____________Someone whocan identify aunique SEPused in unit 5___________Someone whohas tried"speed dating"talk routine_________Someone onthe samelesson as you___________Someone whocan explain theanchorphenomena ofunit 5__________A school teamthat hascompleted aPDSA cycle onpeer interactions___________Someoneteaching in thesame boroughas you___________Someone whocan explain thethree maincomponents ofthe unit opening____________Someone whocan explainhow the 5Emodel supportsMLs/ELLs________A science andENL teacherpartnership thatplans togetherweekly____________A teacher whohas hung up apicturedictionary intheir class____________A teacher teammaking progresson improvingpeer-to-peerinteractions___________Someoneteaching for thesame numberof years as you___________An AP who cangive a shout out toone of their staffaround their use ofthe scaffolds__________Someone who canexplain the differencebetween purpose andapplication on thegreen scaffolding doc_________________Someone who canexplain why it is not agreat idea to providedirect translations toentire texts in non-bilingual settings____________

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. Someone who has tried the text translation routine ____________
  2. Someone who can describe a microsatellite ____________
  3. Someone who uses the pacing tool regularly __________
  4. Someone who turnkeys the DML NV PD learning back at their campus _____________
  5. Someone who has tried "block party" talk routine ___________
  6. Someone who can explain the primarily SEP used in unit 2 ___________
  7. Someone who can explain the typical sequence of the explore phase ___________
  8. Someone who has been to every PD session ___________
  9. Someone who has used the "text translation routine" ____________
  10. Someone who can identify a unique SEP used in unit 5 ___________
  11. Someone who has tried "speed dating" talk routine _________
  12. Someone on the same lesson as you ___________
  13. Someone who can explain the anchor phenomena of unit 5 __________
  14. A school team that has completed a PDSA cycle on peer interactions ___________
  15. Someone teaching in the same borough as you ___________
  16. Someone who can explain the three main components of the unit opening ____________
  17. Someone who can explain how the 5E model supports MLs/ELLs ________
  18. A science and ENL teacher partnership that plans together weekly ____________
  19. A teacher who has hung up a picture dictionary in their class ____________
  20. A teacher team making progress on improving peer-to-peer interactions ___________
  21. Someone teaching for the same number of years as you ___________
  22. An AP who can give a shout out to one of their staff around their use of the scaffolds __________
  23. Someone who can explain the difference between purpose and application on the green scaffolding doc _________________
  24. Someone who can explain why it is not a great idea to provide direct translations to entire texts in non-bilingual settings ____________