Teacher rephrases for clarity Academic talk stems posted Modeling of exemplar response Checks for understanding target language Visual supports provided Prompt alignment to objective Graphic organizer used Student‑to‑ student discourse Warm/cool feedback modeled Multiple modalities (oral/written) Students explain reasoning Teacher models academic vocabulary Peer collaboration encouraged Language function (justify/compare) explicit Tiered vocabulary list used Exit ticket uses academic language Student uses sentence frames Differentiation for mixed proficiency Student self‑ assessment Vocabulary pre‑teach Leaning Objectives /Success criteria stated clearly Technology integration Standards referenced Think‑aloud / I do, We do, You do Sentence starters visible Teacher rephrases for clarity Academic talk stems posted Modeling of exemplar response Checks for understanding target language Visual supports provided Prompt alignment to objective Graphic organizer used Student‑to‑ student discourse Warm/cool feedback modeled Multiple modalities (oral/written) Students explain reasoning Teacher models academic vocabulary Peer collaboration encouraged Language function (justify/compare) explicit Tiered vocabulary list used Exit ticket uses academic language Student uses sentence frames Differentiation for mixed proficiency Student self‑ assessment Vocabulary pre‑teach Leaning Objectives /Success criteria stated clearly Technology integration Standards referenced Think‑aloud / I do, We do, You do Sentence starters visible
(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.
Teacher rephrases for clarity
Academic talk stems posted
Modeling of exemplar response
Checks for understanding target language
Visual supports provided
Prompt alignment to objective
Graphic organizer used
Student‑to‑ student discourse
Warm/cool feedback modeled
Multiple modalities (oral/written)
Students explain reasoning
Teacher models academic vocabulary
Peer collaboration encouraged
Language function (justify/compare) explicit
Tiered vocabulary list used
Exit ticket uses academic language
Student uses sentence frames
Differentiation for mixed proficiency
Student self‑ assessment
Vocabulary pre‑teach
Leaning Objectives /Success criteria stated clearly
Technology integration
Standards referenced
Think‑aloud / I do, We do, You do
Sentence starters visible