DO model expectations | Frequently assess for comprehension and learning | Use a variety of techniques to make content concepts clear | DON'T just lecture or rely on the textbook | DON'T assume a smile and nod means understanding |
DO regular quick checks for understanding | Group students purposefully | Presenter - Sheri - Teacher Specialist | Emphasize key vocabulary and academic language | Language proficiency levels (LPL) 1-5 |
Presenter - Deb - Teacher Specialist | DO give clear verbal AND written directions | FREE | Clearly explain academic tasks | Integrate: reading - writing - listening - speaking |
Basic communication: 2 years | DON'T assume fluency just because they sound fluent | Use scaffolding techniques | DO learn how to pronounce the student's name correctly | Write clear language objectives |
Silent Period for up to 6 months | Academic language: 7-10 years | Presenter - Krista - Teacher Specialist | DON'T speak louder or fast | Provide frequent opportunities for interaction |
This bingo card was created randomly from a total of
32 events:
Academic language: 7-10 years, Basic communication: 2 years, Clearly explain academic tasks, DO give clear verbal AND written directions, DO know which students are English learners, DO learn how to pronounce the student's name correctly, DO model expectations, DO regular quick checks for understanding, DO speak slowly and clearly, DO use visuals and nonverbal cues, DON'T assume a smile and nod means understanding, DON'T assume fluency just because they sound fluent, DON'T discourage native language in class, DON'T expect success when directions aren't clear or written, DON'T just lecture or rely on the textbook, DON'T just tell them what to do, DON'T speak louder or fast, , Emphasize key vocabulary and academic language, Frequently assess for comprehension and learning, Group students purposefully, Integrate: reading - writing - listening - speaking, Language proficiency levels (LPL) 1-5, Presenter - Deb - Teacher Specialist, Presenter - Krista - Teacher Specialist, Presenter - Sheri - Teacher Specialist, Provide frequent opportunities for interaction, Silent Period for up to 6 months, Use a variety of techniques to make content concepts clear, Use scaffolding techniques, Write clear content objectives, Write clear language objectives.Host Instructions:- Decide when to start and select your goal(s)
- Designate a judge to announce events randomly or as they happen
- Cross off events from the list when announced
Goals:- First to get any line (up, down, left, right, diagonally)
- First to get the four corners
- First to get two diagonal lines through the middle (an "X")
- First to get all squares
Guest Instructions:- Check off events on your card as they occur
- If you complete a goal, shout "Bingo!". You've won!
- The judge decides in the case of disputes
Provide frequent opportunities for interaction | Write clear content objectives | DO use visuals and nonverbal cues | Write clear language objectives | Silent Period for up to 6 months |
DON'T just tell them what to do | DON'T just lecture or rely on the textbook | Use scaffolding techniques | Emphasize key vocabulary and academic language | DON'T assume fluency just because they sound fluent |
Language proficiency levels (LPL) 1-5 | Frequently assess for comprehension and learning | FREE | Presenter - Krista - Teacher Specialist | Clearly explain academic tasks |
DO know which students are English learners | DO model expectations | Group students purposefully | DO speak slowly and clearly | |
DO give clear verbal AND written directions | DON'T expect success when directions aren't clear or written | Presenter - Sheri - Teacher Specialist | Basic communication: 2 years | Use a variety of techniques to make content concepts clear |
This bingo card was created randomly from a total of
32 events:
Academic language: 7-10 years, Basic communication: 2 years, Clearly explain academic tasks, DO give clear verbal AND written directions, DO know which students are English learners, DO learn how to pronounce the student's name correctly, DO model expectations, DO regular quick checks for understanding, DO speak slowly and clearly, DO use visuals and nonverbal cues, DON'T assume a smile and nod means understanding, DON'T assume fluency just because they sound fluent, DON'T discourage native language in class, DON'T expect success when directions aren't clear or written, DON'T just lecture or rely on the textbook, DON'T just tell them what to do, DON'T speak louder or fast, , Emphasize key vocabulary and academic language, Frequently assess for comprehension and learning, Group students purposefully, Integrate: reading - writing - listening - speaking, Language proficiency levels (LPL) 1-5, Presenter - Deb - Teacher Specialist, Presenter - Krista - Teacher Specialist, Presenter - Sheri - Teacher Specialist, Provide frequent opportunities for interaction, Silent Period for up to 6 months, Use a variety of techniques to make content concepts clear, Use scaffolding techniques, Write clear content objectives, Write clear language objectives.Host Instructions:- Decide when to start and select your goal(s)
- Designate a judge to announce events randomly or as they happen
- Cross off events from the list when announced
Goals:- First to get any line (up, down, left, right, diagonally)
- First to get the four corners
- First to get two diagonal lines through the middle (an "X")
- First to get all squares
Guest Instructions:- Check off events on your card as they occur
- If you complete a goal, shout "Bingo!". You've won!
- The judge decides in the case of disputes