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Code Entry Tasks

Each student in my classroom would have a QR code on their desk. They would
know as soon as they come in, the first thing they need to do is scan the QR code
and complete the task that the code takes them to. I would put a new code on
their desk for each day of the week.


This QR code will take students to a public Google Doc that asks them to write
one sentence in their writing notebooks that that tells me what they did over the


Scanning this code will take students to another Google Doc. This one includes a
link to a video about nouns, and instructions to watch it and then discuss it with
their neighbor.


This code takes them to another Google Doc with a link to Time for Kids. The
document explains that they are supposed to find a news article they are
interested in, read it, and summarize it to their neighbor.


This one is a Google Doc with a link to a story creator on ABCYa. The instructions
say to create a fun short story using words and pictures.


For Friday, there is a link to a fun game related to spelling and writing skills.

Creating this activity made me realize that QR codes are not as scary as I thought
they were. When we were first learning about how to implement them in the
classroom, I thought it would be really complex to make a QR code and have it
link to what I wanted my students to do. Making all of these took so little time,
and I was able to personalize each activity to be exactly how I want it to be! I also
realized that you can barely tell that each QR code looks slightly different, so this
would be a great way to differentiate. If I knew one student would struggle with
the entry task everyone else was doing, I could very subtly give them a different
task by just giving them a different QR code. No other students would know that
that student was doing something different, because the code pictures all look
the same.

ISTE Standards for Teachers:
1. Facilitate and inspire student learning and creativity
b. Engage students in exploring real-world issues and solving authentic
problems using digital tools and resources

Wednesdays entry task has the students use a digital resource to learn about
whats going on in the world.

ISTE Standards for Students:
4. Innovative Designer
Students use a variety of technologies within a design process to identify and
solve problems by creating new, useful or imaginative solutions. Students:
a. know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.
d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with
open-ended problems.

The activity on Tuesday doesnt tell the students what is important about the
video or what they should learn from the video. It asks them to draw their own
lessons from it and explain that to someone else. This is more open-ended than a
worksheet might be. The activity on Thursday asks students to create a short
story with words and pictures, using a digital tool. This is also open-ended as they
get to choose the theme and direction of their story and come up with their own

English Language Arts Common Core State Standards for 4th

RI.4.2: Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
Students are asked to read a news article and summarize it to their neighbor.
W.4.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
Students are asked to create a short story, and as they learn those event
sequences and descriptive details I could add those components in to the

UDL Guidelines:
7: Provide options for recruiting interest.
7.1 Optimize individual choice and autonomy.

This occurs as students are able to decide for themselves what news
article they want to read, what they think is important from the video
about nouns, and what kind of story they want to write.

8: Provide options for sustaining effort and persistence.
8.3 Foster collaboration and community.

This occurs because the entry tasks ask students to summarize or talk
about things with their neighbor.