To integrate a short story into a conventional scavenger hunt, the teacher writes or types up a story the students already know, and breaks it into multiple sections before printing them on different sheets of paper. Students split into groups of two to three receive the first part of the story to read aloud. A clue at the end of the passage leads them to where the next portion of the story is hidden, where they will find another clue, repeating until the end, and reading aloud each section as they find it. Ideally, the clues will relate to the story and reinforce students' understanding of key details. This activity adapts easily to available space, whether a room or a playground.
To test the readers' understanding of the material, the teacher uses a story the class already knows, and makes a list of questions regarding the story's key points. For example, an appropriate question might be, "Who is the main character?" or "When does the story take place?" The teacher will write the answers in large print, preferably on laminated pieces of paper attached to the wall or floor. During the activity, students stand in a line and the teacher explains that she will ask a question about the story. When the teacher says "Go," the students may run to the correct answer. As a variation, a student can ask the questions.
A reader's theater allows students to work in groups to role-play a story, or one of its important parts. Afterward the students read the story, the teacher reviews the main devices -- plot, setting, rising action and resolution. In groups of four, students work together to plan a short play that includes a beginning, middle and end, plus a problem and solution. The teacher explains that the students should use the play to introduce the main characters and describe the setting, in addition to plot points.
Educators can use this activity to review the contents of a reading, and parts of speech, specifically verbs. While reading a story with students, the teacher asks them to clap, jump or spin, depending on personal preference, each time a verb is read. To simplify this for less-advanced readers, teachers may choose a list of high-frequency verbs found in the story, such as "run" and "talk."
Afterward, the teacher takes the students to an open area where verbs from the story are attached to cones arranged in a line. The teacher explains that as students run or walk through the line, they must read the verb written on each cone. If appropriate, the teacher can instruct them to do the action written on the cone.