Kindergarten  Literacy  Activities  by  Component  

 

General Activities & Materials:

Center Activities
Component To Use Across Grouping Formats
• Cycle through previous skills while also • Pocket chart sorting/matching games with
introducing new skills following a scope picture cards (FCRR has these for almost
and sequence all PA skills)
• FCRR picture sorts & pocket chart • Whisper phone games (e.g., one student
• Sort objects says word into whisper phone while other
• Kinesthetic movements while practicing student listens, then this student whispers
Phonological
skills with teacher sounds of words back into phone for other
Awareness
student to count)
(P.A.)
• Object sorts (sort by first sound, last sound,
rhyming objects, etc.)
• Matching/memory games with picture
cards (matching rhyming words, words
with the same first sound, etc.)

• Follow scope and sequence (whole & • Pocket chart sorts with letter cards or word
small group) cards
• Use sound-spelling cards to scaffold • Word sorts on t-charts, magnetic boards,
student reading and spelling etc.
• Connect to handwriting instruction • Read/reread decodable texts
• Phoneme-grapheme mapping (in second • Word/sound wall games with high-
semester) frequency words or word families
• Word-building games • Make/build words with plastic letters,
• Word/sound wall games grapheme cards, grapheme tiles, etc.
• FCRR word sorts & other games • Write sentences with words (high-
Phonics frequency words or words with
• FCRR games or poem reading -- looking
for letters/sounds/high-frequency letters/letter patterns that have been
words in text taught)
• Games with letter/sound/word cards (e.g.,
Go Fish)
• Map-a-Word with a partner or small group
(in second semester)
• Poem or book games looking for letters/
sounds/words in text

• Letter names/sounds fluency games • Games with letter/sound/word/phrase

with flashcards cards (timed games, races, etc.)
• Word fluency games at word/sound • Word/sound wall races
wall • Poem reading and rereading
• Word fluency games with flashcards • Decodable or other text reading/rereading
• Phrase fluency games with flashcards • Timed reading with phrases or short
Fluency • Partner reading with decodable texts or sentences
other texts • At listening station, listen to a text paying
• Echo reading with decodable texts, attention to how the person reads fluently
multiple-criteria texts, etc. (with expression)
• Timed readings (with decodable or
multiple-criteria texts)

© 2016 University of Texas System/Texas Education Agency

http://buildingrti.utexas.org
  
General Activities & Materials:
Center Activities
Component To Use Across Grouping Formats
• Read alouds to teach words explicitly • Draw pictures of vocabulary words
• Imbed in P.A. and phonics instruction • Write sentences with vocabulary words
• Talk about definition, examples, and then illustrate them
nonexamples, synonyms, antonyms • Look through books for “big” words to
• Sort picture cards learn from the teacher
• Draw pictures of words • Talk with partner or in small group about
• Use words in sentences stories, characters, information learned and
then draw or write about what was
• Turn to a partner to respond
discussed
Vocabulary • Use graphic organizers (e.g., semantic
• Fill out a simple semantic map for a
maps, word webs)
vocabulary word with either words or
• Use sophisticated academic language pictures
and scaffold language for students (e.g.,
• Create vocabulary book with definitions
with sentence stems/frames)
and drawings of new words (could have a
book for adjectives, one for nouns, and one
for verbs)
• At listening station, listen to a text – follow
along in book and pay attention to / write
down “big” words to learn
• Use basal, authentic texts, or other texts • Complete a simple graphic organizer (e.g.,
to teach comprehension strategies story map) with words or pictures
• Answer questions during read alouds • Sequence pictures and write words to go
• Turn to a partner to discuss answers with sequence of events
• Use graphic organizers when discussing • Analyze a character from a story – drawing
stories & nonfiction texts a picture of and writing about character
• Students ask questions during and after • At listening station, listen to a story, follow
Comprehension reading of a story or informational text along in book, and then write/draw about
• Build background knowledge favorite part of story
• Connect stories/information to prior • At listening station, listen to a text (with no
knowledge and own experiences book) and at certain places, stop to draw
mental images in visualization log
• Make predictions before & during
reading of text • Retell a story previously read to a partner
or into a tape recorder (using the book or
• Model/practice correct retell/sequence
not using the book)

• Handwriting • Handwriting practice

• Sentence games (e.g., sentence • Sentence games (e.g., anagrams)
combining) • Write sentences with and/or illustrate
• Use a text to model a specific writing vocabulary words
element (e.g., ideas, organization) • Work on a writing piece to publish (e.g., a
• Guided/shared writing with teacher class-prepared book, their own narrative)
Writing focused on certain aspects of writing • Finish work on mini-lesson from whole-
• Write sentences with new vocabulary group lesson
words • Write to a prompt (e.g., describe a
• Illustrate writing pieces character, describe a setting, finish a story)
• Mini-lesson on specific writing element • Read writing to partner(s)
• Journal writing • Edit/revise your or partner’s writing
• Write in journal on topic of choice

© 2016 University of Texas System/Texas Education Agency

http://buildingrti.utexas.org
  
st
1  Grade  Literacy  Activities  by  Component  
 

General Activities & Materials:

Center Activities
Component To Use Across Grouping Formats
• Cycle through previous skills while • Pocket chart sorting/matching games with
also introducing new skills following picture cards (FCRR has these for almost all
a scope and sequence PA skills)
• Focus on more complex P.A. skills – • Whisper phone games (e.g., student says
phoneme blending, segmenting, and word into whisper phone while other student
Phonological manipulation (e.g., deletion) listens, then this student whispers sounds of
Awareness • FCRR picture sorts & pocket chart word back into phone for other student to
(P.A.) • Sort objects count)
• Kinesthetic movements while • Object sorts (sort by first sound, last sound,
practicing skills with teacher rhyming objects, etc.)
• Matching/memory games with picture cards
(matching rhyming words, words with the
same first sound, etc.)
• Follow scope and sequence (whole & • Pocket chart sorts with letter /word cards
small group) • Word sorts on t-charts, magnetic boards, etc.
• Use sound-spelling cards to scaffold • Building words with letters or letter
student reading and spelling combinations or morphemes using plastic
• Connect to handwriting instruction letters, grapheme cards, grapheme tiles,
• Phoneme-grapheme mapping syllable cards, morpheme cards, etc.
• Word-building games • Read/reread decodable texts
• Word/sound wall games • Word/sound wall games
• FCRR word sorts & other games • Write sentences with words (high-frequency
Phonics & words or words with letters/letter patterns
Word Study • FCRR games or poem reading – look
for patterns/sounds/affixes in text that have been taught)
• Teach explicit strategy for sounding • Games with letter/sound/word cards (e.g.,
out and blending multisyllabic words Go Fish)
• Build in discussions about history of • Map-a-Word with a partner or small group
words & rules (e.g., don’t end words • Poem or book games looking for letters/
with “v”) sounds/words in text
• Begin teaching explicitly the • If you leave words up on board from your
connection between spelling and whole-group phonics lesson, then students
meaning (morphology) can play games with these words
• Letter names/sounds fluency games • Games with letter/sound/word/phrase
with flashcards cards (timed games, races, etc.)
• Word fluency games at word/sound • Word/sound wall races
wall • Poem reading and rereading
• Word fluency games with flashcards • Decodable or other text reading/rereading
• Phrase fluency games with flashcards • Timed reading with phrases or short
Fluency • Partner reading with decodable texts, sentences
multiple-criteria texts, etc. • Timed readings with decodable or other texts
• Echo reading with decodable texts, • Reader’s Theatre
multiple-criteria texts, etc. • At listening station, listen to a story paying
• Timed readings (with decodable or attention to how the person reads fluently
other texts) (with expression)
• Graph fluency progress using either bar or
line graph
© 2016 University of Texas System/Texas Education Agency
http://buildingrti.utexas.org
  
General Activities & Materials:
Center Activities
Component To Use Across Grouping Formats
• Read alouds to teach words explicitly • Draw pictures of vocabulary words
• Imbed in P.A. and phonics instruction • Write sentences with vocabulary words and
• Talk about definition, examples, then illustrate them
nonexamples, synonyms, antonyms • Look through books for “big” words to learn
• Sort picture cards from the teacher
• Draw pictures of words • Talk with partner or in small group about
• Use words in sentences stories, characters, information learned and
then draw or write about what was discussed
• Turn to a partner to respond
Vocabulary • Fill out semantic map for a vocabulary word
• Use graphic organizers (e.g., semantic
with either words or pictures
maps)
• Create a vocabulary book with definitions
• Teach meanings of affixes, roots, etc.
and drawings of words learned (could have a
• Use sophisticated academic language book for adjectives, one for nouns, and one
and scaffold language for students for verbs)
(e.g., with sentence stems/frames)
• At listening station, listen to text – follow
along in book and pay attention to / write
down “big” words to learn
• Use basal, authentic texts, or other • Complete a simple graphic organizer (e.g.,
texts to teach comprehension story map, content web) with words or
strategies pictures
• Answer questions during read alouds • Sequence pictures and write
• Turn to a partner to discuss answers words/sentences for sequence of events
• Use graphic organizers when • Analyze a character from a story – drawing a
discussing stories & nonfiction texts picture of and writing about character
• Students ask questions during & after • At listening station, listen to a text, follow
reading story or informational text along in book, and then write/draw about
Comprehension • Build background knowledge favorite part of text
• Connect stories/information to prior • At listening station, listen to a text (with no
knowledge and own experiences book) and at certain places, stop to draw
mental images in visualization log
• Make predictions before & during
reading • Retell a story previously read to a partner or
into a tape recorder (using the book or not
• Figure out main idea of simple text
using the book)
• Model and practice retelling and
• Draw picture / write sentence of main idea of
sequencing correctly
text read aloud during whole/small group
• Practice distinguishing cause & effect
• Handwriting • Handwriting practice
• Sentence games (e.g., sentence • Sentence games (e.g., anagrams)
combining) • Write sentences with and/or illustrate
• Use a text to model a specific writing vocabulary words
element (e.g., ideas, organization) • Work on a writing piece to publish (e.g., a
• Guided/shared writing with teacher class-prepared book, their own narrative)
Writing focused on certain aspects of writing • Finish work on mini-lesson from whole
• Write sentences with vocabulary group
words • Write to a prompt (e.g., describe a character,
• Illustrate writing pieces describe a setting, finish a story)
• Mini-lesson on specific writing • Read writing to partner(s)
element • Edit/revise your or partner’s writing
• Journal writing • Write in journal on topic of choice
© 2016 University of Texas System/Texas Education Agency
http://buildingrti.utexas.org
  
nd
2  Grade  Literacy  Activities  by  Component  
 

General Activities & Materials:

Center Activities
Component To Use Across Grouping Formats
• Follow scope and sequence (whole & • Pocket chart sorts with word cards
small group) • Word sorts on t-charts, magnetic boards, etc.
• Advanced phonemic awareness (e.g., • Building words with letters or letter
sound deleting, adding, substituting) combinations or morphemes using plastic
• Use sound-spelling cards to scaffold letters, grapheme cards, grapheme tiles,
student reading and spelling syllable cards, morpheme cards, etc.
• Connect to handwriting instruction • Read/reread decodable texts
• Phoneme-grapheme mapping • Word/sound wall games
Word Study & • Word-building games • Write sentences with words (high-frequency
Word • Word wall games words or words with letters/letter patterns
Recognition • FCRR word sorts & other games that have been taught)
• FCRR games or poem reading – look • Games with word cards (e.g., Go Fish with
for patterns/sounds/affixes in text different letter patterns/sounds)
• Teach explicit strategy for sounding • Poem or book games looking for letter
out and blending multisyllabic words patterns/sounds/words in text
• Build in discussions about history of • If you leave words up on board from your
words & rules whole-group lesson, then students can play
games with these words
• Explicitly teach connection between
spelling and meaning (morphology)
• Letter patterns / word family fluency • Games with sound/word/phrase cards
games with flashcards (timed games, races, etc.)
• Fluency games at word/sound wall • Word/sound wall races
• Word fluency games with flashcards • Poem reading and rereading
• Phrase fluency games with flashcards • Decodable or other text reading/rereading
• Partner reading with multiple-criteria • Timed reading with phrases/short sentences
texts, decodable texts, etc. • Timed readings with texts
• Echo reading with multiple-criteria • Reader’s Theatre
texts, decodable texts, etc. • Practice reading with expression and rate
Fluency • Choral reading in teacher-led small each others’ or own reading using a rubric
group (choral reading in whole group (see FCRR materials for example)
is not really recommended) • At listening station, listen to text attending
• Timed readings (with different texts) to how the person reads fluently
• Model fluent/dysfluent reading based • Whisper reading text in whisper phone
on the fluency elements (rate, prosody, • Partner reading (can be combined with echo
attending to punctuation, etc.) and/or timed reading)
• Taping self reading and listening to self (use
rubric to assess own reading)
• Graph fluency progress
• Read alouds to teach words explicitly • Write sentences with vocabulary words and
• Imbed in P.A. and phonics instruction then illustrate them
• Talk about definition, examples, • Look through books for “big” words to learn
Vocabulary nonexamples, synonyms, antonyms • Talk with partner or small group about texts
• Sort picture cards and then write about what was discussed
• Draw pictures of words using vocabulary
• Use words in sentences • Fill out semantic maps, word webs, or other
© 2016 University of Texas System/Texas Education Agency
http://buildingrti.utexas.org
  
General Activities & Materials:
Center Activities
Component To Use Across Grouping Formats
• Turn to a partner to respond graphic organizers for vocabulary words
Vocabulary • Use graphic organizers (e.g., semantic • Create vocabulary book with definitions and
(continued) maps) drawings of words learned (could have a
• Teach meanings of affixes, roots, etc. book for adjectives, one for nouns, etc.)
• Teach how to use context clues • At listening station, listen to text – follow
along & write down “big” words to learn
• Use sophisticated academic language
and scaffold language for students • Write story using certain number of
(e.g., with sentence stems/frames) vocabulary words
• Use basal, authentic texts, or other • Complete a graphic organizer (e.g., story
texts to teach comprehension strategies map, content web, Venn diagram)
• Answer questions during read alouds • Sequence pictures and write sentences to go
• Turn to a partner to discuss answers with sequence of events
• Use graphic organizers when • Analyze a character from a story – drawing
discussing stories & nonfiction texts a picture of and writing about character
• Students ask questions during and • At listening station, listen to text, follow
after reading of a text along in book, and write in response
• Build background knowledge • At listening station, listen to story (with no
• Connect stories/information to prior book) and at certain places, stop to draw
knowledge and own experiences mental images in visualization log
• Make predictions before & during • Retell a story previously read to a partner or
reading into a tape recorder (using the book or not)
Comprehension • Figure out the main idea of simple text • Write main idea of text read aloud during
whole/small group
• Model and practice retelling and
sequencing correctly • Write questions that come to mind while
reading a text or after reading a text (can
• Practice distinguishing cause & effect
post these for other students to answer)
• Use Venn diagrams to compare &
• Read a text paying attention to
contrast stories, characters, etc.
words/phrases that are difficult and use fix-
• Teach/query students about coherence up strategies to figure out meaning (keep
inferences (connecting pronouns to track of these in a log)
referents, using conjunctions and
• Practice making predictions before and
transition words to connect ideas, etc.)
during reading a text (keep in a log)
• Teach/examine text structures
• Sort texts into fiction/nonfiction or other
• Teach and query students about categories
elaborative inferences (connecting to
• Analyze different informational texts for
background knowledge)
supports provided (e.g., tables, pictures)
• Handwriting (cursive in 2nd semester) • Handwriting practice
• Sentence games (e.g., sentence • Sentence games (e.g., anagrams)
combining) • Write sentences with and/or illustrate
• Use a text to model a specific writing vocabulary words
element (e.g., ideas, organization) • Work on a writing piece to publish (e.g., a
• Guided/shared writing with teacher class-prepared book, their own narrative)
Writing focused on certain aspects of writing • Finish work on mini-lesson from whole-
• Write sentences with vocabulary group lesson
words • Write to a prompt (e.g., describe a character,
• Illustrate writing pieces describe a setting, finish a story)
• Mini-lesson on specific writing element • Read writing to partner(s)
• Journal writing • Edit/revise your or partner’s writing
• Write in journal on topic of choice
© 2016 University of Texas System/Texas Education Agency
http://buildingrti.utexas.org
  
rd
3  Grade  Literacy  Activities  by  Component  
 

General Activities & Materials:

Center Activities
Component To Use Across Grouping Formats
• Follow scope and sequence (whole & • Pocket chart sorts with word cards
small group) • Word sorts on t-charts, magnetic boards, etc.
• Advanced phonemic awareness (e.g., • Building words with letters or letter
sound deleting, adding, substituting) combinations or morphemes using plastic
• Use sound-spelling cards to scaffold letters, grapheme cards, grapheme tiles,
student reading and spelling syllable cards, morpheme cards, etc.
• Connect to handwriting instruction • Read/reread decodable texts
• Phoneme-grapheme mapping • Word/sound wall games
Word Study & • Word-building games • Write sentences with words (sight words or
Word • Word/sound wall games words with letters/letter patterns that have
Recognition • FCRR word sorts & other games been taught)
• FCRR games or poem reading – look • Games with word cards (e.g., Go Fish with
for patterns/sounds/affixes in text different letter patterns/sounds)
• Teach explicit strategy for sounding • Poem or book games looking for letter
out and blending multisyllabic words patterns/sounds/affixes/words in text
• Build in discussions about history of • If you leave words up on board from your
words & rules whole-group lesson, then students can play
games with these words
• Explicitly teach connection between
spelling and meaning (morphology)
• Letter patterns / word family fluency • Games with sound/word/phrase cards
games with flashcards (timed games, races, etc.)
• Games at word/sound wall • Word/sound wall races
• Word fluency games with flashcards • Poem reading and rereading
• Phrase fluency games with flashcards • Decodable or other text reading/rereading
• Partner reading with multiple-criteria, • Timed reading with phrases/short sentences
decodable texts, etc. • Timed readings with different texts
• Echo reading with multiple-criteria • Reader’s Theatre
texts, decodable texts, etc. • Practice reading with expression and rate
Fluency • Choral reading in teacher-led small each others’ or own reading using a rubric
group (choral reading in whole group (see FCRR materials for example)
is not really recommended) • At listening station, listen to text attending
• Timed readings (with different texts) to how the person reads fluently
• Model fluent/dysfluent reading based • Whisper reading text in whisper phone
on the fluency elements (rate, prosody, • Partner reading (can be combined with echo
attending to punctuation, etc.) and/or timed reading)
• Taping self reading and listening to self (use
rubric to assess own reading)
• Graph fluency progress
• Read alouds to teach words explicitly • Write sentences with vocabulary words and
• Imbed in P.A. and phonics instruction then illustrate them
• Talk about definition, examples, • Look through books for “big” words to learn
Vocabulary nonexamples, synonyms, antonyms • Talk with partner or small group about texts
• Sort picture cards and then write about what was discussed
• Draw pictures of words using vocabulary
• Use words in sentences • Fill out semantic maps, word webs, or other
graphic organizers for vocabulary words
© 2016 University of Texas System/Texas Education Agency
http://buildingrti.utexas.org
  
General Activities & Materials:
Center Activities
Component To Use Across Grouping Formats
• Turn to your partner to respond • Create a vocabulary book with definitions
• Use graphic organizers (e.g., webs) and drawings of words learned (could have
• Teach meanings of affixes, roots, etc. a book for adjectives, one for nouns, one for
Vocabulary verbs, etc.)
(continued) • Teach how to use context clues
• At listening station, listen to text – follow
• Use sophisticated academic language
along in text writing “big” words to learn
and scaffold language for students
(e.g., with sentence stems/frames) • Write story using vocabulary words
• Use basal, authentic texts, or other • Complete a graphic organizer (e.g., story
texts to teach comprehension strategies map, content web, Venn diagram)
• Answer questions during read alouds • Sequence pictures and write sentences to go
• Turn to a partner to discuss answers with sequence of events
• Use graphic organizers when • Analyze a character from a story – drawing
discussing stories & nonfiction texts a picture of and writing about character
• Students ask questions during and • At listening station, listen to text, follow
after reading of a text along in book, and write in response
• Build background knowledge • At listening station, listen to story (with no
• Connect stories/information to prior book) and at certain places, stop to draw
knowledge and own experiences mental images in visualization log
• Make predictions before & during • Retell a story previously read to a partner or
reading into a tape recorder (with the book or not)
• Figure out the main idea of simple text • Write main idea and/or summary of text
Comprehension • read aloud during whole/small group
Teach and practice summarizing in
own words (connect this to main idea) • Write questions that come to mind while
reading a text or after reading a text (can
• Model and practice retelling and
post these for other students to answer)
sequencing correctly
• Read a text attending to words/phrases that
• Practice distinguishing cause & effect
are difficult and use fix-up strategies to
• Use Venn diagrams to compare & figure out meaning (keep track in a log)
contrast stories, characters, etc.
• Practice making predictions before and
• Teach/query students about coherence during reading a text (keep in a log)
inferences (connecting pronouns to
• Sort texts into fiction/nonfiction or other
referents, using conjunctions and
categories
transition words to connect ideas, etc.)
• Analyze different informational texts for
• Teach/examine text structures
supports provided (e.g., tables, pictures)
• Teach and query students about
• Sort texts by text structure (compare and
elaborative inferences (connecting to
contrast, problem-solution, etc.)
background knowledge)
• Handwriting • Handwriting practice
• Sentence games (e.g., sentence • Sentence games (e.g., anagrams)
combining) • Write sentences with/illustrate vocabulary
• Use a text to model a specific writing • Work on a writing piece to publish (e.g., a
element (e.g., ideas, organization) class-prepared book, their own narrative)
• Guided/shared writing with teacher • Finish work on mini-lesson from whole-
Writing focused on certain aspects of writing group lesson
• Write sentences with vocabulary • Write to a prompt (e.g., describe a character,
words describe a setting, finish a story)
• Illustrate writing pieces • Read writing to partner(s)
• Mini-lesson on specific writing element • Edit/revise your or partner’s writing
• Journal writing • Write in journal on topic of choice

© 2016 University of Texas System/Texas Education Agency

http://buildingrti.utexas.org
  
th
4  Grade  Literacy  Activities  by  Component  
 

General Activities & Materials:

Center Activities
Component To Use Across Grouping Formats
• Follow scope and sequence (whole & • Pocket chart sorts with word cards
small group) • Word sorts on t-charts, magnetic boards, etc.
• Use sound-spelling cards to scaffold • Building words with letters or letter
student reading and spelling combinations or morphemes using plastic
• Connect to handwriting instruction letters, grapheme cards, grapheme tiles,
• Phoneme-grapheme mapping syllable cards, morpheme cards, etc.
• Word-building games • Read/reread texts
Word Study & • Word/sound wall games • Word/sound wall games
Word • FCRR word sorts & other games • Write sentences with words (words with
Recognition • FCRR games or poem reading – look patterns that have been taught)
for patterns/sounds/affixes in text • Games with word cards (e.g., Go Fish with
• Teach explicit strategy for sounding different letter patterns/sounds)
out and blending multisyllabic words • Poem or book games looking for letter
• Build in discussions about history of patterns/sounds/affixes/words in text
words & rules • If you leave words up on board from your
• Explicitly teach connection between whole-group lesson, then students can play
spelling and meaning (morphology) games with these words
• Letter patterns / word family fluency • Games with sound/word/phrase cards
games with flashcards (timed games, races, etc.)
• Fluency games at word/sound wall • Word/sound wall races
• Word fluency games with flashcards • Poem reading and rereading
• Phrase fluency games with flashcards • Decodable or other text reading/rereading
• Partner reading with multiple-criteria, • Timed reading with phrases or short
decodable texts, etc. sentences
• Echo reading with multiple-criteria • Timed readings with different texts
texts, decodable texts, etc. • Reader’s Theatre
Fluency • Choral reading in teacher-led small • Practice reading with expression and rate
group (choral reading in whole group each others’ or own reading using a rubric
is not really recommended) (see FCRR materials for example)
• Timed readings (with different texts) • At listening station, listen to text attending
• Model fluent/dysfluent reading based to how the person reads fluently
on the fluency elements (rate, prosody, • Whisper reading text in whisper phone
attending to punctuation, etc.) • Partner reading (can be combined with echo
and/or timed reading)
• Taping self reading and listening to self (use
rubric to assess own reading)
• Graph fluency progress
• Read alouds to teach words explicitly • Write sentences with vocabulary words and
• Imbed in word study instruction then illustrate them
• Talk about definition, examples, • Look through books for “big” words to learn
nonexamples, synonyms, antonyms • Talk with partner or small group about texts
• Sort picture cards and then write about what was discussed
Vocabulary using vocabulary
• Draw pictures of words
• Use words in sentences • Fill out semantic maps, word webs, or other
graphic organizers for a vocabulary words
• Turn to a partner to respond
• Create a vocabulary book with definitions
© 2016 University of Texas System/Texas Education Agency
http://buildingrti.utexas.org
  
General Activities & Materials:
Center Activities
Component To Use Across Grouping Formats
• Use graphic organizers (e.g., semantic and drawings of words learned (could have
maps) a book for adjectives, one for nouns, one for
• Teach meanings of affixes, roots, etc. verbs, etc.)
Vocabulary • At listening station, listen to text – follow
• Teach how to use context clues
(continued) along in book writing down “big” words to
• Use sophisticated academic language
learn
and scaffold language for students
(e.g., with sentence stems/frames) • Write story using vocabulary words
• Use basal, authentic texts, or other • Complete a graphic organizer (e.g., story
texts to teach comprehension strategies map, content web, Venn diagram)
• Answer questions during read alouds • Sequence pictures and write sentences to go
• Turn to a partner to discuss answers with sequence of events
• Use graphic organizers when • Analyze a character from a story – drawing
discussing stories & nonfiction texts a picture of and writing about character
• Students ask questions during and • At listening station, listen to text, follow
after reading of a text along in book, and write in response
• Build background knowledge • At listening station, listen to story (with no
• Connect stories/information to prior book) and at certain places, stop to draw
knowledge and own experiences mental images in visualization log
• Make predictions before & during • Retell a story previously read to a partner or
reading into a tape recorder (with the book or not)
• Figure out the main idea of simple text • Write main idea and/or summary of text
Comprehension • Teach and practice summarizing in read aloud during whole/small group
own words (connect this to main idea) • Write questions that come to mind while
reading a text or after reading a text (can
• Model and practice retelling and
post these for other students to answer)
sequencing correctly
• Read a text attending to words/phrases that
• Practice distinguishing cause & effect
are difficult and use fix-up strategies to
• Use Venn diagrams to compare & figure out meaning (keep track in a log)
contrast stories, characters, etc.
• Practice making predictions before and
• Teach/query students about coherence during reading a text (keep in a log)
inferences (connecting pronouns to
• Sort texts into fiction/nonfiction or other
referents, using conjunctions and
categories
transition words to connect ideas, etc.)
• Analyze different informational texts for
• Teach/examine text structures
supports provided (e.g., tables, pictures)
• Teach and query students about
• Sort texts by text structure (compare and
elaborative inferences (connecting to
contrast, problem-solution, etc.)
background knowledge)
• Handwriting • Handwriting practice
• Sentence games (e.g., sentence • Sentence games (e.g., anagrams)
combining) • Write sentences with/illustrate vocabulary
• Use a text to model a specific writing • Work on a writing piece to publish (e.g., a
element (e.g., ideas, organization) class-prepared book, their own narrative)
• Guided/shared writing with teacher • Finish work on mini-lesson from whole-
Writing focused on certain aspects of writing group lesson
• Write sentences with vocabulary • Write to a prompt (e.g., describe a character,
words describe a setting, finish a story)
• Illustrate writing pieces • Read writing to partner(s)
• Mini-lesson on specific writing element • Edit/revise your or partner’s writing
• Journal writing • Write in journal on topic of choice

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th
5  Grade  Literacy  Activities  by  Component  
 

General Activities & Materials:

Center Activities
Component To Use Across Grouping Formats
• Follow scope and sequence (whole & • Pocket chart sorts with word cards
small group) • Word sorts on t-charts, magnetic boards, etc.
• Use sound-spelling cards to scaffold • Building words with letters or letter
student reading and spelling combinations or morphemes using plastic
• Connect to handwriting instruction letters, grapheme cards, grapheme tiles,
• Phoneme-grapheme mapping syllable cards, morpheme cards, etc.
• Word-building games • Read/reread decodable texts
Word Study & • Word/sound wall games • Word/sound wall games
Word • FCRR word sorts & other games • Write sentences with words (words with
Recognition • FCRR games or poem reading – look patterns that have been taught)
for patterns/sounds/affixes in text • Games with word cards (e.g., Go Fish with
• Teach explicit strategy for sounding different letter patterns/sounds)
out and blending multisyllabic words • Poem or book games looking for letter
• Build in discussions about history of patterns/sounds/affixes/words in text
words & rules • If you leave words up on board from your
• Explicitly teach connection between whole-group lesson, then students can play
spelling and meaning (morphology) games with these words
• Letter sounds / word family fluency • Games with sound/word/phrase cards
games with flashcards (timed games, races, etc.)
• Word fluency games at word wall • Word/sound wall races
• Word fluency games with flashcards • Poem reading and rereading
• Phrase fluency games with flashcards • Decodable or other text reading/rereading
• Partner reading with multiple-criteria, • Timed reading with phrases or short
decodable texts, etc. sentences
• Echo reading with multiple-criteria • Timed readings with different texts
texts, decodable texts, etc. • Reader’s Theatre
Fluency • Choral reading in teacher-led small • Practice reading with expression and rate
group (choral reading in whole group each others’ or own reading using a rubric
is not really recommended) (see FCRR materials for example)
• Timed readings (with different texts) • At listening station, listen to text attending
• Model fluent/dysfluent reading based to how the person reads fluently
on the fluency elements (rate, prosody, • Whisper reading text in whisper phone
attending to punctuation, etc.) • Partner reading (can be combined with echo
and/or timed reading)
• Taping self reading and listening to self (use
rubric to assess own reading)
• Graph fluency progress
• Read alouds to teach words explicitly • Write sentences with vocabulary words and
• Imbed in word study instruction then illustrate them
• Talk about definition, examples, • Look through books for “big” words to learn
nonexamples, synonyms, antonyms • Talk with partner or small group about texts
• Sort picture cards and then write about what was discussed
Vocabulary using vocabulary
• Draw pictures of words
• Use words in sentences • Fill out semantic maps, word webs, or other
graphic organizers for a vocabulary words
• Turn to your partner to respond
• Create a vocabulary book with definitions
© 2016 University of Texas System/Texas Education Agency
http://buildingrti.utexas.org
  
General Activities & Materials:
Center Activities
Component To Use Across Grouping Formats
• Use graphic organizers (e.g., semantic and drawings of words learned (could have
maps) a book for adjectives, one for nouns, one for
• Teach meanings of affixes, roots, etc. verbs, etc.)
Vocabulary • At listening station, listen to text – follow
• Teach how to use context clues
(continued) along in book writing down “big” words to
• Use sophisticated academic language
learn
and scaffold language for students
(e.g., with sentence stems/frames) • Write story using vocabulary words
• Use basal, authentic texts, or other • Complete a graphic organizer (e.g., story
texts to teach comprehension strategies map, content web, Venn diagram)
• Answer questions during read alouds • Sequence pictures and write sentences to go
• Turn to a partner to discuss answers with sequence of events
• Use graphic organizers when • Analyze a character from a story – drawing
discussing stories & nonfiction texts a picture of and writing about character
• Students ask questions during and • At listening station, listen to text, follow
after reading of a text along in book, and write in response
• Build background knowledge • At listening station, listen to story (with no
• Connect stories/information to prior book) and at certain places, stop to draw
knowledge and own experiences mental images in visualization log
• Make predictions before & during • Retell a story previously read to a partner or
reading into a tape recorder (with the book or not)
• Figure out the main idea of simple text • Write main idea and/or summary of text
Comprehension • Teach and practice summarizing in read aloud during whole/small group
own words (connect this to main idea) • Write questions that come to mind while
reading a text or after reading a text (can
• Model and practice retelling and
post these for other students to answer)
sequencing correctly
• Read a text attending to words/phrases that
• Practice distinguishing cause & effect
are difficult and use fix-up strategies to
• Use Venn diagrams to compare & figure out meaning (keep track in a log)
contrast stories, characters, etc.
• Practice making predictions before and
• Teach/query students about coherence during reading a text (keep in a log)
inferences (connecting pronouns to
• Sort texts into fiction/nonfiction or other
referents, using conjunctions and
categories
transition words to connect ideas, etc.)
• Analyze different informational texts for
• Teach/examine text structures
supports provided (e.g., tables, pictures)
• Teach and query students about
• Sort texts by text structure (compare and
elaborative inferences (connecting to
contrast, problem-solution, etc.)
background knowledge)
• Handwriting • Handwriting practice
• Sentence games (e.g., sentence • Sentence games (e.g., anagrams)
combining) • Write sentences with/illustrate vocabulary
• Read book focusing on specific aspect • Work on a writing piece to publish (e.g., a
of writing (e.g., ideas, word choice) class-prepared book, their own narrative)
• Guided/shared writing with teacher • Finish work on mini-lesson from whole-
Writing focused on certain aspects of writing group lesson
• Write sentences with vocabulary • Write to a prompt (e.g., describe a character,
words describe a setting, finish a story)
• Illustrate writing pieces • Read writing to partner(s)
• Mini-lesson on specific writing element • Edit/revise your or partner’s writing
• Journal writing • Write in journal on topic of choice
   

© 2016 University of Texas System/Texas Education Agency

http://buildingrti.utexas.org