readiness writing raft students are assigned a set of choices based on preassessed skill levels in...
TRANSCRIPT
Readiness Writing RAFTStudents are assigned a set of choices based on preassessed
skill levels in sequencing and writing. G=grade level or A=advanced level
Within a skill level, students still have some learning style or interest based choices through format options. Levels would NOT be seen by the students.
Know: sequence, pace
Understand: Seeing events in a logical order
Do: Place items in order of occurrence;
write with accuracy & completeness
Role Audience Format Topic
G Tortoise Hare 6-panel storyboard
How I Won the Race
G You Teacher Bulleted list Things I do in the morning to get ready for school
G Sports star Reporter News item Here’s how I got hurt … 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?
A Marble Kid “Marble Raceway” model with exhibit card describing each tumble or turning point
Watch me roll!
Possible Ideas for a RAFTChoose ideas that advance the learning goals.
Characters from a story
Public service job
Key terms Scientists or politicians
Historical figures
Musical instruments
Diseases Geographic formations
Vocabulary words
Cartoon characters
Types of fabric
Composers or artists
Instruments or tools
Shapes or colors
Authors or inventers
Business or industry person
Minerals or chemical elements
Cities, countries or continents
Brand name or object
Technical terms
Possible RAFT Formats to Differentiate by Learning Modality
Written Visual Oral Kinesthetic
Diary entry
Bulleted list
Obituary
Invitation
Recipe
Movie critic
FAQs
Editorial
Gossip column
Comic
Crossword puzzle
Map
Graphic organizer
Print ad
Photograph
Fashion design
Song
Monologue
Radiocast
Museum
guide
Interview
Puppet show
Political
speech
Story teller
Model
Cheer
Mime
Demonstration
Sales pitch
with demos
Sew, cook,
build
Wax museum
Differentiating a RAFT by Readiness(Teacher assigns RAFT or choices of RAFTs based on students’ reading,
writing or performance levels)
•Roles/Audience– Well-known people or charters to lesser known – Basic essential items (vocabulary, inventions,
elements, etc.) to more esoteric items– Easier to understand point-of-view to more
intangible perspective
•Formats (while offering choices to students)– Shorter to longer (in prep, process or presentation)– More familiar to more unfamiliar formats– Single step to multiple steps
Differentiating a RAFT by Readiness(continued)
• Topics– Easier to interpret to more sophisticated– Concrete & literal to more abstract
response– More structured to more open-ended– Small leap in insight & application to larger
leap
ROLE AUDIENCE FORMAT TOPIC
fish fisherman advertisement Fishing is a waste of time
tire Lug nuts Owner’s manual
Directions are important
Hair color Grey hair Persuasive letter
The cover up
weed flower Flower garden club article
Green is beautiful
Analyzing a RAFT Lesson
• What are the learning goals for this lesson and are they built into every choice?
• How is this RAFT being differentiated?– Does it appeal to different learning styles?– Is there a range of difficulty in the:
• Roles?• Formats?• Readiness levels?
– Do the roles, formats or topics appeal to a variety of interests?
