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K-6
Literacy
Learning
Activity Types1,2
Teaching K-6
literacy is a complex instructional task that requires knowledge of how
children learn to read and write. The K-6 literacy learning activity
types
identified here attempt to simplify the complexity of teaching a child
to read
and write by subdividing these processes into manageable learning
activities
that effectively integrate technology, pedagogy and content. This list
of
literacy learning activity types is offered as a preliminary
organizational structure
to help scaffold teachers’ thinking about how one might design engaging
literacy learning activities that challenge young learners to read and
write. As one begins to
think about all of the reading knowledge, skills and strategies that
are
included in teaching elementary literacy, it is easy to become a bit
overwhelmed. Although there are several organizational structures that
could be
used to arrange this information into learning activity types, keeping
the
categories simple and related directly to the essential components of
reading
and writing seems most appropriate for primary grade levels. Thus, the
K-6
literacy learning activity types focus on helping students develop two
very
important learning processes: reading and writing. There are also
several
subcategories within these two categories of activity types that
address
specific skills or strategies that are required in teaching children to
read
and write.
The Reading Process
Activity Types
Successful
readers thoroughly understand the processes involved in reading. The
Reading
Process activity types are divided into six subcategories that promote
the
processes involved in learning to read. Elementary children are
typically
taught specific literacy skills and strategies that they can use before
they
begin to read, while they read and after they read. Therefore the first
three
subcategories include: Pre-Reading activity types, During-Reading
activity
types, and Post-Reading activity types. Additional subcategories also
must be
included in this list because more skills are critical to the reading
process
and the development of good readers. These subcategories are components
common
to most beginning reading programs, and include Vocabulary activity
types,
Comprehension activity types, and Fluency activity types.
Each subcategory
of the Reading Process activity types is presented in a separate table
below
that names the activity type, defines it, then suggests some
technologies that
might be used to support the particular type of learning activity
named. In all
tables that follow, although specific Web sites and software titles are
listed
to illustrate possibilities for appropriate technologies to use to
support each
learning activity type, the authors do not specifically endorse any of
these
commercial products.
The Pre-Reading
Activity Types
The goal of the pre-reading activity
types is to prepare students for reading and to activate their prior
knowledge before they read.
Table 1: The Pre-Reading Activity Types
|
Activity Type |
Brief Description |
Example Technologies |
|
Develop
Alphabetic
Knowledge |
Students
name
the letters of the alphabet and recognize the letter symbols in
print |
|
|
Develop
Phonemic
Awareness |
Students
hear,
identify and manipulate sounds in words |
Educational
Curriculum
software (e.g., JumpStart Phonics), Living Book, podcastinging,
Gamequarium
(online), Read•Write•Think, interactive
whiteboard |
|
Develop
Decoding
Skills |
Students
learn
the connections between letter patterns and the sounds they
represent |
Educational
software
(e.g., Reader Rabbit Series), Reading Pen, interactive
whiteboard, Gamequarium (online), Read•Write•Think |
|
Develop
Vocabulary |
Students
are
introduced to and learn unfamiliar key words before they read |
Educational
software
(e.g., Clifford the Big Red Dog Series, I Spy), Read•Write•Think,
Reading Pen, interactive
whiteboard, video clip |
|
Build
Interest |
Students
are
oriented (by listening and/or watching) to the reading that they
are about to begin |
Presentation
software,
video clip, audiorecording |
|
Activate
Prior
Knowledge |
Students
think
about what they already know about the topic prior to reading |
Presentation
software,
word processing software, concept mapping software, video
clip, student response system (“clickers”), interactive whiteboard |
|
Make
Predictions |
Students
make
predictions about text that will be read |
Presentation
software,
word processing software, video clip, student response
system (“clickers”) |
The During-Reading Activity Types
The goal of the during-reading
activity types is to develop readers who check their understanding as
they read, integrating their new understanding with existing knowledge.
Table 2: The During-Reading Activity Types
|
Activity Type |
Brief Description |
Example Technologies |
|
Read
Aloud |
Students
actively
listen to an oral reading of a book |
Document
camera,
Storyline Online, BookFlix,
e-book, educational software (e.g., WiggleWorks),
podcasting,
Leap Frog Tag book |
|
Think
Aloud |
Students
say
out loud what they are thinking while reading |
Storyline
Online,
BookFlix, e-book, audiorecording |
|
Ask
Questions |
Students
ask
questions about what they are reading; individually, in small
groups and/or in large groups |
Word
processing
software, discussion board, blogging comments, audiorecording |
|
Take
Notes |
Students
record
essential ideas about what they are reading |
Word
processing
software, wiki, audiorecording,
concept mapping software |
|
Guided
Reading |
Students
learn
how to think about text by reading in small groups, engaging in
discussion, and completing a mini-lesson/learning activity |
eBook,
BookFlix, WiggleWorks |
|
Directed
Listening/Thinking
Activity (DL-TA) |
Students
predict
and respond to a story while the teacher reads |
Storyline Online,
BookFlix, e-book, WiggleWorks, podcasting, student response system (“clickers”) |
|
Directed
Reading/Thinking
Activity (DR-TA) |
Students
make
predictions about a story and then read to confirm or reject their
predictions |
Storyline
Online,
BookFlix, e-book, WiggleWorks, podcasting, student response system (“clickers”) |
|
Discussion
Used in:
School Uniforms: What Do You Think? (elementary) |
Students
discuss
text being read with the teacher, other students or another
individual |
Blogging, wiki, online discussion group,
student response system (“clickers”) |
|
Whole
Class
Literature Study |
Students
participate
in a literature study that includes reading aloud/along,
whole-class/small-group discussions, and whole-class mini-lessons |
e-book, Storyline Online, BookFlix,
WiggleWorks, podcasting |
|
Literature
Circles |
Students
choose
their own books, form small-groups and meet regularly to read
and discuss the books |
Storyline
Online,
BookFlix, e-book, blogging, wiki, online discussion group,
podcasting |
|
Reader’s
Workshop |
Students
participate
in mini-lessons to teach reading strategies, spend time
reading independently, and then meet to share, discuss and reflect |
Storyline
Online,
BookFlix, e-book, blogging, wiki, online discussion group,
podcasting |
|
Book
Club |
Students
read
books, take part in peer-led discussions, and participate in a
community sharing session |
Storyline
Online,
BookFlix, e-book, blogging, wiki, online discussion group,
podcasting |
|
Sustained
Silent
Reading (SSR) |
Students
read
silently for a designated period of time (10-30 minutes) |
e-book, podcasting, Storyline Online, BookFlix |
|
Independent
Reading |
Students
make
their own book choices, set independent reading goals and read for
extended period of time |
e-book, podcasting, Storyline Online, BookFlix |
The Post-Reading Activity Types
The goal of the post-reading
activity types is to assess students’ interpretation and comprehension
of the text that was read.
Table 3: The Post-Reading Activity Types
|
Activity Type |
Brief Description |
Example Technologies |
|
Summarizing |
Students
summarize
or paraphrase the major points of a story after reading it |
Timeline
creation
software, Read•Write•Think, video
creation software, podcasting, comic creation software, wiki, blogging,
concept mapping software |
|
Retelling |
Students
relate
what they remember about a story |
Timeline
creation
software, drawing software, video creation software,
podcasting, comic creation software, wiki, blogging |
|
Sharing |
Students
share
information with others about books they have read or heard |
Video
creation
software, podcasting,
video sharing site (e.g., TeacherTube)
|
|
Visualizing |
Students
use
images and visual imagery to recall what they remember about a story |
Drawing
software,
word processing software, imaging software, digital
photography, Read•Write•Think, comic
creation software, interactive whiteboard |
|
Discussing |
Students
discuss
favorite parts or elements of a story |
Blogging, wiki, online discussion group,
student response system (“clickers”) |
|
Drawing
Conclusions |
Students
use
written or visual clues to figure out something that is not
directly stated in the reading |
Word
processing
software, educational simulation software (e.g., Decisions,
Decisions), video creation software, presentation software, comic creation software,
interactive whiteboard |
|
Synthesizing |
Students
combine
predominant elements/themes from multiple stories or books to
develop new understanding |
Word
processing
software, concept mapping software, presentation software,
video creation software |
|
Evaluating |
Students
form
opinions, make judgments (e.g., determine importance), and develop
ideas after reading |
Read•Write•Think, word processing software,
presentation software, student response system (“clickers”), blogging |
|
Quizzing/Testing |
Students
take
a quiz or test about a story or a selection of text they read |
Integrated
learning
system (e.g., Accelerated Reader), online quiz software,
student response system (“clickers”) |
|
Creating
Projects/Artifacts |
Students
create
a project (e.g., play script, report, book trailer) or artifact
(e.g., 3D model, diorama) as a culminating activity that illustrates or
applies what they have learned |
Comic and/or
video creation software, drawing software, presentation
software, imaging software, podcasting, Read•Write•Think,
video
sharing site (e.g., TeacherTube) |
The Vocabulary Activity Types
The goal of the vocabulary
learning activity types is to increase the number of words that are
recognized and used by a reader.
Table 4: The “Vocabulary”
|
Activity Type |
Brief Description |
Example Technologies |
|
Vocabulary
Awareness |
Students
increase
their knowledge of words by building sight vocabulary and
understanding phonological and morphological patterns |
Read•Write•Think , educational software, drawing software,
interactive whiteboard, Reading Pen, video clips |
|
Vocabulary
Analysis |
Students
build
and sort words to study their patterns |
Word
processing
software, concept mapping software, educational software, Read•Write•Think, drawing software, interactive
whiteboard |
|
Vocabulary
Use |
Students
study
how words combine to form sentences |
Read•Write•Think, word processing software,
educational software, interactive whiteboard |
The Comprehension
Activity Types
The goal of the comprehension
activity types is to ascertain a reader’s understanding of a passage of
text.
Table 5: The Comprehension Activity Types
|
Activity Type |
Brief Description |
Example Technologies |
|
Cloze
Technique |
Students
insert
words that have been omitted as they read to complete and
construct meaning from text |
Cloze
software,
online “Mad Libs”, word processing software, interactive
whiteboard |
|
Semantic
Feature
Analysis |
Students
use
a grid to explore the similarities and differences among events,
people, objects or ideas |
Spreadsheet
software,
word processing software (tables), concept mapping software,
interactive whiteboard |
|
Graphic
Organizers/Charts |
Students
use
visual and graphic organizers that illustrate relationships among
facts, terms or ideas |
Concept
mapping
software, interactive whiteboard, word processing software |
|
Cause
and
Effect |
Students
identify
how an action or event will produce a certain response to the
action in the form of another event |
Concept
mapping
software, e-book, educational software, interactive whiteboard |
|
Comparison
and
Contrast |
Students
identify
how things are alike and different |
Concept
mapping
software, e-book, educational software, Read•Write•Think,
interactive
whiteboard |
|
Inference-Making |
Students
use
clues to learn more about the story and make a conclusion or
judgment based on that information |
Educational
software,
e-book, interactive whiteboard |
|
Story
Pyramid |
Students
summarize
a story by building a pyramid of information (e.g., describe
main character, setting, state the problem) |
Concept
mapping
software, e-book, word processing software |
|
Picture
Walk |
Teacher
guides
students through text by looking at and discussing the pictures
before reading |
Document
camera,
presentation software, imaging software, interactive whiteboard |
|
SQ3R |
Students
use
a 5-step reading strategy (i.e., survey, question, read, recite,
review) to formulate a purpose for reading |
e-book, word processing software |
|
Reciprocal
Teaching |
Students
and
teacher participate in dialogue structured by summarizing, question
generating, clarifying and predicting to bring meaning to text |
e-book, audiorecording,
video
creation software |
|
Reciprocal
Questioning
(ReQuest) |
Students
analyze
their comprehension while reading by developing questions to
ask the teacher after reading a selection |
e-books, audiorecording,
word
processing software |
|
Point-of-View |
Students
identify
the author’s point of view and purpose |
e-book, educational software, digital photography |
|
Question-Answer
Relationships
(QAR) |
Students
search
for answers based upon the type of question that was asked
(e.g., Right there, Think and search, Author and you, On my own) |
e-book, online newspaper/magazine |
|
Think-Pair-Share |
Students
talk
about the content they are reading by thinking about a question or
prompt, pairing up with a student to discuss and sharing their thinking
with rest of class |
e-book, online newspaper/magazine, Web sites |
|
Story
Map |
Students
identify
and map the basic elements of a story (i.e., setting,
characters, problem/conflict, point of view, resolution) |
Concept
mapping
software, Read•Write•Think,
interactive whiteboard |
|
3-2-1
Chart |
Students
summarize
and rethink key ideas by listing: 3 things they found out, 2
interesting things, and 1 question they still have |
Word
processing
software, spreadsheet software, concept mapping software |
The
Fluency Activity Types
The goal of using the fluency
activity types is to improve a reader’s speed or rate of reading and
his/her ability to read with expression.
Table 6: The “Fluency” Activity Types
|
Activity Type |
Brief Description |
Example Technologies |
|
Fluent
Reading
Modelling |
Students
listen
to readers who read words fluently and automatically |
Audiorecording, podcasting, video creation
software, video sharing site (e.g., TeacherTube),
educational
software, Storyline Online, BookFlix |
|
Choral
Reading |
Students
read
aloud as an entire group in unison |
Audiorecording, podcasting |
|
Paired
Reading |
Student
and
a fluent reader read text together |
Audiorecording, podcasting, educational software |
|
Repeated
Reading |
Student
reads
the text aloud with a fluent reader, then rereads the text alone |
Audiorecording, podcasting |
|
Reader’s
Theater |
Students
perform
an oral reading with an audience present using a script |
Audiorecording, video recording, podcasting |
|
Radio
Reading |
Student
reads
aloud a selection of text and then initiates a discussion with an
audience by asking specific questions |
Audiorecording, podcasting |
|
Recitation |
Students
present
a spoken performance of a speech or piece of poetry in public |
Video/audiorecording, video sharing site (e.g., TeacherTube) |
|
Drama |
Students
perform,
usually by memorization, a play or story for an audience |
Video
recording,
digital storytelling, video sharing site (e.g., TeacherTube),
podcasting |
|
Storytelling |
Students
tell
stories or narratives often by improvisation or embellishment |
Digital
storytelling,
video creation software, audiorecording |
|
Debate |
Students
hold
a structured discussion by debating both sides of an
issue/proposition |
Audio/videorecording, podcasting |
The Writing Process Activity Types
Good readers are
good writers. The writing process activity types include five
subcategories of
activities that promote the processes involved in learning how to
write.
Elementary children are typically involved in writing programs like
Writer’s
Workshop and/or 6+1 Trait Writing to develop their writing skills. The
three
subcategories that contain activities related to the writing process
include
pre-writing, during writing, and post-writing activity types. Two other
subcategories included here contain writing conventions and writing
genres
activity types.
Each subcategory
of writing process activity types is presented in a separate table
below,
naming each activity type, defining it, and suggesting technologies to
support
its use for learning.
The Pre-Writing Activity Types
The goals of learning that is
structured using pre-writing activity types are to prepare students for
writing and to activate their prior knowledge before they write.
Table 7: The Pre-Writing Activity Types
|
Activity Type |
Brief Description |
Example Technologies |
|
Brainstorming |
Students
list
as many topics as possible to write about |
Word
processing
software, concept mapping software, Read•Write•Think,
interactive
whiteboard |
|
Concept
Mapping |
Students
develop
a visual or diagram that illustrates the relationships among
concepts |
Concept
mapping
software, timeline creation software, interactive whiteboard |
|
Storyboarding Used in:
Mythology and Digital Storytelling (elementary) |
Students
develop
a series of panels that outline the sequence of what pictures
will be seen and what audio and/or voice will accompany the pictures |
Concept
mapping
software, timeline creation software, presentation software,
interactive whiteboard, comic creation software |
|
Visualizing |
Students
create
mental images before they write |
Drawing
software,
imaging software, Read•Write•Think |
|
Freewriting |
Students
start
writing and just keep going, not worrying about style or mistakes |
Word
processing
software |
|
Journaling
Used in:
Eco Week (elementary) |
Students
write
journal entries to brainstorm topics of personal interest, to
note observations and to reflect upon their thinking |
Word
processing
software, blogging,
wiki |
|
Listing |
Students
generate
a list of topics, phrases, and/or sentences before they begin
to write |
Word
processing
software, concept mapping software, interactive whiteboard |
|
Organizing/Outlining |
Students
use
a formal system of planning to think about and organize their
writing |
Word
processing
software, concept mapping software, Read•Write•Think,
interactive
whiteboard |
The During-Writing Activity Types
The goal of the during-writing
activity types is to develop writers who constantly improve their
writing by revising, editing, and considering feedback from others.
Table 8: The During Writing Activity Types
|
Activity Type |
Brief Description |
Example Technologies |
|
Drafting/Composing Used in:
Mythology and Digital Storytelling (elementary)
School Uniforms: What Do You Think? (elementary)
Please Allow Me to Introduce Myself (grades 5-8) |
Students
write
a draft of a story, putting ideas into sentences and paragraphs |
Word
processing
software, wiki, Storybook Weaver Deluxe, drawing software,
video creation software |
|
Revising Used in:
Please Allow Me to Introduce Myself (grades 5-8) |
Students
improve
their writing by adding details, rearranging information,
deleting information, and/or replacing information |
Word
processing
software, drawing software, video creation software,
collaborative word processing software |
|
Editing Used in:
Please Allow Me to Introduce Myself (grades 5-8) |
Students
correct
mechanics, grammar and spelling |
Word
processing
software, collaborative word processing software |
|
Responding
Used in:
Please Allow Me to Introduce Myself (grades 5-8)
Eco Week (elementary) |
Students
offer
suggestions to peers for improving content, organization and
clarity of writing piece |
Word
processing
software, podcasting, videoconference, educational software,
collaborative word processing software |
|
Conferencing |
Students
meet
with teachers and/or peers to discuss and evaluate a piece of
writing |
Collaborative
word
processing software, podcasting, videoconference |
The Post-Writing Activity Types
The goal of the post-writing
activity types is to provide opportunities for students to share,
publish, evaluate and present their final writing pieces to an
audience.
Table 9: The Post-Writing Activity Types
|
Activity Type |
Brief Description |
Example Technologies |
|
Sharing |
Students
orally
share their writing with peers/others |
Audiorecording, presentation software,
podcasting, collaborative word processing software |
|
Publishing |
Students
publish
their writing for peers/others |
Word
processing
software, drawing software, video creation software,
presentation software, podcasting,
digital
storytelling, online publishing sites, Read•Write•Think |
|
Evaluating |
Students
evaluate
writing of peers and provide feedback |
Word
processing
software, blogging,
online discussion group, wiki |
|
Presenting
Used in:
Mythology and Digital Storytelling (elementary)
Eco Week (elementary) |
Students
combine
textual and visual elements to present their writing for
peers/others |
Presentation
software,
drawing software, video creation software |
|
Performing |
Students
present
a dramatic performance of their writing for peers/others |
Audio/videorecording, presentation software, podcasting |
The Writing Conventions Activity Types
The goal of the writing
conventions activity types is to develop writers who can enhance the
readability of their writing pieces.
Table 10: The Writing Conventions Activity Types
|
Sentence/
Paragraph-Writing |
Students
construct
complete sentences and combine sentences to compose a
paragraph (topic sentence, supporting details, closing sentence) |
Word
processing
software, drawing software, interactive whiteboard |
|
Spelling |
Students
use
correct spelling when writing |
Word
processing
software, educational software, Gamequarium
(online), interactive whiteboard, student response system (“clickers”) |
|
Mechanics |
Students
use
correct punctuation and capitalization when writing |
Word
processing
software, Gamequarium (online),
interactive whiteboard |
|
Grammar |
Students
use
formal rules about language usage including parts of speech when
writing |
Word
processing
software, Gamequarium (online) Read•Write•Think, student response system (“clickers”), interactive whiteboard |
The Writing Genres Activity Types
The goal of the writing genres
activity types is for students to write across genres, understanding
form, purpose and content for each. The activity types are listed in
the table below.
Table 11: The Writing Genres
|
Activity Type |
Brief Description |
Example Technologies |
|
Descriptive |
Students
describe
people, places, objects, or events using details |
Word
processing
software, Read•Write•Think, audiorecording, comic creation software,
presentation software |
|
Expository/
Informative |
Students
give
information or convey an idea to another person |
Word
processing
software, podcasting,
drawing software, comic creation software, presentation software, video
creation software |
|
Narrative |
Students
tell
a story from a particular point of view |
Word
processing
software, Storybook Weaver, Read•Write•Think,
drawing
software, comic creation software |
Summary |
Students
analyze
information and then restate in their own words |
Word
processing
software, presentation software, Glogster, drawing software, comic creation software, imaging software |
Persuasive |
Students
present
a case for or against a particular position |
Word
processing
software, Read•Write•Think, presentation software |
Technical/Procedural |
Students
explain
instructions or directions for completing a task |
Word
processing
software, presentation software, video creation software, comic creation software |
Poetry |
Students
express
imaginative awareness by using repetition, meter and/or rhyme |
Word
processing
software, Read•Write•Think, drawing software, comic creation software, presentation software, audiorecording |
Creative |
Students
express
their thoughts and feelings in a unique way |
Word
processing
software, Storybook Weaver, Read•Write•Think, drawing
software, comic creation software, video creation software, presentation software |
Transactional |
Students
write
to communicate ideas with each other |
Email, blogging, wiki, online discussion group, Read•Write•Think |
|