Students are ableto engage inquestions posedby peers about thelesson with little tono guidance fromteacherTeachershows anexample orexemplarDOK 2 questionposed andstudentsdiscuss/respondDOK 1 questionposed andstudentsdiscuss/respondLISC isreferredto by TEverystudent hasmultipleopportunitiesto respondT states howLISC isconnected tothe activityTeacher isfacilitator todiscussion,but studentsare driving itLearning isrelevant forstudents (i.e.Questions andcontent connect tostudents and theirexperiences)Studentsgive positive,constructivefeedbackTeachersgive positive,constructivefeedbackS usingacademiclanguageStudent toStudentdiscussionwithstructureS supporttheiranswers toquestionsStudentshelp oneanother inlearningStudentstracking theirown progresstoward theLISCStudentssummarizingStudentsareactivelyengagedSuccess criteriais visibly postedand includessteps to reachthe learningintentionTeacherasks studentto expandon answerStudentshelp eachother withlearningtasksDOK 3 questionposed andstudentsdiscuss/respondStudentsaskingclarifyingquestionsQuestioningisscaffoldedas neededStudents are ableto engage inquestions posedby peers about thelesson with little tono guidance fromteacherTeachershows anexample orexemplarDOK 2 questionposed andstudentsdiscuss/respondDOK 1 questionposed andstudentsdiscuss/respondLISC isreferredto by TEverystudent hasmultipleopportunitiesto respondT states howLISC isconnected tothe activityTeacher isfacilitator todiscussion,but studentsare driving itLearning isrelevant forstudents (i.e.Questions andcontent connect tostudents and theirexperiences)Studentsgive positive,constructivefeedbackTeachersgive positive,constructivefeedbackS usingacademiclanguageStudent toStudentdiscussionwithstructureS supporttheiranswers toquestionsStudentshelp oneanother inlearningStudentstracking theirown progresstoward theLISCStudentssummarizingStudentsareactivelyengagedSuccess criteriais visibly postedand includessteps to reachthe learningintentionTeacherasks studentto expandon answerStudentshelp eachother withlearningtasksDOK 3 questionposed andstudentsdiscuss/respondStudentsaskingclarifyingquestionsQuestioningisscaffoldedas needed

CMS Instructional Rounds - 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. Students are able to engage in questions posed by peers about the lesson with little to no guidance from teacher
  2. Teacher shows an example or exemplar
  3. DOK 2 question posed and students discuss/respond
  4. DOK 1 question posed and students discuss/respond
  5. LISC is referred to by T
  6. Every student has multiple opportunities to respond
  7. T states how LISC is connected to the activity
  8. Teacher is facilitator to discussion, but students are driving it
  9. Learning is relevant for students (i.e. Questions and content connect to students and their experiences)
  10. Students give positive, constructive feedback
  11. Teachers give positive, constructive feedback
  12. S using academic language
  13. Student to Student discussion with structure
  14. S support their answers to questions
  15. Students help one another in learning
  16. Students tracking their own progress toward the LISC
  17. Students summarizing
  18. Students are actively engaged
  19. Success criteria is visibly posted and includes steps to reach the learning intention
  20. Teacher asks student to expand on answer
  21. Students help each other with learning tasks
  22. DOK 3 question posed and students discuss/respond
  23. Students asking clarifying questions
  24. Questioning is scaffolded as needed