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