(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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The teacher circulates during instructional
activities to support engagement and
monitor student work.
Teacher is receptive to the interests and
opinions of students.
Teacher practices sometimes incorporate
student interests or backgrounds.
Teacher often recognizes and motivates
positive behaviors and does not allow
inconsequential behavior to interrupt the
lesson.
In an instructional group, each student takes
responsibility for their individual role, tasks,
and group work expectations so they can
have meaningful and productive
collaboration.
Oral and written feedback is academically
focused, frequent, and high-quality.
The teacher and students:
○ generate a variety of ideas and
alternatives; and
○ analyze problems from multiple
perspectives and viewpoints.
measurable and explicit objectives aligned
to state standards and aligned high-quality
curriculum, both in content and in rigor;
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.
Presentation of content inconsistently
includes:
● visuals that establish the purpose of the
lesson, preview the organization of the
lesson, and include internal summaries of
the lesson;
Students are consistently engaged in their
own learning, and the teacher reinforces
students’ initiative to learn more.
Presentation of content always includes:no irrelevant, confusing, or nonessential
information.
Teacher does not create learning
opportunities where students can
experience success.
Questions require active responses (e.g.,
whole-class signaling, choral responses, or
group and individual answers).
Students engage in activities that reinforce
several of the following problem-solving
types:
○ Abstraction
Pacing rarely provides opportunities for
students who progress at different
learning rates.
sometimes connect what they are
learning to prior learning or life
experiences.
Teacher highlights key concepts and ideas
and uses them as the basis to connect
other powerful ideas.
does not display student work.
Teacher establishes few rules for learning
and behavior.
measure student performance in more
than two ways (e.g., in the form of a
project, experiment, presentation, essay,
short answer, or multiple choice);
Objectives and expectations are aligned to
the depth and rigor of the state standards;
lesson content is aligned to the objectives
of the high-quality instructional materials.
Activities and materials include all of the
following:
● Content:
○ support the lesson objectives;
Questions are consistently sequenced with
attention to the instructional goals.
