(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.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
The teacher calls on a variety of students
to engage different students’ perspectives
and provide opportunities for many
students to respond.
Expectations
Student Work
The teacher sometimes engages students
in the following problem-solving types:
○ Abstraction
Grouping Students
Teacher consistently provides differentiated
supports and strategies to ensure students
have the opportunity to master grade-level
standards.
Presentation of content inconsistently
includes:no irrelevant, confusing, or nonessential
information.
Activities and materials include a majority of
the following:
● Content:
○ support the lesson objectives;
○ are challenging;
Teacher consistently recognizes and
motivates positive behaviors and does not
allow inconsequential behavior to interrupt
the lesson.
The teacher regularly reinforces and
rewards effort.
There is evidence that students are
progressing or demonstrating mastery of
the objective(s).
Respectful Conditions
Teacher Content Knowledge
Actvities and Materials
Problem-Solving
Standards and Objectives
Teacher highlights key concepts and ideas
and uses them as the basis to connect
other powerful ideas.
Student work is rarely completed to meet
teacher expectations.
The teacher engages students in multiple
types of thinking:
○ analytical thinking, where students
analyze, compare and contrast, and
evaluate and explain information;
Assignments are:
● always aligned to the rigor and depth of the
standards and curriculum content.
Learning objectives and state content
standards*are communicated.
use a variety of question types and
formats to gauge student learning and
problem-solving;
Environment
Assessment
Pacing is appropriate and sometimes
provides opportunities for students who
progress at different learning rates.
motivating Students
Presenting Instructional Content
Lesson Structure and Pacint
is arranged to promote individual and
group learning.
Instructional groups facilitate
opportunities for students to set goals,
reflect on, and evaluate their learning.
Feedback from students is used to monitor
and adjust instruction.
Teacher and students exhibit respect and
kindness for the teacher and each other;
classroom is free of unhealthy conflict,
sarcasm, and put-downs.
Feedback is frequently given during guided
practice, throughout the lesson, and during
review of independent work assignments.
Questioning
Instructional Plans
Questions are rarely sequenced with
attention to the instructional goals.
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.
Teacher Knowledge of Students
Thinking
Students are consistently engaged in their
own learning, and the teacher reinforces
students’ initiative to learn more.
Engaging Students and Managing Behavior
Instructional plans include:
● some evidence of the internalization of the
