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

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