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.
|1. 1. When does the state require an alternate assessor be used Reading 3D (be sure to address K-2 and 3rd grade)?||EOY and Level P||2. 2. Who is allowed to assess students with the Reading 3D tool?||Certified and Trained Staff||3. 3. Why might a student have a red composite score (intensive) on Dibels and a green score (proficient) on TRC (Text Reading and Comprehension)?||they measure different skills and would need further analysis||4. 4. When can assessment be invalidated?||Emergencies||5. 5. Is there a requirement regarding the use of fiction on non-fiction texts during the benchmark testing?||No, but each should be assessed sometime during the year||6. 6. When a student reads and answers TRC (Text Reading and Comprehension) Oral Comprehension questions accurately, but does not perform well on the Written Comprehension questions, he/she drops to the previous text level. Why does the written response impact the level placement?||standard and comprehension||7. 7. How many times are proper nouns recorded as an error in the TRC (Text Reading and Comprehension)?||once||8. 8. Should the TRC (Text Reading and Comprehension) be timed or untimed?||timed||9. 9. Can teachers read the written comprehension questions to the students?||no||10. 10. Why assess the NWF measure with students already showing strong fluent reading and high DORF scores?||decoding skills||11. 11. When do I sync my device?||at the end of everyday||12. 12. What should I progress monitor if the DIBELS Next composite score is red or yellow?||lowest skill are hierarchy||13. 13. When progress monitoring the TRC (Text Reading and Comprehension) does the book need to be a cold read (a book the child has not read before)?||no, it can be a warm read||14. 14. For whom is Dibels not an appropriate assessment?||deaf, apraxia, trouble with connected text||15. 15. Can I use the “dictate to scribe” accommodation with my EC students?||504, IEP||16. 16. Read to Achieve LiveBinder: Got to the Big Ideas in Beginning Reading Tab under INSTRUCTION. What is the purpose behind this LiveBinder (see introduction).||strategies for 5 BELS|
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