S usingacademiclanguageDOK 1 questionposed andstudentsdiscuss/respondStudentsaskingclarifyingquestionsTeachersgive positive,constructivefeedbackTeacher isfacilitator todiscussion,but studentsare driving itEvidence ofpositiveteacher-studentrelationshipsSuccess criteriais visibly postedand includessteps to reachthe learningintentionStudentsgive positive,constructivefeedbackEverystudent hasmultipleopportunitiesto respondStudentstracking theirown progresstoward theLISCDOK 2 questionposed andstudentsdiscuss/respondDOK 3 questionposed andstudentsdiscuss/respondS supporttheiranswers toquestionsQuestioningisscaffoldedas neededLearning isrelevant forstudents (i.e.Questions andcontent connect tostudents and theirexperiences)Students are ableto engage inquestions posedby peers about thelesson with little tono guidance fromteacherStudent toStudentdiscussionwithstructureTeacherasks studentto expandon answerT states howLISC isconnected tothe activityStudentssummarizingTeachershows anexample orexemplarStudentshelp eachother withlearningtasksStudentsareactivelyengagedLISC isreferredto by TS usingacademiclanguageDOK 1 questionposed andstudentsdiscuss/respondStudentsaskingclarifyingquestionsTeachersgive positive,constructivefeedbackTeacher isfacilitator todiscussion,but studentsare driving itEvidence ofpositiveteacher-studentrelationshipsSuccess criteriais visibly postedand includessteps to reachthe learningintentionStudentsgive positive,constructivefeedbackEverystudent hasmultipleopportunitiesto respondStudentstracking theirown progresstoward theLISCDOK 2 questionposed andstudentsdiscuss/respondDOK 3 questionposed andstudentsdiscuss/respondS supporttheiranswers toquestionsQuestioningisscaffoldedas neededLearning isrelevant forstudents (i.e.Questions andcontent connect tostudents and theirexperiences)Students are ableto engage inquestions posedby peers about thelesson with little tono guidance fromteacherStudent toStudentdiscussionwithstructureTeacherasks studentto expandon answerT states howLISC isconnected tothe activityStudentssummarizingTeachershows anexample orexemplarStudentshelp eachother withlearningtasksStudentsareactivelyengagedLISC isreferredto by T

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