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

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