Teachercontinues withtheir lessonwithoutaddressing offtask students.Teacher attimes scansroom for on-taskbehaviorTeacher providesall students withspecific feedbackwhether theresponse iscorrect orincorrect.Studentwork/responsesand teacherexemplarmatchconsistently.Teacher circulatesthe room movingamong desks/tablesand perimeterstrategically tomonitor studentbehavior.Teacherimplementslightning quickwhole classredirectionTeacherreactiontime isdelayed.Teacherprovidesopportunitiesfor students towrite/drawresponse.Studentwork/responsesand teacherexemplarmatchinconsistently.Teacher does notprovide enoughtime for studentsto independentlyreflect responses.Teacherconsistentlyscans roomfor on-taskbehavior.Little to nomovementamongdesks/tablesand theperimeter.Teacherrarely/doesnot scan theroom for on-task behaviorLittle to noredirection.Teacher does notaddress studentswho are notengaged.Teacherrarely/doesnot scan theroom for ontask-behaviorTeacheraddresses somestudents off task,but doesn't noticeall students whoare off task.Teacheraggressivelymonitors forthe majority.There isnoexemplarprovided.Free!Some movementamongdesks/tables andperimeter butdoes not appearto be strategic.Teachercontinues withtheir lessonwithoutaddressing offtask students.Teacher attimes scansroom for on-taskbehaviorTeacher providesall students withspecific feedbackwhether theresponse iscorrect orincorrect.Studentwork/responsesand teacherexemplarmatchconsistently.Teacher circulatesthe room movingamong desks/tablesand perimeterstrategically tomonitor studentbehavior.Teacherimplementslightning quickwhole classredirectionTeacherreactiontime isdelayed.Teacherprovidesopportunitiesfor students towrite/drawresponse.Studentwork/responsesand teacherexemplarmatchinconsistently.Teacher does notprovide enoughtime for studentsto independentlyreflect responses.Teacherconsistentlyscans roomfor on-taskbehavior.Little to nomovementamongdesks/tablesand theperimeter.Teacherrarely/doesnot scan theroom for on-task behaviorLittle to noredirection.Teacher does notaddress studentswho are notengaged.Teacherrarely/doesnot scan theroom for ontask-behaviorTeacheraddresses somestudents off task,but doesn't noticeall students whoare off task.Teacheraggressivelymonitors forthe majority.There isnoexemplarprovided.Free!Some 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 continues with their lesson without addressing off task students.
  2. Teacher at times scans room for on-task behavior
  3. Teacher provides all students with specific feedback whether the response is correct or incorrect.
  4. Student work/responses and teacher exemplar match consistently.
  5. Teacher circulates the room moving among desks/tables and perimeter strategically to monitor student behavior.
  6. Teacher implements lightning quick whole class redirection
  7. Teacher reaction time is delayed.
  8. Teacher provides opportunities for students to write/draw response.
  9. Student work/responses and teacher exemplar match inconsistently.
  10. Teacher does not provide enough time for students to independently reflect responses.
  11. Teacher consistently scans room for on-task behavior.
  12. Little to no movement among desks/tables and the perimeter.
  13. Teacher rarely/does not scan the room for on-task behavior
  14. Little to no redirection. Teacher does not address students who are not engaged.
  15. Teacher rarely/does not scan the room for on task-behavior
  16. Teacher addresses some students off task, but doesn't notice all students who are off task.
  17. Teacher aggressively monitors for the majority.
  18. There is no exemplar provided.
  19. Free!
  20. Some movement among desks/tables and perimeter but does not appear to be strategic.