Color used for information or emphasis Model think alouds Introduce graduated scaffolds Embed new ideas in familiar ideas Activities reflect clear purpose Options for self- regulation Availability of breaks and time- outs Cross curricular connections Options for executive functioning Creating a supportive environment Different- iated self assessment strategies Peer interactions and support Provide different- iated feedback Timing or sequence of activities Offer clarification through listing Provide templates/ graphic Organizers Optimize relevance Prompts to show/ explain your work Provide choices Prompts to stop and think connection to prior knowledge Explicit connections offer opportun- ities to revisit Models that manage frustration Color used for information or emphasis Model think alouds Introduce graduated scaffolds Embed new ideas in familiar ideas Activities reflect clear purpose Options for self- regulation Availability of breaks and time- outs Cross curricular connections Options for executive functioning Creating a supportive environment Different- iated self assessment strategies Peer interactions and support Provide different- iated feedback Timing or sequence of activities Offer clarification through listing Provide templates/ graphic Organizers Optimize relevance Prompts to show/ explain your work Provide choices Prompts to stop and think connection to prior knowledge Explicit connections offer opportun- ities to revisit Models that manage frustration
(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.
Color used for information or emphasis
Model think alouds
Introduce graduated scaffolds
Embed new ideas in familiar ideas
Activities reflect clear purpose
Options for self-regulation
Availability of breaks and time-outs
Cross curricular connections
Options for executive functioning
Creating a supportive environment
Different-iated self assessment strategies
Peer interactions and support
Provide different-iated feedback
Timing or sequence of activities
Offer clarification through listing
Provide templates/
graphic Organizers
Optimize relevance
Prompts to show/ explain your work
Provide choices
Prompts to stop and think
connection
to prior knowledge
Explicit connections
offer opportun-ities to revisit
Models that manage frustration