Teaching Reading in the Content Areas If Not Me Then Who BillMeyer amp Martin 1998 Marcia Imbeau Assoc Professor University of Arkansas R A F T Assignments What is it R ole ID: 634017
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Slide1
RAFT
Doug Buehl cited in:
Teaching Reading in the Content Areas: If Not Me Then
Who BillMeyer & Martin, 1998
Marcia Imbeau, Assoc. Professor, University of ArkansasSlide2
R
A F TAssignmentsWhat is it?Role Audience Format TopicHow might I use it?Examples . . .Marcia Imbeau, Assoc. Professor, University of ArkansasSlide3
A
RAFT is…… an engaging, high level strategy that encourages writing across the curriculum… a way to encourage students to… …assume a role…consider their audience, while …examine a topic from their chosen perspective, and …writing in a particular formatAll of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.Marcia Imbeau, Assoc. Professor, University of ArkansasSlide4
RAFTs can…
Be differentiated in a variety of ways: readiness level, learning profile, and/or student interestBe created by the students or Incorporate a blank row for that optionBe used as introductory “hooks” into a unit of studyKeep one column consistent while varying the other columns in the RAFT grid Marcia Imbeau, Assoc. Professor, University of ArkansasSlide5
Sample RAFT Strips
RoleAudienceFormatTopicSemicolonMiddle SchoolDiary EntryI Wish You Really Understood Where I BelongN.Y. TimesPublicOp Ed pieceHow our Language Defines Who We AreHuck FinnTom SawyerNote hidden in a tree knotA Few Things You Should Know
Rain DropFuture Droplets
Advice ColumnThe Beauty of Cycles
Lung
Owner
Owner’s Guide
To Maximize Product Life
Rain Forest
John Q. Citizen
Paste Up “Ransom” Note
Before It’s Too Late
Reporter
Public
Obituary
Hitler is Dead
Martin Luther King
TV audience of 2010
SpeechThe Dream RevisitedThomas JeffersonCurrent Residents of VirginiaFull page newspaper adIf I could Talk to You NowFractionsWhole numbersPetitionTo Be Considered A Part of the FamilyA word problemStudents in your classSet of directionsHow to Get to Know Me
Language Arts
Science
History
Math
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998
Marcia
Imbeau
, Assoc. Professor, University of ArkansasSlide6
Sample RAFT Strips
RoleAudienceFormatTopicGingerbread ManOur ClassOral ResponseI never should have listened to the foxSquantoOther Native AmericansPictographsI can help the inept settlersBand MemberOther Band MembersDemo TapeHere’s how it goes
Positive NumbersNegative Numbers
Dating AdOpposites Attract
Rational Numbers
Irrational Numbers
Song
Must you go on forever?
Decimals
Fractions
Poem
Don’t you get my point?
Perimeter
Area
Diary Entry
How your shape affects me
Monet
Van Gogh
LetterI wish you’d shed more light on the subject!Joan of ArcSelfSoliloquyTo recant, or not to recant; that is the questionTreeUrban SprawlEditorialMy life is worth savingThoreauPublic of his dayLetter to the EditorWhy I moved to the pondYoung Chromosome
Experienced ChromosomeChildren’s Book
What becomes of us in mitosis?
First GraderKindergartner
AdWhat’s best about 1st grade?
Marcia Imbeau
, Assoc. Professor, University of ArkansasSlide7
RAFT Strips, cont’d
RoleAudienceFormatTopicHal (Henry V, Part 1)SelfDiary EntryMy friend Falstaff-past, present, futureMagnetFirst GradersLetterHere’s what I’m attracted to…TransparencySlide ShowPersonal AdSpruce up your presentation
LBJViet Nam Vet
Apology LetterWhat was I thinking…
Computer
Fifth Graders
Flow Chart
Turning data into a graph with EXCEL
P Waves
S Waves
Dear John Letter
Why we have to stop seeing each other
Carbon Atom
Hydrogen Atom
Personal Ad
Atom seeking atom
A Variable in an Equation
Real Numbers
Ad for the CircusWhat is my value in the balancing act?Return KeyMiddle SchoolersCaptain Kirk’s Bulletin to his crewWhen to beam to another paragraphConductorThe BandMimeHow to play this style of musicBasic Multiplication FactBasic Division FactInvitation to a family reunionHere’s how we’re related
Marcia Imbeau, Assoc. Professor, University of ArkansasSlide8
Analyzing a RAFT lesson
What are the learning goals for this lesson? Are they built into every choice?How is this RAFT being differentiated?Is there a wide range of format choices in order to appeal to LEARNING STYLES?Is there a range of difficulty in the roles? or a range of difficulty in the formats? or a range of difficulty in the topic responses? READINESSAre the roles, or formats, or topics meant to appeal to a variety of INTERESTS?Marcia Imbeau, Assoc. Professor, University of ArkansasSlide9
Possible Formats to use in RAFTs to Differentiate by Lrng Modality
WrittenVisualOralKinestheticdiary entrybulleted listobituaryinvitationproduct guidegame rulesrecipemovie criticFreqAskQueseditorialcharacter monologuejob applicationgossip columnmag. Articlecartoon/comiccrossword puzzlemapscale plan or drawinggraphic org.concept webillustrationprint adphotographpowerpoint‘how to’ diagram
fashion designsongset of discussion ?s
conversationmonologuesermonradiocastmuseum guide
commercialreader’s theater
interview
tasting
political speech
puppet show
storytell
model
cheer
mime
reenactment
wax museum
demonstration
sales pitch with demo elements
physical analogies
taste tests‘how to’ videogamesew, cook, builddesign a ....Marcia Imbeau, Assoc. Professor, University of ArkansasSlide10
How you might assign RAFTs
Cut the “strips” apart and hand out to students; orGive only two choices per student, and make both choices have formats fit with that student’s learning modality Give only two choices per student, and make both choices fit skill/knowledge level of the student’s readiness; orAllow students to choose from a menu of possible roles, or possible formatsMarcia Imbeau, Assoc. Professor, University of ArkansasSlide11
RAFT Activities
RoleAudienceFormatTopicGingerbread ManOur ClassOral ResponseI never should have listened to the foxSquantoOther Native AmericansPictographsI can help the inept settlersBand MemberOther Band MembersDemo TapeHere’s how it goes
MonetVan Gogh
LetterI wish you’d shed more light on the subject
Water Vapor
Water
A Love Letter
You make me so hot
Battery
Loose Wire
A Newspaper Article
Man has shocking experience
Multiplication Fact
Division Fact
Invitation to a Family Reunion
Here’s how we’re related
Marcia Imbeau, Assoc. Professor, University of ArkansasSlide12
5th
Grade Math RAFT Assignment: Parts of a WholeRole AudienceFormatTopicFractionsWhole numbersChildren’s bookDo you want a piece of me?Equivalent fractionsEquivalent fractionsInvitation/MaskInvitations to the Masquerade BallFractionDecimalWanted PosterAlias – reveal your secret identity
Fraction, decimal, percent
PercentPaper peopleDress up-change your wardrobe, change your form
Marcia Imbeau, Assoc. Professor, University of ArkansasSlide13
READINESS DIFFERENTIATION: WRITING RAFT
The teacher will assign sets of choices to students based on pre-assessed skill levels in sequencing and writing: Grade level or Advanced level. Within a skill level, students will still have some learning style or interest-based choices through the format options. Levels would NOT be seen by the students.Know: sequence; paceUnderstand: Seeing events in a logical order helps us better understand them.Do: Place items in order of occurrence; write with accuracy & completenessGTortoiseHare6-panel storyboardHow I won the raceGYouteacherbulleted listThings I do in the morning to get ready for schoolGSports starreporternews item
“Here’s how I got injured ..., and what I’ll do next ...” A
Cousin you
set of directions
Help me learn to play checkers
A
Hermione Granger
Harry Potter
conversation or dialogue
What happened to make you so suspicious of
Snape
?
A
Marble
Kid
“Marble Raceway” model with exhibit card describing each tumble or turning point
Watch me roll!
Marcia Imbeau, Assoc. Professor, University of ArkansasSlide14
Tom Sawyer’s R.A.F.T.
(Page 1)This RAFT is designed for use by students when they have finished reading the novel, Tom Sawyer, by Mark Twain. The RAFT synthesizes the unit’s exploration of characterization and allows students to “step into the skin” of one of the supporting characters to get a look at the protagonist from his/her perspective. A final jigsaw activity allows students to view Tom form multiple perspectives in order to reinforce the unit’s essential understandings (students share their RAFTs in mixed groups and complete a synthesis writing piece in which they draw conclusions about Tom based on all perspectives aired in the group).Raft Learning GoalsStudents should KNOW…The definition of characterizationThe six supporting characters’ relationships with Tom SawyerStudents should UNDERSTAND that…Individuals have their own unique perspectives determined by their experiences and relationships.In order to gain a true understanding of a person or event, multiple perspectives must be considered.Students should BE ABLE TO…Assume the voice of a supporting characterCharacterize Tom Sawyer using the methods discussed in classDraw conclusions synthesizing multiple and varied perspectivesMarcia Imbeau, Assoc. Professor, University of ArkansasSlide15
Differentiation:
This RAFT is differentiated according to readiness and interest. Interests: Each student has three options from which to choose, so he/she can select a “strip” that appeals to them in some way (affinity with a character, interest/talent in the format’s expression, interest in the topic, etc.)Readiness:The first three strips should be given to more advanced students, as these three options are more conceptual.The roles and topics represent less accessible points of view and are designed for student who are ready to tackle the novel at a more abstract level and/orThe formats are designed for students who are reading and writing on or above grade level (and are thus able to handle more complex modes of expression).The second three “strips” offer options that are simpler and more straightforward.The roles and topics represent more accessible views and are designed for students who understand the novel at a more basic level, and/orThe formats are accessible for students who are struggling readers/writers.Tom Sawyer’s R.A.F.T.(Page 2)Marcia Imbeau, Assoc. Professor, University of ArkansasSlide16
Tom Sawyer’s R.A.F.T. p. 3
ROLEAUDIENCEFORMATTOPICSidAunt PollyAffidavitWhy Tom should get a lickin’HuckSelfPoem or SongWho am I without my friend, Tom?Aunt PollyWidow DouglasDialogue
Nobody knows the troubles I’ve seen (because of Tom)!
BeckyTom
Letter
How I really feel about you…
Injun Joe
Self
Drawing of Dream
Why I’m going to get even with Tom Sawyer…
and HOW I’ll do it!
Muff Potter
Townspeople
Speech
Why I thank goodness for
Tom Sawyer….
Select one of the following prompts. The “Role” refers to the character’s perspective that you will assume. The “Audience” refers to whom that character will be addressing his/her opinion; The “Format” refers to the form in which the opinion will be expressed; The “Topic” is just that - your topic!
Circle the ROLE that you plan to pursue, and clear it with your teacher before you begin working. Use your text to help you.
Authors: Kristina Doubet, Marla Capper, and Christie Reed - 2003Marcia Imbeau, Assoc. Professor, University of ArkansasSlide17
Ways to differentiate a RAFT by Readiness:
(teacher will assign a RAFT or choices of RAFTs based on students’ writing, reading, or performance levels)Roles/Audience – Well-known people or characters to lesser-known Basic essential items (vocabulary, inventions, elements, etc.) to more esoteric itemsEasier to understand point-of-view to more intangible perspectiveFormats – (while offering choices to students)Shorter to longer (in prep, in process, or in presentation)More familiar to more unfamiliar formatsSingle step to multiple stepsTopics – Easier to interpret to more sophisticatedConcrete & literal response to more abstract responseMore structured to more open-ended Small leap in insight & application to larger leap Marcia Imbeau, Assoc. Professor, University of ArkansasSlide18
RAFT Assignments
Grade 10 EnglishKnow: Voice, Tone, StyleUnderstand:Every writer has a voiceVoice is shaped by life experiences and reflects the writerVoice shapes expressionVoice affects communicationVoice and style are related Be Able to Do:Describe a writers voice and styleMimic a writer’s voice and styleCreate a piece of writing that reflects a writer’s voice and styleRoleAudienceFormatTopicEdgar Allen Poe10th grade writersLetterHere’s how I found my voiceGarrison Keillor10th grade writersE mailHere’s how I found my voiceEmily Dickinson
SelfDiary entry
Looking for my voice10th grader
English teacher
Formal request
Please help me find my voice
Teacher
10th graders
Interior monologue
Finding a balance between voice and expectations
3 authors
The public
Visual symbols/logos annotated
Here’s what represents my voice
3 authors from different genre
One another
Conversation
What shaped my voice and styleMarcia Imbeau, Assoc. Professor, University of ArkansasSlide19
RAFT Assignment
ROLEAUDIENCEFORMATTOPICTV new reporterPublicNews article[syntax]“Police shooting under investigation”National Enquirer ReporterPublicFront page article[simile, metaphor]“Cop shoots defenseless man”Southern copPolice chief
Incident report[repetition]“On the night of August 14…”
Ty KendricksHis children
List-words of advice [parallelism]
“Be careful of…”
Abolitionist
Town meeting
Speech
[simile, parallelism]
“Once again injustice reigns..”
Passer-by
Friend
Letter
[syntax, diction]
“You won’t believe what I saw”
Candy Krueger
Timberline High School
Boise, IDMarcia Imbeau, Assoc. Professor, University of ArkansasSlide20
RAFT Planning Sheet
KnowUnderstandDoHow to Differentiate:Tiered? (See Equalizer)Profile? (Differentiate Format)Interest? (Keep options equivalent in learning)Other?RoleAudienceFormatTopicMarcia Imbeau, Assoc. Professor, University of Arkansas