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