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

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