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

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