EDUC 2220- Educational Technology Lesson Plan

Assignment 12/13

QR Code Sight Word Scavenger Hunt

Destiny Cunningham
Kindergarten / English/Language Arts

Common Core Standards:

RF.K.1.A – Follow words from left to right, top to bottom, and page by page.

RF.K.1.B – Recognize that spoken words are represented in written language by specific sequences of
letters.

RF.K.3.C – Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

L.K.2.D – Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

W.K.7 – Participate in shared research and writing projects.

Lesson Summary:
During this lesson students will be using technology, such as an iPad to scan QR codes around the room to
reveal the hidden sight words. Once a sight word is revealed using the iPad, they will read the word. The
students will also be writing the sight words individually and later in a sentence. Students will be able to
share their written sentences with a partner. The purpose of this lesson is to provide students the opportunity
to practice reading common high-frequency words and sight words, as well as writing simple sentences with
sight words in them.

Estimated Duration:
This lesson will take about 100 minutes or just over 1 ½ hours. I plan on dividing the lesson up into five
days, with each lesson lasting about 20 minutes.

Commentary:
I feel that this lesson will keep the students interested because they will use technology to explore language
and literacy in a different way. This lesson will allow them to explore and be hands on in the learning
process. They will first have to find the QR codes around the room, then they will use technology such as an
iPad to reveal the sight word. I anticipate that some students may have difficulty finding all the sight word
QR codes around the room. Also, some students may have difficulty writing the sight words in a sentence.

Instructional Procedures:
For this lesson, the teacher will hang up five QR codes around the room each day. Also, before beginning
the lesson the teacher will review steps the students need to follow and answer questions about lesson with
students. Students will begin the lesson by using technology such as an iPad to scan QR codes around the
room to reveal hidden sight words. Each day, there will be five different sight words for the students to find
and reveal. Once a sight word is found, the student will read the word and make a list of the words found.
Next, the student will find a partner and write simple sentences using the sight words they found. When the
partners are done writing their simple sentences, the students can share what they have written.

Day 1:
First 5 to 10 minutes: I will hand out the iPads to the students while the students gather the rest of the
materials needed, such as a paper and pencil. Then, the students can begin looking around the room for the
five hidden QR codes. They will scan the words to reveal the hidden sight word and write the word down on
their paper. During the lesson, I will be walking around and available to the students if they have any
questions.
10 to 15 minutes: Students will tentatively have found their five sight words around the room and written
them down on their papers. If not, I will assist the students in finding the rest of the hidden words around the
classroom. If the students have found their five sight words, they can begin writing their simple sight word
sentences with a partner.
18 minutes: Students tentatively should be done with their writing part of the lesson and should be sharing
their simple sight word sentences with their partner. If not, I will assist the students who are writing their
simple sight word sentences. I will give the students a two-minute warning that the lesson is coming to an
end, allowing them time to finish what they are writing or doing.

Day 2: (repeat procedure each day with five new/different sight words)
First 5 to 10 minutes: I will hand out the iPads to the students while the students gather the rest of the
materials needed, such as a paper and pencil. Then, the students can begin looking around the room for the
five hidden QR codes. They will scan the words to reveal the hidden sight word and write the word down on
their paper. During the lesson, I will be walking around and available to the students if they have any
questions.
10 to 15 minutes: Students will tentatively have found their five sight words around the room and written
them down on their papers. If not, I will assist the students in finding the rest of the hidden words around the
classroom. If the students have found their five sight words, they can begin writing their simple sight word
sentences with a partner.
18 minutes: Students tentatively should be done with their writing part of the lesson and should be sharing
their simple sight word sentences with their partner. If not, I will assist the students who are writing their
simple sight word sentences. Also, if a student finishes early, but did not complete writing sentences from
previous day or days during the week, they can finish writing their simple sight word sentences and share
with the teacher during the remaining time. I will give the students a two-minute warning that the lesson is
coming to an end, allowing them time to finish what they are writing or doing.

Day 3: (repeat procedure each day with five new/different sight words)
First 5 to 10 minutes: I will hand out the iPads to the students while the students gather the rest of the
materials needed, such as a paper and pencil. Then, the students can begin looking around the room for the
five hidden QR codes. They will scan the words to reveal the hidden sight word and write the word down on
their paper. During the lesson, I will be walking around and available to the students if they have any
questions.
10 to 15 minutes: Students will tentatively have found their five sight words around the room and written
them down on their papers. If not, I will assist the students in finding the rest of the hidden words around the
classroom. If the students have found their five sight words, they can begin writing their simple sight word
sentences with a partner.
18 minutes: Students tentatively should be done with their writing part of the lesson and should be sharing
their simple sight word sentences with their partner. If not, I will assist the students who are writing their
simple sight word sentences. Also, if a student finishes early, but did not complete writing sentences from
previous day or days during the week, they can finish writing their simple sight word sentences and share
with the teacher during the remaining time. I will give the students a two-minute warning that the lesson is
coming to an end, allowing them time to finish what they are writing or doing.

Day 4: (repeat procedure each day with five new/different sight words)
First 5 to 10 minutes: I will hand out the iPads to the students while the students gather the rest of the
materials needed, such as a paper and pencil. Then, the students can begin looking around the room for the
five hidden QR codes. They will scan the words to reveal the hidden sight word and write the word down on
their paper. During the lesson, I will be walking around and available to the students if they have any
questions.
10 to 15 minutes: Students will tentatively have found their five sight words around the room and written
them down on their papers. If not, I will assist the students in finding the rest of the hidden words around the
classroom. If the students have found their five sight words, they can begin writing their simple sight word
sentences with a partner.
18 minutes: Students tentatively should be done with their writing part of the lesson and should be sharing
their simple sight word sentences with their partner. If not, I will assist the students who are writing their
simple sight word sentences. Also, if a student finishes early, but did not complete writing sentences from
previous day or days during the week, they can finish writing their simple sight word sentences and share
with the teacher during the remaining time. I will give the students a two-minute warning that the lesson is
coming to an end, allowing them time to finish what they are writing or doing.

Day 5: (repeat procedure each day with five new/different sight words)
First 5 to 10 minutes: I will hand out the iPads to the students while the students gather the rest of the
materials needed, such as a paper and pencil. Then, the students can begin looking around the room for the
five hidden QR codes. They will scan the words to reveal the hidden sight word and write the word down on
their paper. During the lesson, I will be walking around and available to the students if they have any
questions.
10 to 15 minutes: Students will tentatively have found their five sight words around the room and written
them down on their papers. If not, I will assist the students in finding the rest of the hidden words around the
classroom. If the students have found their five sight words, they can begin writing their simple sight word
sentences with a partner.
18 minutes: Students tentatively should be done with their writing part of the lesson and should be sharing
their simple sight word sentences with their partner. If not, I will assist the students who are writing their
simple sight word sentences. Also, if a student finishes early, but did not complete writing sentences from
previous day or days during the week, they can finish writing their simple sight word sentences and share
with the teacher during the remaining time. I will give the students a two-minute warning that the lesson is
coming to an end, allowing them time to finish what they are writing or doing.

Pre-Assessment:
The teacher will pre-assess each student’s knowledge of what they already know of sight words and how to
use them correctly in a sentence, by using information gathered during a conversation with each student
before the lesson.

Scoring Guidelines:
Since the pre-assessment was gathering information through a conversation with each student, the
scoring guidelines would be based on the teacher’s judgement of how much the student already
knows. The teacher may have an idea of where each student may be in their knowledge and
understanding or where they may need some assistance, based on their conversation together.

Post-Assessment:
Students will take a post-assessment exam on the computer to show what they have learned about common
high-frequency words and sight words and how to use them correctly in a sentence.

Scoring Guidelines:
The post-assessment exam will be scored as pass or fail. The student will need to answer more than
half of the questions correctly for them to pass the exam.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:
This lesson can be differentiated by allowing the students who are accelerated and finish early each day to be
a peer-tutor for the students who are struggling. They can assist the struggling students in finding the words
around the classroom, with pronunciation of the sight words as well as how to write a simple sentence
correctly.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
Some additional activities that struggling students could do would be a sight word matching game or sight
word letter writing practice.

Extension
The site https://www.abcya.com/ allows children to learn and practice letters, sight words, blending, spelling
and writing through games. This site breaks the games down into age groups as well as type of learning,
such as language and literacy. Once someone selects the age group and the type of leaning they want to do
they can then choose a game that can help them practice what they are needing more help with.
Homework Options and Home Connections
I would encourage parent involvement at home by asking parents to read at least two books a week with
their children at home to increase their child’s sight word identification skills as well as increasing their
vocabulary.

Interdisciplinary Connections
Art- Students can draw a picture of each of the sight words that they found around the classroom.
Math- Students can count how many letters are in each of the sight words that they found around the
classroom.

Materials and Resources:

For teachers List of 20 sight words that are made into QR Codes
20 QR Codes to hang around the classroom, 5 codes each day
iPads for students to use
Downloaded QR Code scanners on the iPads

For students iPads with QR Code scanners downloaded on them

Paper
Pencils

Key Vocabulary
Sight words– a common term in reading that has a variety if meanings. When it is applied to early reading
instruction, it typically refers to the set of about 100 words that keeps reappearing on almost any page of
text.
QR code– a machine-readable code consisting of an array of black and white squares, typically used for
storing URLs or other information for reading by the camera on a smartphone.

Additional Notes
This was the first time writing a Kindergarten lesson plan. I hope that I did alright.