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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 Arkansas
R A F T Assignments
• What is it?
Role Audience Format Topic
• How might I use it?
• Examples . . .
Marcia Imbeau, Assoc. Professor, University of Arkansas
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 format
• All 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 Arkansas
RAFTs can…
• Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest
• Be created by the students or Incorporate a blank row for that option
• Be used as introductory “hooks” into a unit of study
• Keep one column consistent while varying the other columns in the RAFT grid
Marcia Imbeau, Assoc. Professor, University
of Arkansas
Sample RAFT Strips Role Audience Format Topic
Semicolon Middle School Diary Entry I Wish You Really
Understood Where I Belong
N.Y. Times Public Op Ed piece How our Language Defines
Who We Are
Huck Finn Tom Sawyer Note hidden in a
tree knot
A Few Things You Should
Know
Rain Drop Future Droplets Advice Column The 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
Speech The Dream Revisited
Thomas Jefferson Current Residents
of Virginia
Full page
newspaper ad
If I could Talk to You Now
Fractions Whole numbers Petition To Be Considered A Part of
the Family
A word problem Students in your
class
Set of directions How to Get to Know Me
Lan
guag
e A
rts
Sci
ence
H
isto
ry
Mat
h
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 Arkansas
Sample RAFT Strips Role Audience Format Topic
Gingerbread Man Our Class Oral Response I never should have listened
to the fox
Squanto Other Native
Americans
Pictographs I can help the inept settlers
Band Member Other Band
Members
Demo Tape Here‟s how it goes
Positive Numbers Negative Numbers Dating Ad Opposites 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 Letter I wish you‟d shed more light
on the subject!
Joan of Arc Self Soliloquy To recant, or not to recant;
that is the question
Tree Urban Sprawl Editorial My life is worth saving
Thoreau Public of his day Letter to the
Editor
Why I moved to the pond
Young Chromosome Experienced
Chromosome
Children‟s Book What becomes of us in
mitosis?
First Grader Kindergartner Ad What‟s best about 1st grade?
Marcia Imbeau, Assoc. Professor, University of Arkansas
RAFT Strips, cont‟d Role Audience Format Topic
Hal (Henry V, Part
1)
Self Diary Entry My friend Falstaff-past,
present, future
Magnet First Graders Letter Here‟s what I‟m attracted
to…
Transparency Slide Show Personal Ad Spruce up your presentation
LBJ Viet Nam Vet Apology Letter What 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 Circus What is my value in the
balancing act?
Return Key Middle Schoolers Captain Kirk‟s
Bulletin to his crew
When to beam to another
paragraph
Conductor The Band Mime How to play this style of
music
Basic Multiplication
Fact
Basic Division Fact Invitation to a
family reunion
Here‟s how we‟re related
Marcia Imbeau, Assoc. Professor, University of
Arkansas
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? READINESS
– Are the roles, or formats, or topics meant to appeal to a variety of INTERESTS?
Marcia Imbeau, Assoc. Professor, University of Arkansas
Possible Formats to use in RAFTs to Differentiate by Lrng Modality
Written Visual Oral Kinesthetic
•diary entry
•bulleted list
•obituary
•invitation
•product guide
•game rules
•recipe
•movie critic
•FreqAskQues
•editorial
•character
monologue
•job application
•gossip column
•mag. Article
•cartoon/comic
•crossword
puzzle
•map
•scale plan or
drawing
•graphic org.
•concept web
•illustration
•print ad
•photograph
•powerpoint
•„how to‟ diagram
•fashion design
•song
•set of discussion
?s
•conversation
•monologue
•sermon
•radiocast
•museum guide
•commercial
•reader‟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‟ video
•game
•sew, cook, build
•design a .... Marcia Imbeau, Assoc. Professor, University of
Arkansas
How you might assign RAFTs
• Cut the “strips” apart and hand out to students; or
• Give 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; or
• Allow students to choose from a menu of possible roles, or possible formats
Marcia Imbeau, Assoc. Professor, University of Arkansas
RAFT Activities Role Audience Format Topic
Gingerbread Man Our Class Oral Response I never should have
listened to the fox
Squanto Other Native
Americans
Pictographs I can help the inept
settlers
Band Member Other Band
Members
Demo Tape Here‟s how it goes
Monet Van Gogh Letter I 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 Arkansas
5th Grade Math RAFT Assignment: Parts of a Whole
Role Audience Format Topic
Fractions Whole numbers Children‟s book Do you want a
piece of me?
Equivalent
fractions
Equivalent
fractions
Invitation/Mask Invitations to the
Masquerade Ball
Fraction Decimal Wanted Poster Alias – reveal
your secret
identity
Fraction,
decimal, percent
Percent Paper people Dress up-
change your
wardrobe,
change your
form
Marcia Imbeau, Assoc. Professor, University of Arkansas
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; pace
Understand: Seeing events in a logical order helps us better understand them.
Do: Place items in order of occurrence; write with accuracy & completeness
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 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
Arkansas
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 Goals
Students should KNOW…
•The definition of characterization
•The six supporting characters’ relationships with Tom Sawyer
Students 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 character
•Characterize Tom Sawyer using the methods discussed in class
•Draw conclusions synthesizing multiple and varied perspectives
Marcia Imbeau, Assoc. Professor, University of Arkansas
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/or
•The 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/or
•The 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 Arkansas
Tom Sawyer’s R.A.F.T. p. 3
ROLE AUDIENCE FORMAT TOPIC
Sid Aunt Polly Affidavit Why Tom should get a lickin‟
Huck Self Poem or Song Who am I without my friend, Tom?
Aunt
Polly
Widow
Douglas
Dialogue Nobody knows the troubles I‟ve seen
(because of Tom)!
Becky
Tom
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 - 2003 Marcia Imbeau, Assoc. Professor, University of Arkansas
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 items
– Easier to understand point-of-view to more intangible perspective
• Formats – (while offering choices to students) – Shorter to longer (in prep, in process, or in presentation)
– More familiar to more unfamiliar formats
– Single step to multiple steps
• Topics – – Easier to interpret to more sophisticated
– Concrete & literal response to more abstract response
– More structured to more open-ended
– Small leap in insight & application to larger leap
Marcia Imbeau, Assoc.
Professor, University of Arkansas
RAFT Assignments
Grade 10 English Know: Voice, Tone, Style
Understand:
• Every writer has a voice
• Voice is shaped by life experiences and reflects the writer
• Voice shapes expression
• Voice affects communication
• Voice and style are related
Be Able to Do:
• Describe a writers voice and style
• Mimic a writer‟s voice and style
• Create a piece of writing that reflects a writer‟s voice and style
Role Audience Format Topic
Edgar Allen Poe 10th grade writers Letter Here‟s how I found my voice
Garrison Keillor 10th grade writers E mail Here‟s how I found my voice
Emily Dickinson Self Diary entry Looking for my voice
10th 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 style Marcia Imbeau, Assoc. Professor, University of Arkansas
RAFT Assignment ROLE AUDIENCE FORMAT TOPIC
TV new reporter Public News article
[syntax]
“Police shooting
under investigation”
National Enquirer
Reporter
Public Front page article
[simile, metaphor]
“Cop shoots
defenseless man”
Southern cop Police chief Incident report
[repetition]
“On the night of
August 14…”
Ty Kendricks His 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
RAFT Planning Sheet
Know
Understand
Do
How to Differentiate:
• Tiered? (See Equalizer)
• Profile? (Differentiate Format)
• Interest? (Keep options equivalent in learning)
• Other?
Role Audience Format Topic
Marcia Imbeau, Assoc. Professor, University of Arkansas