Someonewho hasbeen to everyPD session___________A science andENL teacherpartnership thatplans togetherweekly____________Someone whohas tried thetext translationroutine____________Someone whocan explain theprimarily SEPused in unit 2___________Someone onthe samelesson as you___________Someone whocan explain thetypical sequenceof the explorephase___________An AP who cangive a shout out toone of their staffaround their use ofthe scaffolds__________Someoneteaching for thesame numberof years as you___________Someone who canexplain the differencebetween purpose andapplication on thegreen scaffolding doc_________________Someoneteaching in thesame boroughas you___________Someone whocan describe amicrosatellite____________A teacher whohas hung up apicturedictionary intheir class____________A school teamthat hascompleted aPDSA cycle onpeer interactions___________Someone whoturnkeys theDML NV PDlearning back attheir campus_____________Someone whocan explain theanchorphenomena ofunit 5__________Someonewho has tried"block party"talk routine___________Someone whocan explain thethree maincomponents ofthe unit opening____________Someone whocan identify aunique SEPused in unit 5___________Someone whohas used the"text translationroutine"____________Someone who canexplain why it is not agreat idea to providedirect translations toentire texts in non-bilingual settings____________Someone whocan explainhow the 5Emodel supportsMLs/ELLs________A teacher teammaking progresson improvingpeer-to-peerinteractions___________Someonewho usesthe pacingtool regularly__________Someone whohas tried"speed dating"talk routine_________Someonewho hasbeen to everyPD session___________A science andENL teacherpartnership thatplans togetherweekly____________Someone whohas tried thetext translationroutine____________Someone whocan explain theprimarily SEPused in unit 2___________Someone onthe samelesson as you___________Someone whocan explain thetypical sequenceof the explorephase___________An AP who cangive a shout out toone of their staffaround their use ofthe scaffolds__________Someoneteaching for thesame numberof years as you___________Someone who canexplain the differencebetween purpose andapplication on thegreen scaffolding doc_________________Someoneteaching in thesame boroughas you___________Someone whocan describe amicrosatellite____________A teacher whohas hung up apicturedictionary intheir class____________A school teamthat hascompleted aPDSA cycle onpeer interactions___________Someone whoturnkeys theDML NV PDlearning back attheir campus_____________Someone whocan explain theanchorphenomena ofunit 5__________Someonewho has tried"block party"talk routine___________Someone whocan explain thethree maincomponents ofthe unit opening____________Someone whocan identify aunique SEPused in unit 5___________Someone whohas used the"text translationroutine"____________Someone who canexplain why it is not agreat idea to providedirect translations toentire texts in non-bilingual settings____________Someone whocan explainhow the 5Emodel supportsMLs/ELLs________A teacher teammaking progresson improvingpeer-to-peerinteractions___________Someonewho usesthe pacingtool regularly__________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 has been to every PD session ___________
  2. A science and ENL teacher partnership that plans together weekly ____________
  3. Someone who has tried the text translation routine ____________
  4. Someone who can explain the primarily SEP used in unit 2 ___________
  5. Someone on the same lesson as you ___________
  6. Someone who can explain the typical sequence of the explore phase ___________
  7. An AP who can give a shout out to one of their staff around their use of the scaffolds __________
  8. Someone teaching for the same number of years as you ___________
  9. Someone who can explain the difference between purpose and application on the green scaffolding doc _________________
  10. Someone teaching in the same borough as you ___________
  11. Someone who can describe a microsatellite ____________
  12. A teacher who has hung up a picture dictionary in their class ____________
  13. A school team that has completed a PDSA cycle on peer interactions ___________
  14. Someone who turnkeys the DML NV PD learning back at their campus _____________
  15. Someone who can explain the anchor phenomena of unit 5 __________
  16. Someone who has tried "block party" talk routine ___________
  17. Someone who can explain the three main components of the unit opening ____________
  18. Someone who can identify a unique SEP used in unit 5 ___________
  19. Someone who has used the "text translation routine" ____________
  20. Someone who can explain why it is not a great idea to provide direct translations to entire texts in non-bilingual settings ____________
  21. Someone who can explain how the 5E model supports MLs/ELLs ________
  22. A teacher team making progress on improving peer-to-peer interactions ___________
  23. Someone who uses the pacing tool regularly __________
  24. Someone who has tried "speed dating" talk routine _________