The RAFT strategy asks students to consider their role, audience, format, and topic when writing. It can be used across content areas like science, math, social studies, and English. To teach RAFT, the teacher explains the four areas to consider, provides examples, and allows students to work in groups to complete a written piece addressing each area. RAFT engages students by putting them in different perspectives and writing formats. Teachers can assess RAFT writings using a rubric focusing on accuracy, perspective, and focus. Technological tools like Tackk and Buncee can also be used for RAFT activities.
2. What is RAFT?
• RAFT stands for Role, Audience, Format, and Topic
• RAFT is a writing activity that allows students think
about the following:
• Role as a writer
• Audience they are writing to
• Format in which the written piece is organized
• Topic of the writing piece
3. Why teach the RAFT strategy?
Asks essential questions of the writer:
• What is your role? (friend, colleague, employee, concerned
customer, etc.)
• Who is the audience and how do you want to influence the
audience or share the information?
• Who will receive your written words?
• What type of document are you writing?
• Are we going to write a length letter, a very brief note, or a
bulleted list?
• How can we best share the information?
4. Content Areas
RAFT strategy can be used in any content area:
• Science: write for multiple purposes; factual science
lab notes, write articles, understand the difference
between writing that informs and writing that
persuades
• Math: write explanations, justifications, and steps for
mathematical problems that are encountered
• Social Studies: write letters from a historical
perspective, write articles about historical events
• ELA: write from a character’s perspective, write about
the plot, story elements, figurative language, etc.
5. How would I teach this strategy?
1. Explain the four main areas to consider when
writing (Role, Audience, Format, and Topic).
2. Provide the students with a list of possible roles,
audiences, functions, and topics.
• Another option is to allow students to brainstorm a list
of possibilities for each of the four elements.
6. 3. After selecting the role, audience, format, and
topic, allow students time to work in groups to
complete a written text.
4. After writing is finished, have the students
recheck their writing to see if they feel that they
adequately addressed each of the elements.
5. Have students can share their written products
with the class.
7. Mathematics Examples
• Content Area:
Mathematics
• Unit: Lines
Role Audience Format Topic
Parallel Line The other Parallel Line A love letter Why wont we ever meet up?
Vertical Line Horizontal Line Advice Column in a Newspaper "How to" not be so flat!
Perpendicular Line Every other type of line Personal Ad Why I am the perfect date
Origin (0,0) Any other point Riddle I am the most special point of
them all!!
Linear Equation Itself Journal Why do I always take the
straight and narrow path
Lines in the Coordinate Plane Points in the Coordinate Plane Friendly Text messages We are one in the same
9. Tackk
• Create a “RAFT Profile”
page
• Features of the website:
• Music
• Pictures
• Comment section
• Videos
• Embed websites
• Create a blog
(https://tackk.com/3r5k3k)
10. Buncee
• Creative way to display
RAFT activity
• Features of the website:
• GIFs
• Pictures
• QR Codes
• Youtube Videos
• Embed websites
(https://www.edu.buncee.c
om/buncee/v2/337615/?sh
are_key=9968fcfdb74811e5
9eff00185179db73)
12. RAFT Rubric for Grading
4 3 2 1
Accuracy Information, details in R.A.F.T.
always accurate. Properly
reflects information, ideas, and
themes related to the subject.
Provides accurate
information in R.A.F.T. but
could use more support.
Provides information in
R.A.F.T. that has some
inaccuracies or omissions.
Provides information in
R.A.F.T. that is incomplete
and/or inaccurate.
Perspective R.A.F.T. maintains clear,
consistent point of view, tone,
and ideas relevant to role
played; ideas and information
always tied to role and
audience.
Explains how P.O.V. would
feel about the event(s).
Shows little insight into
how P.O.V. would be
affected or act during the
event(s).
Does not accurately
develop P.O.V., thoughts
or reactions to the
event(s).
Focus R.A.F.T. stays on topic, never
drifts from required form or
type; details and information
are included that are pertinent
only to developed purpose.
Spends most of the R.A.F.T.
discussing issues on topic,
but occasionally strays from
the focus.
Spends some time
discussing issues off topic.
Spends most of R.A.F.T. on
issues that do not directly
deal with the R.A.F.T.
chosen.
Mechanics Written material contains few
to no fragments, run-on
sentences; rare errors or
mechanical mistakes; writing is
fluent.
Written material contains
some fragments, run-ons or
other errors; occasional
mistakes; writing is generally
clear.
Written material contains
several sentence errors
and mechanical mistakes
that may interfere with
ideas and clarity of ideas
in writing.
Written material contains
mechanical mistakes; is
marred by numerous
errors.
13. References
Theoretical Framework:
• Examples of different roles, audiences, formats, and topics can be
found in a list of Picture Book RAFTs by Doug Fisher and Nancy Frey.
References:
• Altieri, J. (2011). Content Counts!: Developing Disciplinary Literacy
Skills, K-6. Newark, DE: International Reading Association.
• RAFT (2016). Retrieved January 9, 2016, from
http://www.readingrockets.org/ strategies/raft
• Using the RAFT Writing Strategy - ReadWriteThink. (2016). Retrieved
January 9, 2016, from http://www.readwritethink.org/professional-
development/strategy-guides/using-raft-writing-strategy-30625.html
