## Using the RAFT Writing Strategy

## About this Strategy Guide

This strategy guide introduces the RAFT technique and offers practical ideas for using this technique to teach students to experiment with various perspectives in their writing.

## Research Basis

Strategy in practice, related resources.

The more often students write, the more proficient they become as writers. RAFT is a writing strategy that helps students understand their role as a writer and how to effectively communicate their ideas and mission clearly so that the reader can easily understand everything written. Additionally, RAFT helps students focus on the audience they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from multiple perspectives, and to gain the ability to write for different audiences. In the book, Strategic Writing , Deborah Dean explains that writing for differing purposes and audiences may require using different genres, different information, and different strategies. Developing a sense of audience and purpose in writing, in all communication, is an important part of growth as a writer.

RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying. Students learn to respond to writing prompts that require them to think about various perspectives:

- R ole of the Writer: Who are you as the writer? A movie star? The President? A plant?
- A udience: To whom are you writing? A senator? Yourself? A company?
- F ormat: In what format are you writing? A diary entry? A newspaper? A love letter?
- T opic: What are you writing about?

Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS : Creating Independence through Student-owned Strategies . Dubuque, IA: Kendall Hunt.

Dean, Deborah. 2006. Strategic Writing: The Writing Process and Beyond in the Secondary English Classroom . Urbana, IL: NCTE.

- Explain to your students the various perspectives writers must consider when completing any writing assignment. Examples of different roles, audiences, formats, and topics can be found in a list of Picture Book RAFTs by Doug Fisher and Nancy Frey .
- For instance, if students are reading To Kill a Mockingbird , you may have students respond to the issues in the story as various characters to different audiences in multiple formats.
- Have a class think-aloud to come up with ideas for the piece of writing that you will create as a group. Model on a whiteboard, overhead projector, or chart paper how you would write in response to the prompt. Allow student input and creativity as you craft your piece of writing.
- Give students another writing prompt (for which you have already chosen the role, audience, format, and topic) and have students react to the prompt either individually or in small groups. It works best if all students follow the same process so the students can learn from the varied responses of their classmates.
- Choose a few students to read their RAFT aloud. Have a class discussion about how each student created their own version of the RAFT while using the same role, audience, format, and topic.
- As students become comfortable in reacting to RAFT prompts, give students a list of options for each component and let them choose their role, audience, format, and topic.
- Eventually, students may choose a role, audience, format, and topic entirely on their own. Varied prompts allow students to compare and contrast multiple perspectives, deepening their understanding of the content when shared.
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## Explore Resources by Grade

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## RAFT Writing

I first heard of RAFT writing several years ago as a strategy for students to show their content knowledge beyond just writing reports. Most of the suggestions for use have been in upper grades classrooms, especially in middle school and high school. It’s also a common format for writing in content areas to have students demonstrate their understanding of the topic that has been learned- often as a product at the end of the unit. RAFT Writing has students respond when the Role, Audience, Format, and Topic are laid out for students to do their writing, often showcasing their content knowledge. It’s also a great tool to help teachers write prompts for those content areas.

Over the years, however, I’ve used RAFT as a writing strategy for analyzing prompts in elementary school with students as young as first grade. RAFT has allowed me to give students experience and exposure with various writing types, build in creative writing into our writing centers, and give students a tool to use for state testing to analyze the prompts their given and respond appropriately.

RAFT is an acronym identifying the four aspects of a writing prompt:

## R- Role (who is the character/narrator and their point of view)

A- audience (who is the writing for), f- format (what type of writing is expected), t- topic (what you are writing about).

Examples of RAFT in content areas could be: ~Write an article as if you were a water droplet going through the water cycle.

~Write a story as a water droplet going through the water cycle.

~Pretend you are a child in 1774 in what will eventually be America. Describe what your life is like.

RAFT Writing is commonly used as essay responses at the end of units to measure students’ content knowledge. It’s also used in more open ended ways allowing for differentiation; the role and audience may be the only pieces given and students are able to choose the format and specific topic. Or, students are given the topic and format, but can choose their role and the audience. This is most often done in intermediate classrooms and higher as the focus is on the subject and content that has been taught, and not on the writing itself.

I’ve used RAFT as a strategy in other ways in my elementary classroom, and with other classes and groups of students, with good success.

## RAFT Writing in the Primary Grades

I have used RAFT Writing with students as young as first grade as a way of building creative writing. In first grade I introduce it by explaining each of the components. We then generate, together, several different items for each component. We generally do about 4-6 and often use students in the class or people in the school as the role and audience. This helps make the task relevant to students. We then roll a dice to choose which item from each category we’ll use. We do a shared writing of it together, the first time. Then, we select another for the students to complete independently. After students are familiar with RAFT and how it can be used to generate a writing task, I use my RAFT Writing cards as an option during our centers to build students’ creative writing.

## RAFT Writing as a Test Prep Strategy

I also really like using RAFT as a test prep strategy. On the state tests, students are given an on-the-spot prompt to respond to. Often, it’s in response to reading, and students are expected to respond from a range of genres. In my experience, students struggle to identify the proper genre to respond to or miss out on other key pieces of information, such as writing from a character’s perspective. With my third graders, it’s so important to me that they have a strategy to “attack” a difficult task that is given to them. RAFT is a strategy that can make them break down the prompt and help them feel ready to respond successfully.

We do our main writing work during our writers workshop four days a week. However, one day a week, we do specific RAFT practice. I begin the year doing various narrative writing tasks with RAFT, though I introduce it with examples of all 3 genres. I want my students to be successful with it so I don’t typically do much of the other genres until we have explicitly done them together. However, I will occasionally do something like a how-to, or something opinion based that I know they have strong feelings about. Our weekly RAFT practice gives my students an opportunity to work through the genres in a more spiral way than we typically do during writers workshop. It also allows me to continue to do focused lessons on specific strategies I want to see in their writing. This pre-writing step has made a world of difference for my students as they tackle the demands of state testing writing prompts!

After I’ve introduced and practiced RAFT with my students, we begin analyzing prompts. Using the strategy to think through and plan writing with the acronym is why it’s so effective and useful. This easy form is one I use when I begin having students independently analyze their writing prompts. I have students identify each area of RAFT and then I work to correct any misconceptions. You can download the free page by clicking the image below.

I also offer a variety of free RAFT writing resources in my free library. As we practice RAFT throughout the year, we move on to students writing based on the the prompt information. These printables and templates have us up and working with a prompt in just a few quick seconds. I have 5 ready to print digital RAFT prompts ready to go!

You can download each of them from my Free Library. To access it, sign up for my newsletter. After confirmation, you’ll receive an email with the link and password to access each of the files for yourself.

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RAFT is such a useful writing strategy that can be incorporated in so many different ways in the classroom. In addition to our writing block, I also use digital prompt writing and journals to give students much needed practice responding to prompts on a regular basis. You can read more about that by clicking the link below.

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I'd done it often in 4th grade, but not with much success in 2 nd. They have so much trouble, it seems, with " role" ( writing from that perspective) . I do love the format and the creativity it allows.

I started with silly ones like kindergartener. They were so excited to write with incorrect spelling and backwards letters. I let them do it once, but then they got it! Maybe it's also a developmental shift for them right about that age.

Cute idea! (You know that this is Debi, don't you, not Kelley? I can't figure out how to get her name off the account.)

Yes, I just figured you were on the wrong account 🙂

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Reading and Writing Strategies

## RAFT Writing

The RAFT strategy encourages students to write creatively, consider a topic from a different perspective, and to gain practice writing for different audiences.

## Download a Graphic Organizer

RAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they’ll be writing about.

- R ole of the Writer: Who are you as the writer? A pilgrim? A soldier? The President?
- A udience: To whom are you writing? A political rally? A potential employer?
- F ormat: In what format are you writing? A letter? An advertisement? A speech?
- T opic: What are you writing about?

## Why use the RAFT strategy?

Students must think creatively and critically in order to respond to prompts, making RAFT a unique way for students to apply critical thinking skills about new information they are learning. RAFT writing can be used across disciplines as a universal writing approach.

## How to create and use the strategy

- Walk students through the acronym RAFT and why it’s important to consider various perspectives when completing any writing assignment.
- Display a RAFT writing prompt to your class and model how you would write in response to the prompt.
- Have students react to another writing prompt individually, or in small groups. It works best if all students react to the same prompt so the class can learn from each other’s responses.
- As students become comfortable in reacting to RAFT prompts, you can create more than one prompt for students to respond to after reading, a lesson, or a unit of study. Varied prompts allow students to compare and contrast multiple perspectives, deepening their understanding of the content.

## Sample RAFT prompts

R: Citizen A: Congress F: Letter T: Taxation

R: Scout Finch A: Community of Monroeville, Alabama F: Eulogy for Atticus Finch T: Social Inequality

## Strategy in action

For more RAFT prompts, review Doug Fisher and Nancy Frey’s compiled list of Picture Book RAFT prompts . You may also find a RAFT scoring rubric and additional RAFT examples helpful as you implement the RAFT strategy in your class. Now, let’s watch as a teacher uses the RAFT writing strategy in her science class.

## Tips for success

- It’s important for students to learn how their writing may change for different perspectives. It’s helpful to show students examples of writings on the same topic and format but with different roles of the writer or audience.
- Once students are fluent using the RAFT strategy, they can take any topic and choose the role, audience, and format on their own.

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## Lesson Plans and Teaching Resources for The Raft

Use The Raft by Jim LaMarche to strengthen your students' comprehension skills, build their vocabulary, and help them understand how words work.

## Explore lesson plans and activities to help you teach with The Raft in the drop down below.

Asking questions with the raft.

- RF.3.3 RF.3.4 SL.3.1c SL.3.1d SL.3.2 SL.3.3 W.3.8 RL.3.1 L.3.6 RL.3.3 RL.3.4 RL.3.10
- 3.1D 3.8C 3.1E 3.9C 3.6A 3.13A 3.6B 3.13E 3.6I 3.13H 3.7B 3.7C 3.7D 3.7E 3.1A 3.7F 3.1C 3.7G

## Making Connections with The Raft

- RF.3.3 RF.3.4 SL.3.1d SL.3.2 SL.3.3 W.3.8 L.3.6 RL.3.1 RL.3.3 RL.3.10
- 3.1E 3.8C 3.6A 3.13C 3.6E 3.13E 3.6I 3.13H 3.7A 3.7B 3.7C 3.7D 3.1A 3.7E 3.1C 3.7F 3.1D 3.7G

## Making Inferences with The Raft

- RF.3.4 SL.3.1d SL.3.2 SL.3.3 W.3.8 L.3.6 RL.3.1 RL.3.4 RL.3.7 RF.3.3
- 3.6A 3.8C 3.6B 3.13C 3.6F 3.13E 3.6I 3.13H 3.7A 3.7B 3.7C 3.1A 3.7D 3.1C 3.7E 3.1D 3.7F 3.1E 3.7G

## Making Predictions with The Raft

- RF.3.3 RF.3.4 SL.3.1d SL.3.2 SL.3.3 W.3.8 L.3.6 RL.3.1 RL.3.2 RL.3.3 RL.3.10
- 3.1E 3.7G 3.6A 3.8C 3.6B 3.13C 3.6C 3.13E 3.6I 3.13H 3.7A 3.7B 3.7C 3.1A 3.7D 3.1C 3.7E 3.1D 3.7F

## Synthesizing with The Raft

- SL.3.3 RL.3.4 W.3.8 RL.3.5 L.3.6 RL.3.6 RL.3.7 RL.3.10 RF.3.3 RF.3.4 SL.3.1c RL.3.1 SL.3.1d RL.3.2 SL.3.2 RL.3.3
- 3.7B 3.7C 3.7D 3.1A 3.7E 3.1C 3.7F 3.1D 3.7G 3.1E 3.8C 3.6A 3.8D 3.6G 3.13C 3.6H 3.13E 3.6I 3.13H

## Compound Words with The Raft

This word work lesson plan and set of teaching resources use The Raft by Jim LaMarche as a springboard for instruction focused on compound words.

By anchoring word study to the text, students will benefit from seeing how compound words are used inside of the text before engaging in both guided and independent practice with words.

## Vocabulary Connections with The Raft

This set of vocabulary development resources for The Raft highlights the words that are most important for students to know and understand while reading the book. Through engaging in fun word games, matching words to definitions and pictures, and practicing how to categorize words, students will develop the vocabulary necessary to comprehend this story and many others.

## Comprehension Assessment with The Raft

## Running Record with The Raft

Use this Running Record to assess oral reading fluency with The Raft . Track meaning, structure, and visual accuracy using the first 100 words of the text to determine whether or not this book is a good fit for the readers in your classroom.

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## Asking Questions with The Raft (Spanish)

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## Making Connections with The Raft (Spanish)

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## The Raft by Jim LaMarche

The Raft book by Jim Lamarche is a great story to help teach the appreciation of new things, people, and most importantly, nature and all its beauty. Nicky has to spend the summer at his Grandma’s, which he is reluctant to do, but one day a raft shows up and changes Nicky’s perspective on everything!

## Student Activities for The Raft

- Is it okay to judge or jump to conclusions about something without ever trying it?
- How did nature help change Nicky’s perspective?
- What did Nicky learn from his summer with his Grandma?

Nicky doesn’t want to spend the summer with his Grandma. There will be no one to play with, and she doesn’t even own a TV! His father tells him he will be working all summer and that Nicky cannot come with him. His dad says he will have a good time and that his Grandma calls herself a ‘river rat’.

Nicky is sad as he watches his father drive away. His Grandma ushers him inside where she is preparing supper. Nicky looks around the house. He peers in a room that is filled with sketches, books, fishing gear, and a giant carving of a bear.

Before Nicky can explore, he has to do his chores. Then, he goes off to try and catch some fish for dinner. He gets aggravated that there is no fish, and that he has to do chores.

The next day, while Nicky is unsuccessfully fishing, a raft floats by. Nicky clears away the brush, and finds it has paintings of animals on it, like ancient cave paintings; ‘wild, fast, and free.’ He gets some rope and ties it to the dock. All the while, birds are flying freely right above Nicky and the raft.

Grandma knows about the raft. She teaches Nicky how to pole up and down the river. As they travel, birds keep them company. Nicky is starting to notice that the raft attracts animals.

Nicky spends all his free time on the river, and with the raft. He gets excited as new animals are attracted to it- raccoons, turtles, foxes, bucks, otters. Nicky starts sketching all the animals and finds that he is pretty good at drawing.

Each day brings new animals and new adventures. Nicky spends time with his Grandma, as well. She tells him her past stories about the river.

On his last day at the river, Nicky sets out for one last trip on the raft. He spies two deer; a doe and her fawn. The baby fawn cannot make it up the steep bank after her mother, and gets stuck in the mud while trying to. Nicky goes to help the little fawn. At first the fawn is scared, but then she stops struggling, like she knows Nicky is there to help. Nicky frees the fawn and carries her back to the mother.

When he returns to the raft,he decides to draw the fawn on it. He is very proud to show his Grandma his drawing. Grandma gets some oil paint, and together they paint the fawn so it will stay on the raft forever. Grandma tells Nicky that he is a part of the river forever, and Nicky agrees and states that he is now a ‘river rat’.

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Imagine passing a summer drifting up and down a slow-moving river, watching as cranes, turtles, raccoons, otters, and ducks grow accustomed to your presence. Envision days spent poling the raft through lily pads and grasses, glimpsing foxes through the trees on shore. On hot, sticky nights, picture a tent set up on the raft, from which you have an unobstructed view of huge bucks drinking from the moonlit river. Nicky has no idea what he's getting into when his father drops him off for the summer at his grandmother's cottage in the woods. And he's not especially pleased at the prospect. "There's nobody to play with ... She doesn't even have a TV." But this "river rat" is not the normal kind of grandma. Without pushing, she quietly allows Nicky to discover for himself the wonders of river life. Gradually, Nicky's interest in drawing the wildlife he sees brings him closer to his artist grandmother, and to an inner peace that looks as though it will last for a lifetime.

Jim LaMarche draws on his own childhood summer experiences for this lovely, serene story. As the light and weather change through the summer, the river reflects all the beauty of the season. LaMarche has illustrated many remarkable and award-winning picture books, including the magical Little Oh and The Rainbabies. (Ages 4 to 9) (amazon.com)

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## Author & illustrator

Author: jim lamarche.

Website for Jim LaMarche

Other books by Jim LaMarche

The author is also the illustrator.

## Topics from the book:

Visit each topic page for downloads, lessons, etc. specific to that topic.

## Units, Activities, and Resources for The Raft

The Raft - Review From Nature Lit

Wisconsin bird watching

Muskrat The muskrat is found in swamps, marshes, and wetlands from northern North America to the Gulf coast and the Mexican border. Early in the 20th century, muskrats were introduced to northern Eurasia (Baker, 1983).

Everything Muskrat Muskrats. Muskrats? Muskrats! Do you want to know something about muskrats? You've come to the right place! Hundreds of links to muskrat-related pages are given in the categories above. Click on one and explore the world of muskrat on the web.

Muskrats All about Muskrats, along with pictures.

Herps of Wisconsin Amphibians and reptiles Wisconsin is home to 19 species of amphibians (frogs and salamanders) and 37 reptiles (snakes, turtles and lizards). Of these, seven are listed as endangered, three are threatened and 19 are listed as special concern.

Mammals of Wisconsin Database

Follow that footprint, paw print, hoof print Wisconsin Department of Natural Resources

Wisconsin Kids Paper Dolls This website takes you back into the lives of two of WI residents from 1860's and early 1900's. You can print out your own paper dolls for each child. Great for timelines.

TEACH Great Lakes Features mini-lessons on many Great Lakes topics: environment, history & culture, geography, pollution, and careers & business. Geared for elementary through high school students, the modules are continually expanded and updated and include links to a glossary to help explain scientific terms and acronyms. Explore the Great Lakes at your fingertips!

Why are we featuring this book?

The Raft is a book featured in Five in a Row , a literature-based unit study curriculum. Many families use FIAR for all but the grammar/reading and math, and others use it in conjunction with other resources. Above is information about the author and illustrator, story summaries, and links to lesson plans and websites that are great go-alongs for The Raft . Please note that these resources are meant to complement, not replace, the Five in a Row units. The Five in a Row volumes are inexpensive and well worth the investment.

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Idea Sheets are cross-referenced to subjects listed in the Common Core, Next Generation Science Standards, and California Content Standards.

Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 3||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 4||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 5||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 6||Mathematical Practices|||6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “”The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.”” “”For every vote candidate A received, candidate C received nearly three votes.””||Common Core Mathematics||Grade 6||Ratios And Proportional Relationships||Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems|||6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.||Common Core Mathematics||Grade 6||Ratios And Proportional Relationships||Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems|||6.SP.5.a. Reporting the number of observations.||Common Core Mathematics||Grade 6||Statistics And Probability||Summarize And Describe Distributions|||6.SP.5.b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.||Common Core Mathematics||Grade 6||Statistics And Probability||Summarize And Describe Distributions|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 7||Mathematical Practices|||7.SP.2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.||Common Core Mathematics||Grade 7||Statistics And Probability||Use Random Sampling To Draw Inferences About A Population|||7.SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.||Common Core Mathematics||Grade 7||Statistics And Probability||Investigate Chance Processes And Develop, Use, And Evaluate Probability Models|||7.SP.6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.||Common Core Mathematics||Grade 7||Statistics And Probability||Investigate Chance Processes And Develop, Use, And Evaluate Probability Models|||7.SP.7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.||Common Core Mathematics||Grade 7||Statistics And Probability||Investigate Chance Processes And Develop, Use, And Evaluate Probability Models|||7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.||Common Core Mathematics||Grade 7||Statistics And Probability||Investigate Chance Processes And Develop, Use, And Evaluate Probability Models|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 8||Mathematical Practices|||8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?||Common Core Mathematics||Grade 8||Statistics And Probability||Investigate Patterns Of Association In Bivariate Data|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||High School||Mathematical Practices|||HS.S.CP.2. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.||Common Core Mathematics||High School||Conditional Probability And The Rules Of Probability||Understand Independence And Conditional Probability And Use Them To Interpret Data|||HS.S.CP.3. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.||Common Core Mathematics||High School||Conditional Probability And The Rules Of Probability||Understand Independence And Conditional Probability And Use Them To Interpret Data

1.0 Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions.||CA Mathematics||Grade 3||04. Statistics, Data Analysis, and Probability|||2.0 Students make predictions for simple probability situations.||CA Mathematics||Grade 4||04. Statistics, Data Analysis, and Probability|||3.0 Students determine theoretical and experimental probabilities and use these to make predictions about events.||CA Mathematics||Grade 6||04. Statistics, Data Analysis, and Probability|||1.0 Students know the definition of the notion of independent events and can use the rules for addition, multiplication, and complementation to solve for probabilities of particular events in finite sample spaces.||CA Mathematics||Grade 8 – 12||04. Probability and Statistics

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What is RAFT? RAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they'll be writing about. The four elements of RAFT are: R ole of the Writer: Who are you as the writer? A pilgrim? A soldier? The President?

RAFT Writing Template Grades 5 - 12 Printout Type Writing Starter View Printout About this printout Students can utilize this printout to organize their writing as they learn to use the RAFT strategy . This printout enables students to clearly define their role, audience, format, and topic for writing. Teaching with this printout More ideas to try

Standard PA Core Standard: CC.3.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Objective Write documents that accurately address prompts Strategy

RAFT is a writing strategy that helps students understand their role as a writer and how to effectively communicate their ideas and mission clearly so that the reader can easily understand everything written.

Learning Goals Participants will identify how the RAFT strategy can be used as a tool to support literacy in all content areas. Participants will learn how to construct a RAFT. Participants will identify how using the RAFT strategy supports the components of authenticity. Materials List Presentation Slides (attached)

raft lesson Course Reading Foundations in the Elementary Classroom (EDU 334 ) 19Documents Students shared 19 documents in this course University Saint Leo University Academic year:2022/2023 Uploaded by: Amber Lynn Saint Leo University 0followers 1Uploads0upvotes Follow Recommended for you 9 Other 100% (20) 1 Other 100% (1) Comments

RAFT Writing Template Type name(s) Role Audience Format Topic Writing Assignment

RAFT is an acronym identifying the four aspects of a writing prompt: R- Role (who is the character/narrator and their point of view) A- Audience (who is the writing for) F- Format (what type of writing is expected) T- Topic (what you are writing about) Examples of RAFT in content areas could be:

PDF RAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they'll be writing about. R ole of the Writer: Who are you as the writer? A pilgrim? A soldier? The President? A udience: To whom are you writing? A political rally?

RAFT Lesson Plan BIG BOOKS - GRADE 2 SCIENCE EXAMPLE R.A.F.T. DOK 4 R.A.F.T. stands for Role, Audience, Format and Task. This strategy provides authentic context, purpose and audience, and can be applied to any grade level or content area with appropriate adaptation.

This student friendly handout provides the following: * description of RAFT strategy * brainstorming for writing activity * prewriting planning activity * list of formats * 4 RAFT templates The RAFT strategy is great for output (left side) pages in the interactive notebook, and it is can be used as a formative assessment, too!

RAFT writing lesson plan template and teaching resources. These are resources for RAFT writing. (Role-Audience-Format-Topic) Designed for optimal differentiation. The rubric is especially helpful when handling a large number of assignments.

Raft Lesson Plan Teaching Resources | Teachers Pay Teachers Browse RAFT lesson plan resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources. Browse Catalog Grades Pre-K - K 1 - 2 3 - 5 6 - 8 9 - 12 Other Subject Arts & Music English Language Arts World Language Math Science

In this investigation, students must research the two science topics. The students must then plan, build, test and reflect on their design. This teaching resource includes: build a raft investigation explanation. research the facts - sinking vs floating. research the facts - waterproof. plan and create template. testing template.

Include a connection for text to text, text to world, and text to self. Click "Start Assignment". Identify parts of The Raft that you connect with. Parts from the The Raft go on the left side. The connections you make go on the right side. Create an image for each connection using scenes, characters, items, and text boxes.

raft activity and lesson plan - Free download as PDF File (.pdf), Text File (.txt) or view presentation slides online.

This word work lesson plan and set of teaching resources use The Raft by Jim LaMarche as a springboard for instruction focused on compound words. By anchoring word study to the text, students will benefit from seeing how compound words are used inside of the text before engaging in both guided and independent practice with words.

This open-ended STEM investigation has been designed to deepen students' understanding of two science concepts -floating and waterproof materials. In this investigation, students must research the two science topics. Then, they must plan, build, test, and reflect on their design. This teaching resource includes: build a raft investigation ...

START YOUR 14 DAY FREE TRIAL NOW! The Raft book by Jim Lamarche is a great story to help teach the appreciation of new things, people, and most importantly, nature and all its beauty. Nicky has to spend the summer at his Grandma's, which he is reluctant to do, but one day a raft shows up and changes Nicky's perspective on everything!

In the Define phase of Lesson 2 students create weather tools from upcycled materials to gather and report data (CCSS. MATH.CONTENT.MP.2.). In Lesson 3 student teams use upcycled materials to create pictographs and bar graphs to illustrate data from an outside source and data from their own weather tools made in Lesson 1 ( 3-ESS2-1, and CCSS ...

The Raft by Jim LaMarche. Imagine passing a summer drifting up and down a slow-moving river, watching as cranes, turtles, raccoons, otters, and ducks grow accustomed to your presence. Envision days spent poling the raft through lily pads and grasses, glimpsing foxes through the trees on shore. On hot, sticky nights, picture a tent set up on the ...

This section is mainly about how rescue workers used a raft called a barge to transport the giraffes across the lake. RI.3.2 Main Idea. 2. Why did the giraffes need to be rescued? The island that the giraffes were stranded on used to be a peninsula. But heavy rains caused the lake levels to rise, and this cut the giraffes off from the mainland.

Standards. Idea Sheets are cross-referenced to subjects listed in the Common Core, Next Generation Science Standards, and California Content Standards. Common Standards Click to View. California Standards (Click to View) Categories include: Grades 3-5. Grades 6-8. Math. Tags: Ratios & Proportions, Probability.