Teacherprovidesopportunitiesfor students towrite/drawresponse.Studentwork/responsesand teacherexemplarmatchinconsistently.Teacheraggressivelymonitors forthe majority.Studentwork/responsesand teacherexemplarmatchconsistently.Little to noredirection.Teacher does notaddress studentswho are notengaged.Teacherrarely/doesnot scan theroom for ontask-behaviorTeacherimplementslightning quickwhole classredirectionTeacher providesall students withspecific feedbackwhether theresponse iscorrect orincorrect.Teacher does notprovide enoughtime for studentsto independentlyreflect responses.Teacherrarely/doesnot scan theroom for on-task behaviorLittle to nomovementamongdesks/tablesand theperimeter.Teacherconsistentlyscans roomfor on-taskbehavior.Teacher circulatesthe room movingamong desks/tablesand perimeterstrategically tomonitor studentbehavior.Teacherreactiontime isdelayed.There isnoexemplarprovided.Teachercontinues withtheir lessonwithoutaddressing offtask students.Free!Teacheraddresses somestudents off task,but doesn't noticeall students whoare off task.Teacher attimes scansroom for on-taskbehaviorSome movementamongdesks/tables andperimeter butdoes not appearto be strategic.Teacherprovidesopportunitiesfor students towrite/drawresponse.Studentwork/responsesand teacherexemplarmatchinconsistently.Teacheraggressivelymonitors forthe majority.Studentwork/responsesand teacherexemplarmatchconsistently.Little to noredirection.Teacher does notaddress studentswho are notengaged.Teacherrarely/doesnot scan theroom for ontask-behaviorTeacherimplementslightning quickwhole classredirectionTeacher providesall students withspecific feedbackwhether theresponse iscorrect orincorrect.Teacher does notprovide enoughtime for studentsto independentlyreflect responses.Teacherrarely/doesnot scan theroom for on-task behaviorLittle to nomovementamongdesks/tablesand theperimeter.Teacherconsistentlyscans roomfor on-taskbehavior.Teacher circulatesthe room movingamong desks/tablesand perimeterstrategically tomonitor studentbehavior.Teacherreactiontime isdelayed.There isnoexemplarprovided.Teachercontinues withtheir lessonwithoutaddressing offtask students.Free!Teacheraddresses somestudents off task,but doesn't noticeall students whoare off task.Teacher attimes scansroom for on-taskbehaviorSome movementamongdesks/tables andperimeter butdoes not appearto be strategic.

Phase 2 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. Teacher provides opportunities for students to write/draw response.
  2. Student work/responses and teacher exemplar match inconsistently.
  3. Teacher aggressively monitors for the majority.
  4. Student work/responses and teacher exemplar match consistently.
  5. Little to no redirection. Teacher does not address students who are not engaged.
  6. Teacher rarely/does not scan the room for on task-behavior
  7. Teacher implements lightning quick whole class redirection
  8. Teacher provides all students with specific feedback whether the response is correct or incorrect.
  9. Teacher does not provide enough time for students to independently reflect responses.
  10. Teacher rarely/does not scan the room for on-task behavior
  11. Little to no movement among desks/tables and the perimeter.
  12. Teacher consistently scans room for on-task behavior.
  13. Teacher circulates the room moving among desks/tables and perimeter strategically to monitor student behavior.
  14. Teacher reaction time is delayed.
  15. There is no exemplar provided.
  16. Teacher continues with their lesson without addressing off task students.
  17. Free!
  18. Teacher addresses some students off task, but doesn't notice all students who are off task.
  19. Teacher at times scans room for on-task behavior
  20. Some movement among desks/tables and perimeter but does not appear to be strategic.