1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. According to page 2 of Appendix B, what do the test exemplars listed in the appendix expressly NOT represent? Why might the authors have chosen to make this point? | They do not represent a partial or complete list. They may have made this point because this is a list of suggested exemplars, not a complete or comprehensive list. | 2. The materials in Appendix B are divided into text complexity grade bands as defined by the Standards. What are these grade bands? (p. 3 | K-1, 2-3, 4-5, 6-8, 9-10, 11-CCR | 3. Browse the index of the 6-8 Text Exemplars listed on pages 77-100 of Appendix B. Choose 1-2 exemplars or categories that most stand out to you, and briefly describe the reasoning for your selections below. | Any 1-2 exemplars with reasons for the selection. | 4. Find the Sample Performance Tasks for Informational Texts (grades 6-8) listed on pages 100 of Appendix B. How might these tasks reflect the shifts in instruction required by the Idaho Core Standards? Cite specific evidence from the text to support your answer. | Any 1-2 exemplars with reasons for the selection. | 5. Find the excerpt from Fahrenheit 451 by Ray Bradbury on page 106 of Appendix B. What characteristics of text complexity listed above are exemplified in this passage? | The structure and levels of meaning of this passage are advanced. The last paragraph is an example of the depth of the qualitative dimension. The words are diverse and sentences are long. It is engaging. I think that it is a challenging passage that would be interesting for students to read. | 6. What do the student writing samples in Appendix C illustrate?(p. 2) | They illustrate the criteria required by the CCSS to meet particular types of writing – argument, informative/explanatory text and narrative, in a given grade. | 7. Look at the student sample provided on page 29 of Appendix C. What evidence do the authors provide in their Annotation on page 30 to support this text being an example of Informative/Explanatory writing? Respond to their assessment, using evidence from the sample to support your opinion. | The authors give examples of items from the student’s writing that illustrate that the student has addressed almost all of the categories assessed, with the exception of “demonstrates good command of the conventions....” Three examples of precise language are given, as well as three ways the writer develops the topic. |
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