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