(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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motivating Students
Respectful Conditions
Assignments are:
● always aligned to the rigor and depth of the
standards and curriculum content.
Questioning
Lesson Structure and Pacint
Standards and Objectives
Instructional groups facilitate
opportunities for students to set goals,
reflect on, and evaluate their learning.
Assessment
The teacher regularly reinforces and
rewards effort.
Questions are rarely sequenced with
attention to the instructional goals.
Teacher Content Knowledge
Teacher consistently provides differentiated
supports and strategies to ensure students
have the opportunity to master grade-level
standards.
Actvities and Materials
Instructional plans include:
● some evidence of the internalization of the
Activities and materials include a majority of
the following:
● Content:
○ support the lesson objectives;
○ are challenging;
Academic Feedback
Teacher highlights key concepts and ideas
and uses them as the basis to connect
other powerful ideas.
The teacher calls on a variety of students
to engage different students’ perspectives
and provide opportunities for many
students to respond.
Student Work
Grouping Students
Engaging Students and Managing Behavior
Learning objectives and state content
standards*are communicated.
Students are consistently engaged in their
own learning, and the teacher reinforces
students’ initiative to learn more.
Presenting Instructional Content
Pacing is appropriate and sometimes
provides opportunities for students who
progress at different learning rates.
The teacher sometimes engages students
in the following problem-solving types:
○ Abstraction
Student work is rarely completed to meet
teacher expectations.
There is evidence that students are
progressing or demonstrating mastery of
the objective(s).
Expectations
Teacher and students exhibit respect and
kindness for the teacher and each other;
classroom is free of unhealthy conflict,
sarcasm, and put-downs.
Thinking
Teacher consistently recognizes and
motivates positive behaviors and does not
allow inconsequential behavior to interrupt
the lesson.
The lesson’s structure is coherent, based
on the content, and has a beginning,middle, and end, with time for reflection to ensure student understanding.
use a variety of question types and
formats to gauge student learning and
problem-solving;
Feedback from students is used to monitor
and adjust instruction.
Feedback is frequently given during guided
practice, throughout the lesson, and during
review of independent work assignments.
The teacher engages students in multiple
types of thinking:
○ analytical thinking, where students
analyze, compare and contrast, and
evaluate and explain information;
Instructional Plans
Teacher Knowledge of Students
Environment
is arranged to promote individual and
group learning.
Problem-Solving
Presentation of content inconsistently
includes:no irrelevant, confusing, or nonessential
information.
