Studentstracking theirown progresstoward theLISCTeacherasks studentto expandon answerEverystudent hasmultipleopportunitiesto respondStudentssummarizingTeachersgive positive,constructivefeedbackT states howLISC isconnected tothe activityStudentsgive positive,constructivefeedbackLearning isrelevant forstudents (i.e.Questions andcontent connect tostudents and theirexperiences)Questioningisscaffoldedas neededS usingacademiclanguageStudentshelp oneanother inlearningS supporttheiranswers toquestionsLISC isreferredto by TDOK 2 questionposed andstudentsdiscuss/respondStudents are ableto engage inquestions posedby peers about thelesson with little tono guidance fromteacherTeacher isfacilitator todiscussion,but studentsare driving itSuccess criteriais visibly postedand includessteps to reachthe learningintentionStudentshelp eachother withlearningtasksStudentsaskingclarifyingquestionsStudent toStudentdiscussionwithstructureTeachershows anexample orexemplarDOK 1 questionposed andstudentsdiscuss/respondStudentsareactivelyengagedDOK 3 questionposed andstudentsdiscuss/respondStudentstracking theirown progresstoward theLISCTeacherasks studentto expandon answerEverystudent hasmultipleopportunitiesto respondStudentssummarizingTeachersgive positive,constructivefeedbackT states howLISC isconnected tothe activityStudentsgive positive,constructivefeedbackLearning isrelevant forstudents (i.e.Questions andcontent connect tostudents and theirexperiences)Questioningisscaffoldedas neededS usingacademiclanguageStudentshelp oneanother inlearningS supporttheiranswers toquestionsLISC isreferredto by TDOK 2 questionposed andstudentsdiscuss/respondStudents are ableto engage inquestions posedby peers about thelesson with little tono guidance fromteacherTeacher isfacilitator todiscussion,but studentsare driving itSuccess criteriais visibly postedand includessteps to reachthe learningintentionStudentshelp eachother withlearningtasksStudentsaskingclarifyingquestionsStudent toStudentdiscussionwithstructureTeachershows anexample orexemplarDOK 1 questionposed andstudentsdiscuss/respondStudentsareactivelyengagedDOK 3 questionposed andstudentsdiscuss/respond

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