The structure of lessons where teachers integrated the digital literacies is examined here. Twelve graduate teachers participating in an after-school practica were observed over a six-week period. This manuscript identifies the structure of their lessons and describes the kinds of digital literacies children learned when completing them. Teachers used the digital literacies to develop children's oral reading fluency, help them compose multimedia texts, and provide them extended time to read and write on the web. Our observations suggest that children, even those with difficulties learning to read and write, became engaged in learning when they have opportunities to read and write with the digital literacies. We explain that the digital literacies can be successfully integrated into lessons designed to help struggling learners in after-school programs, and the lessons examined here offer examples of how this can be accomplished. (Contains 5 figures.)