Nowadays, the main goal in education is to educate individuals who can think, question, know how to access knowledge, analyze that knowledge, and use it. To attain that goal and be current, curricula in Turkey have been updated to help individuals acquire basic and higher level skills. In the Turkish teaching curriculum which took effect in 2005, constructivist and activity-based approaches were taken as bases. The students are expected to be active and to develop their language skills by doing activities. This necessitates that the activities in the Turkish textbooks have to be prepared well. In this study, the activities which were in the 5th and 6th grade Turkish course textbooks published by the Ministry of National Education and private publishers in the 2016-2017 academic year were analyzed. Document analysis which is one of the qualitative research methods was used. The activities in the Turkish course textbooks were analyzed in terms of seven categories which were; “Preparation and Starting, Practice, Evaluation, Revision, General Characteristics, Use of Language Skills, and Use of Cognitive Skills”. Subcategories were established for each category, and 727 activities in the Turkish textbooks were evaluated, using this framework. Based on the analysis, it was observed that the activities were not at the intended level and of the intended quality with respect to developing Turkish language skills. It was determined that some activities were at the level of language exercise or used for that purpose, and some had utterly exercise properties. It was concluded that in the activities the principles of constructivism and activity-based approach and students interests and needs were not taken into consideration. Moreover, it was found that the majority of the activities were similar and repetitive. It was observed that the grammar activities contained mechanical repetitions and that some of them included multiple-choice, sentence translation, definition, finding synonyms, and the like. Even though it is known that such activities lead to memorization quickly and do not contribute much to language learning, they were being used widely. In short, it was concluded that necessary importance was not given to the preparation, selection, practice and evaluation of the activities