A teacher whohas hung up apicturedictionary intheir class____________Someone who canexplain the differencebetween purpose andapplication on thegreen scaffolding doc_________________Someonewho usesthe pacingtool regularly__________Someoneteaching in thesame boroughas you___________A science andENL teacherpartnership thatplans togetherweekly____________Someone whocan describe amicrosatellite____________A teacher teammaking progresson improvingpeer-to-peerinteractions___________Someone whohas tried"speed dating"talk routine_________Someone whoturnkeys theDML NV PDlearning back attheir campus_____________An AP who cangive a shout out toone of their staffaround their use ofthe scaffolds__________Someonewho hasbeen to everyPD session___________Someone whocan identify aunique SEPused in unit 5___________Someone whocan explain thethree maincomponents ofthe unit opening____________Someone whocan explainhow the 5Emodel supportsMLs/ELLs________Someone whocan explain theprimarily SEPused in unit 2___________Someone whohas used the"text translationroutine"____________Someonewho has tried"block party"talk routine___________Someone whohas tried thetext translationroutine____________Someoneteaching for thesame numberof years as you___________Someone onthe samelesson as you___________A school teamthat hascompleted aPDSA cycle onpeer interactions___________Someone who canexplain why it is not agreat idea to providedirect translations toentire texts in non-bilingual settings____________Someone whocan explain theanchorphenomena ofunit 5__________Someone whocan explain thetypical sequenceof the explorephase___________A teacher whohas hung up apicturedictionary intheir class____________Someone who canexplain the differencebetween purpose andapplication on thegreen scaffolding doc_________________Someonewho usesthe pacingtool regularly__________Someoneteaching in thesame boroughas you___________A science andENL teacherpartnership thatplans togetherweekly____________Someone whocan describe amicrosatellite____________A teacher teammaking progresson improvingpeer-to-peerinteractions___________Someone whohas tried"speed dating"talk routine_________Someone whoturnkeys theDML NV PDlearning back attheir campus_____________An AP who cangive a shout out toone of their staffaround their use ofthe scaffolds__________Someonewho hasbeen to everyPD session___________Someone whocan identify aunique SEPused in unit 5___________Someone whocan explain thethree maincomponents ofthe unit opening____________Someone whocan explainhow the 5Emodel supportsMLs/ELLs________Someone whocan explain theprimarily SEPused in unit 2___________Someone whohas used the"text translationroutine"____________Someonewho has tried"block party"talk routine___________Someone whohas tried thetext translationroutine____________Someoneteaching for thesame numberof years as you___________Someone onthe samelesson as you___________A school teamthat hascompleted aPDSA cycle onpeer interactions___________Someone who canexplain why it is not agreat idea to providedirect translations toentire texts in non-bilingual settings____________Someone whocan explain theanchorphenomena ofunit 5__________Someone whocan explain thetypical sequenceof the explorephase___________

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.


1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
  1. A teacher who has hung up a picture dictionary in their class ____________
  2. Someone who can explain the difference between purpose and application on the green scaffolding doc _________________
  3. Someone who uses the pacing tool regularly __________
  4. Someone teaching in the same borough as you ___________
  5. A science and ENL teacher partnership that plans together weekly ____________
  6. Someone who can describe a microsatellite ____________
  7. A teacher team making progress on improving peer-to-peer interactions ___________
  8. Someone who has tried "speed dating" talk routine _________
  9. Someone who turnkeys the DML NV PD learning back at their campus _____________
  10. An AP who can give a shout out to one of their staff around their use of the scaffolds __________
  11. Someone who has been to every PD session ___________
  12. Someone who can identify a unique SEP used in unit 5 ___________
  13. Someone who can explain the three main components of the unit opening ____________
  14. Someone who can explain how the 5E model supports MLs/ELLs ________
  15. Someone who can explain the primarily SEP used in unit 2 ___________
  16. Someone who has used the "text translation routine" ____________
  17. Someone who has tried "block party" talk routine ___________
  18. Someone who has tried the text translation routine ____________
  19. Someone teaching for the same number of years as you ___________
  20. Someone on the same lesson as you ___________
  21. A school team that has completed a PDSA cycle on peer interactions ___________
  22. Someone who can explain why it is not a great idea to provide direct translations to entire texts in non-bilingual settings ____________
  23. Someone who can explain the anchor phenomena of unit 5 __________
  24. Someone who can explain the typical sequence of the explore phase ___________