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