Give students a choiceof activities or productsthat are differentiatedfor learning profile.Ask them to work intheir preferred style ormodality.Teach a mini-lessonto review orreinforceknowledge,understanding, orskill.Design and carry outan activity in whichstudents work in agroupwith others who areunlike them ininterests,learning profile, orreadiness.Share adifferentiatedactivity at a schoolor department staffmeeting.Your choice ofactivitythat supportsdifferentiation.Design and carry outan activity in whichstudents work in agroupwith others who arelikethem in interests,learning profile, orreadiness.Provideadvancedstudents with anadvanced text orreadingassignment.Talk to students orparents about whyyoudifferentiate or themeaning of “fair.”Providestudents witha choice ofgraphicorganizer.Design anduse anexit ticket forongoingassessment.Help students learnabout the differencebetween afunctionalgroup and adysfunctional group.Observe anotherteacherdifferentiating, orprovide thatteacher withfeedback on adifferentiated task.Design andintroducean anchor activitythat isclearly tied to yourunitor course goals.Give studentsthe choiceof workingalone or withanother person. Ask students toself-evaluatetheir workaccording to setcriteria.Scaffold your text orareading assignmenttosupport students whostruggle with reading.Differentiate ahomeworkassignment forinterest,learning profile,or readiness.Change grouping ofstudents at least onceduring a class period.Besure your groupingsarepurposeful, notrandom.Use Kahootor other appforassessmentreviewAssignclassroomorgroup jobs.Provideaudio/videosupportfor a text orreadingassignment.  Demonstratefine-motorstrength andcoordinationEstablishesand sustainspositiverelationshipsPre-assessfor interest,learningprofile, orreadiness.Give students a choiceof activities or productsthat are differentiatedfor learning profile.Ask them to work intheir preferred style ormodality.Teach a mini-lessonto review orreinforceknowledge,understanding, orskill.Design and carry outan activity in whichstudents work in agroupwith others who areunlike them ininterests,learning profile, orreadiness.Share adifferentiatedactivity at a schoolor department staffmeeting.Your choice ofactivitythat supportsdifferentiation.Design and carry outan activity in whichstudents work in agroupwith others who arelikethem in interests,learning profile, orreadiness.Provideadvancedstudents with anadvanced text orreadingassignment.Talk to students orparents about whyyoudifferentiate or themeaning of “fair.”Providestudents witha choice ofgraphicorganizer.Design anduse anexit ticket forongoingassessment.Help students learnabout the differencebetween afunctionalgroup and adysfunctional group.Observe anotherteacherdifferentiating, orprovide thatteacher withfeedback on adifferentiated task.Design andintroducean anchor activitythat isclearly tied to yourunitor course goals.Give studentsthe choiceof workingalone or withanother person. Ask students toself-evaluatetheir workaccording to setcriteria.Scaffold your text orareading assignmenttosupport students whostruggle with reading.Differentiate ahomeworkassignment forinterest,learning profile,or readiness.Change grouping ofstudents at least onceduring a class period.Besure your groupingsarepurposeful, notrandom.Use Kahootor other appforassessmentreviewAssignclassroomorgroup jobs.Provideaudio/videosupportfor a text orreadingassignment.  Demonstratefine-motorstrength andcoordinationEstablishesand sustainspositiverelationshipsPre-assessfor interest,learningprofile, orreadiness.

Lesson 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. Give students a choice of activities or products that are differentiated for learning profile. Ask them to work in their preferred style or modality.
  2. Teach a mini-lesson to review or reinforce knowledge, understanding, or skill.
  3. Design and carry out an activity in which students work in a group with others who are unlike them in interests, learning profile, or readiness.
  4. Share a differentiated activity at a school or department staff meeting.
  5. Your choice of activity that supports differentiation.
  6. Design and carry out an activity in which students work in a group with others who are like them in interests, learning profile, or readiness.
  7. Provide advanced students with an advanced text or reading assignment.
  8. Talk to students or parents about why you differentiate or the meaning of “fair.”
  9. Provide students with a choice of graphic organizer.
  10. Design and use an exit ticket for ongoing assessment.
  11. Help students learn about the difference between a functional group and a dysfunctional group.
  12. Observe another teacher differentiating, or provide that teacher with feedback on a differentiated task.
  13. Design and introduce an anchor activity that is clearly tied to your unit or course goals.
  14. Give students the choice of working alone or with another person.
  15. Ask students to self-evaluate their work according to set criteria.
  16. Scaffold your text or a reading assignment to support students who struggle with reading.
  17. Differentiate a homework assignment for interest, learning profile, or readiness.
  18. Change grouping of students at least once during a class period. Be sure your groupings are purposeful, not random.
  19. Use Kahoot or other app for assessment review
  20. Assign classroom or group jobs.
  21. Provide audio/video support for a text or reading assignment.
  22. Demonstrate fine-motor strength and coordination
  23. Establishes and sustains positive relationships
  24. Pre-assess for interest, learning profile, or readiness.