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The document discusses the RAFT strategy, which stands for Role, Audience, Format, Topic. It explains that RAFT assignments encourage students to analyze content from different perspectives by assuming different roles and addressing different audiences. This helps students uncover their own voices and formats for presenting ideas. The strategy was developed in 1982 by Dorothy Vandevanter to make writing assignments more specific, focused and engaging for students. Examples are provided for how to structure a RAFT assignment by identifying the role, audience, format and topic. Benefits discussed are how RAFT assignments require deeper level thinking and allow students to shape ideas for real world audiences outside the classroom.
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RAFT
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.
Reading Strategies
This document provides strategies for effective reading of non-fiction texts. It recommends preparing for reading by previewing the text, activating prior knowledge on the topic, writing questions, and setting an appropriate reading speed. The document then describes different reading speeds: first gear for slow, thoughtful reading; second gear for relaxed reading; third gear for skimming; and fourth gear for scanning. It emphasizes using strategies like visualizing and predicting while reading to aid comprehension.
Before, during, and after reading strategies
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
Basic Reading Strategies
The document discusses various reading strategies that can help students increase their reading abilities. It explains that strategies are activities used to make reading more understandable for struggling readers. Some key strategies discussed include taking notes, using concept maps or graphic organizers to understand connections between ideas, identifying the main ideas and rhetorical patterns, reading in detail, and summarizing or paraphrasing the text in your own words. The document encourages readers to choose and mix strategies that work best for their reading purpose and to think actively about what they are reading.
Gathering Material
This document discusses various methods for gathering materials for research projects. It covers using your own knowledge and experience, conducting library research, searching the internet, interviewing subjects, and writing or calling organizations for information. Library research involves using card catalogs, computer catalogs, periodical indexes, newspapers indexes, and reference works. When searching the internet, you can use browsers, search engines, keywords, and bookmarks. Tips are provided for conducting interviews and following up after interviews. The document concludes with tips for doing research such as starting early, making a preliminary bibliography, taking efficient notes, and thinking about materials as you research.
Subjective analysis
This document summarizes the evaluation of an English language textbook called "New English File" for use in a pre-intermediate marketing course for Argentinean students. It compares the subjective needs analysis of the course against the objective analysis of the materials based on Hutchinson and Waters' four-step evaluation process of defining criteria, subjective analysis, objective analysis, and matching. Overall, the document finds that the textbook adequately addresses the language points, skills, topics, methodology, exercises/tasks, and flexibility needed for the course, making it a suitable core material.
How to write a book review ?
This document provides guidance on how to write an effective book review. It explains that a review should describe the book's contents, analyze how it achieves its purpose, and express the reviewer's reactions. A review differs from a summary by including an evaluation of the book in addition to reporting on its content. The document recommends identifying the book, author, and reviewer in the introduction. It also provides tips on outlining the book's contents, making critical comments, comparing it to similar works, and relating it to trends, with the goal of helping the reader evaluate the reviewer's opinions. Sample reviews and additional resources for learning to write reviews are referenced.
Intro To Critical Literacy Key Tenets
1) Critical literacy is a framework for engaging in literacy work that should look and feel different depending on the context, rather than having a single fixed definition.
2) Critical literacy should be a lens through which to participate in and understand the world, not just an add-on to the curriculum.
3) Issues and topics that interest students in their lives can and should be used as texts to build a curriculum with significance to them.
Recommended
RAFT
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.
Reading Strategies
This document provides strategies for effective reading of non-fiction texts. It recommends preparing for reading by previewing the text, activating prior knowledge on the topic, writing questions, and setting an appropriate reading speed. The document then describes different reading speeds: first gear for slow, thoughtful reading; second gear for relaxed reading; third gear for skimming; and fourth gear for scanning. It emphasizes using strategies like visualizing and predicting while reading to aid comprehension.
Before, during, and after reading strategies
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
Basic Reading Strategies
The document discusses various reading strategies that can help students increase their reading abilities. It explains that strategies are activities used to make reading more understandable for struggling readers. Some key strategies discussed include taking notes, using concept maps or graphic organizers to understand connections between ideas, identifying the main ideas and rhetorical patterns, reading in detail, and summarizing or paraphrasing the text in your own words. The document encourages readers to choose and mix strategies that work best for their reading purpose and to think actively about what they are reading.
Gathering Material
This document discusses various methods for gathering materials for research projects. It covers using your own knowledge and experience, conducting library research, searching the internet, interviewing subjects, and writing or calling organizations for information. Library research involves using card catalogs, computer catalogs, periodical indexes, newspapers indexes, and reference works. When searching the internet, you can use browsers, search engines, keywords, and bookmarks. Tips are provided for conducting interviews and following up after interviews. The document concludes with tips for doing research such as starting early, making a preliminary bibliography, taking efficient notes, and thinking about materials as you research.
Subjective analysis
This document summarizes the evaluation of an English language textbook called "New English File" for use in a pre-intermediate marketing course for Argentinean students. It compares the subjective needs analysis of the course against the objective analysis of the materials based on Hutchinson and Waters' four-step evaluation process of defining criteria, subjective analysis, objective analysis, and matching. Overall, the document finds that the textbook adequately addresses the language points, skills, topics, methodology, exercises/tasks, and flexibility needed for the course, making it a suitable core material.
How to write a book review ?
This document provides guidance on how to write an effective book review. It explains that a review should describe the book's contents, analyze how it achieves its purpose, and express the reviewer's reactions. A review differs from a summary by including an evaluation of the book in addition to reporting on its content. The document recommends identifying the book, author, and reviewer in the introduction. It also provides tips on outlining the book's contents, making critical comments, comparing it to similar works, and relating it to trends, with the goal of helping the reader evaluate the reviewer's opinions. Sample reviews and additional resources for learning to write reviews are referenced.
Intro To Critical Literacy Key Tenets
1) Critical literacy is a framework for engaging in literacy work that should look and feel different depending on the context, rather than having a single fixed definition.
2) Critical literacy should be a lens through which to participate in and understand the world, not just an add-on to the curriculum.
3) Issues and topics that interest students in their lives can and should be used as texts to build a curriculum with significance to them.
Critical Reading Strategies
The document outlines critical reading strategies for a workshop series held at the Rinella Learning Center on October 7, 2013. It discusses strategies to use before, during, and after reading, including previewing materials, making connections, asking questions, visualizing, annotating, and summarizing. Specific techniques are described for predicting content, identifying an author's argument, and understanding different styles of academic texts like literature and research articles.
Critical reading presentation
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Critical reading
The document provides information about critical reading and various reading strategies. It discusses that critical reading is an active way of reading that involves analyzing, interpreting, and sometimes evaluating a text. It also discusses questioning both the text and one's own reading. The document then outlines strategies for critical reading such as preparing to read with an open mind, considering the title, reading slowly, and making notes. It also discusses multiple intelligence theory and outlines various types of intelligence such as linguistic, kinesthetic, visual, interpersonal, and intrapersonal. Finally, the document discusses different types of reading such as scanning, skimming, focus reading, and the SQ3R reading strategy.
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This document discusses plagiarism, note-taking techniques, and proper citation methods. It defines two types of plagiarism - plagiarism of language and plagiarism of ideas. Three note-taking techniques are described: direct quotations, summarizing, and paraphrasing. Guidelines are provided for using each technique properly, including how to integrate citations. The document emphasizes the importance of citing sources to avoid plagiarism and developing one's own writing voice.
Content Area Reading Strategies
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
Teaching of writing
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
Teaching Text Structure
This document provides an overview of text structure and suggestions for teaching it to students. It defines text structure as the internal organization of a text and discusses common structures like chronological order, cause and effect, problem and solution, compare and contrast, and description. It explains that understanding text structure helps readers comprehend, search for, and summarize information. The document offers recommendations for teaching text structure, such as using graphic organizers, highlighting transition words, analyzing questions for each structure, and finding leveled texts to practice with.
Opinion writing
An effective op/ed requires a clear position supported by facts, statistics, or personal experiences. It should be written in a way that feels like the perspective of a real person rather than an institution. Key elements include having a clear thesis, supporting evidence, and a conclusion. Proper use of paragraphs, chronology, and a compelling ending are also important for clarity and persuasiveness. Fact-checking is essential to maintain credibility. When writing an op/ed, writers should consider their intended audience and tone.
ELC 080 - Writing Skill: Thesis Statement & Topic Sentence
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Critical reading and writing
The document discusses the importance of critical reading for critical writing. It defines critical reading as making judgments about how a text is argued by reflecting on the thinking and research that has already been done on the subject. The keys to critical reading are to read looking for ways of thinking about the subject matter rather than just for information. When reading, the reader should avoid simply extracting facts and instead ask how the text works, how it is argued, how it reaches its conclusions, and how it can help develop their own argument.
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Thesis statement ppt
Cats should be subject to leash laws because as natural wanderers they pose risks to local wildlife populations and safety hazards in areas with vehicle traffic.
Reading and Writing Connections
The document discusses the connections between reading and writing. It argues that reading and writing are interconnected processes that involve communication. Both reading and writing are processes that take time and work, and involve careful organization of thoughts. The reader's goal is to understand the writer's message, while the writer's goal is to convey a message to the reader. Active readers and writers both engage with the text or writing by analyzing words, structure, and ideas. Benefits of reading include exposure to accurate writing models, while benefits of writing include the ability to voice thoughts and engage in conversation with other writers. The document encourages readers to engage with texts through writing by considering topics, keeping journals, experimenting, studying formats, and writing in margins.
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The document provides guidance on writing a concept paper, including:
1. Defining what a concept paper is and how it can be used to elucidate ideas through definition, explication, and clarification.
2. Identifying situations where a concept paper may effectively be used to improve society, such as serving as the basis for funding proposals.
3. Detailing the key elements of a concept paper such as a rationale, conceptual framework, and hypothesis to outline the basic ideas driving a proposed project.
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Fluency
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Guidelines For Writing A Critique
The document provides guidelines for writing a critique in 5 steps:
1) Thoroughly read and re-read the document, taking notes on patterns, tone, etc.
2) Identify sources of evidence like publication details and author's strategies. Determine if the strategies are successful.
3) Examine underlying assumptions and gaps in reasoning. Consider emotional appeals and imagery.
4) Organize analysis paragraphs around themes. A clear thesis should emerge from this.
5) Write and revise the critique, focusing on rhetorical analysis rather than summary and using present tense and author's last names. The critique should follow general organization guidelines.
Teacher work sample
This lesson provides historical context for the 1930s setting of To Kill a Mockingbird. Students will take a vocabulary quiz and reading quiz. They will then learn about the Jim Crow era through a Springboard excerpt and group discussion. The lesson aims to explain the racism and poverty prevalent in the 1930s to understand the novel.
RAFT Papers
The document discusses RAFT (Role, Audience, Format, Topic) papers and how they can help elementary students develop writing skills. RAFT papers require students to choose a role, audience, format, and topic for their writing. This helps students organize their ideas and engage their audience. The document provides three recommendations for incorporating RAFT papers into the classroom: 1) Having students write from the perspective of a character in a story read in class. 2) Allowing students to write about their own interests and giving peer feedback. 3) Assigning random roles, audiences, formats, and topics for students to creatively interpret. The document argues that RAFT papers provide creative freedom and structure to improve student writing.
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Critical reading
The document provides information about critical reading and various reading strategies. It discusses that critical reading is an active way of reading that involves analyzing, interpreting, and sometimes evaluating a text. It also discusses questioning both the text and one's own reading. The document then outlines strategies for critical reading such as preparing to read with an open mind, considering the title, reading slowly, and making notes. It also discusses multiple intelligence theory and outlines various types of intelligence such as linguistic, kinesthetic, visual, interpersonal, and intrapersonal. Finally, the document discusses different types of reading such as scanning, skimming, focus reading, and the SQ3R reading strategy.
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Plagiarism: Effective Note-Taking
This document discusses plagiarism, note-taking techniques, and proper citation methods. It defines two types of plagiarism - plagiarism of language and plagiarism of ideas. Three note-taking techniques are described: direct quotations, summarizing, and paraphrasing. Guidelines are provided for using each technique properly, including how to integrate citations. The document emphasizes the importance of citing sources to avoid plagiarism and developing one's own writing voice.
Content Area Reading Strategies
This document provides an overview of strategies to use before, during, and after reading to improve content area literacy. It discusses activating prior knowledge through anticipation guides and chapter walks before reading. During reading, it recommends strategies like note-taking, graphic organizers, and questioning to monitor comprehension. After reading, the document describes having students apply their new knowledge through activities like RAFTs, last word, and rating scales. The objective is to effectively use these strategies to accelerate and improve student learning.
Teaching of writing
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
Teaching Text Structure
This document provides an overview of text structure and suggestions for teaching it to students. It defines text structure as the internal organization of a text and discusses common structures like chronological order, cause and effect, problem and solution, compare and contrast, and description. It explains that understanding text structure helps readers comprehend, search for, and summarize information. The document offers recommendations for teaching text structure, such as using graphic organizers, highlighting transition words, analyzing questions for each structure, and finding leveled texts to practice with.
Opinion writing
An effective op/ed requires a clear position supported by facts, statistics, or personal experiences. It should be written in a way that feels like the perspective of a real person rather than an institution. Key elements include having a clear thesis, supporting evidence, and a conclusion. Proper use of paragraphs, chronology, and a compelling ending are also important for clarity and persuasiveness. Fact-checking is essential to maintain credibility. When writing an op/ed, writers should consider their intended audience and tone.
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The document discusses the structure of paragraphs and essays. It explains that a paragraph should include a topic sentence, supporting details, and a concluding sentence. The topic sentence states the main idea, while the supporting details provide examples or evidence. An essay consists of an introduction with a thesis statement, body paragraphs with topic sentences and supporting details, and a conclusion. The thesis statement presents the main argument to be discussed in the body paragraphs. Outlining helps to organize the structure and flow of ideas in an essay.
Critical reading and writing
The document discusses the importance of critical reading for critical writing. It defines critical reading as making judgments about how a text is argued by reflecting on the thinking and research that has already been done on the subject. The keys to critical reading are to read looking for ways of thinking about the subject matter rather than just for information. When reading, the reader should avoid simply extracting facts and instead ask how the text works, how it is argued, how it reaches its conclusions, and how it can help develop their own argument.
The "Teaching" Reading Workshop
The Reading Workshop is a powerful instructional framework that can be used to support readers across multiple grades and content areas. The following presentation gives you an 'inside look" at organizing your time, space, and materials for this critical reading block.
Giving peer feedback
The document provides guidance on how to effectively provide peer feedback on writing. It explains that peer feedback involves classmates helping to improve each other's writing. There are three key steps to peer feedback: 1) describing what the writing did well in terms of categories like content and organization, 2) providing compliments by pointing out what was liked, and 3) making suggestions for improvement while staying positive and specific. Suggestions could involve areas like word choice, details, organization, sentences, or topic focus. It emphasizes the importance of staying positive and giving specific feedback.
Thesis statement ppt
Cats should be subject to leash laws because as natural wanderers they pose risks to local wildlife populations and safety hazards in areas with vehicle traffic.
Reading and Writing Connections
The document discusses the connections between reading and writing. It argues that reading and writing are interconnected processes that involve communication. Both reading and writing are processes that take time and work, and involve careful organization of thoughts. The reader's goal is to understand the writer's message, while the writer's goal is to convey a message to the reader. Active readers and writers both engage with the text or writing by analyzing words, structure, and ideas. Benefits of reading include exposure to accurate writing models, while benefits of writing include the ability to voice thoughts and engage in conversation with other writers. The document encourages readers to engage with texts through writing by considering topics, keeping journals, experimenting, studying formats, and writing in margins.
Writing a-concept-paper
The document provides guidance on writing a concept paper, including:
1. Defining what a concept paper is and how it can be used to elucidate ideas through definition, explication, and clarification.
2. Identifying situations where a concept paper may effectively be used to improve society, such as serving as the basis for funding proposals.
3. Detailing the key elements of a concept paper such as a rationale, conceptual framework, and hypothesis to outline the basic ideas driving a proposed project.
What is a Thesis Statement?
How to create a thesis statement, common errors, examples of poor thesis statements and space to correct them
Fluency
The document discusses the importance of reading fluency and strategies to build fluency. It defines fluent reading as the coordinated process of word recognition and comprehension. Several strategies are recommended to enhance fluency, including echo reading, cloze reading, partner reading, and repeated readings. Regular progress monitoring is also suggested to assess growth in fluency over time.
Guidelines For Writing A Critique
The document provides guidelines for writing a critique in 5 steps:
1) Thoroughly read and re-read the document, taking notes on patterns, tone, etc.
2) Identify sources of evidence like publication details and author's strategies. Determine if the strategies are successful.
3) Examine underlying assumptions and gaps in reasoning. Consider emotional appeals and imagery.
4) Organize analysis paragraphs around themes. A clear thesis should emerge from this.
5) Write and revise the critique, focusing on rhetorical analysis rather than summary and using present tense and author's last names. The critique should follow general organization guidelines.
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LP1
1. The lesson introduces students to analyzing author's point of view and examining the accuracy of primary sources using a Ted Talk by Chimamanda Ngozi Adichie about her experiences growing up in Nigeria.
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3. The lesson aims to address potential stereotypes students have about Africa by exploring the diversity within the continent and how media portrayals can oversimplify cultures.
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Raft powerpoint
- 1. John Bush and Amanda Stewart
- 2. What is a RAFT? How can using the RAFT Strategy enhance students’ writing assignments to be specific, well focused and engaging?
- 3. Role Audience Format Topic (R.A.F.T.) is a writing strategy that helps students understand a topic from different perspectives. The R.A.F.T. strategy provides a focused writing assignment and encourages students to analyze the content while assuming different roles and addressing different audiences. The strategy motivates students by allowing for choice and involving them in the topic in a personal way.
- 4. RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying. developed in 1982 by Dorothy Vandevanter
- 5. Student will be able to read a prompt or writing assignment and determine: his/her role as the writer who the audience is what the format of the assignment should be the specific topic on which he/she must focus
- 6. 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
- 7. Role of the Writer: Who are you as the writer? A movie star? The President? A plant? Audience: To whom are you writing? A senator? Yourself? A company? Format: In what format are you writing? A diary entry? A newspaper? A love letter? Topic: What are you writing about?
- 8. 1) students are asked to think and write from a real world person's perspective, and they are asked to shape their ideas to appeal to an audience outside the classroom; 2) because they are considering perspective as they go through the writing process, students are being asked to think at a much deeper level of Bloom's Taxonomy.
- 9. Choose a book or topic (T) and identify the essential purpose of the reading or lesson. How will writing help meet that goal? • Example: After reading Song of the Trees by Mildred Taylor the students will understand the racial relationships between whites and African Americans in Mississippi during the depression.
- 10. 2. Identify a number of role(s) (R) the students can assume as they write about the topic. • Example: Students can choose to write about the story as viewed by Cassie, Big Ma, Mr. Andersen or Papa.
- 11. 3. Decide who the audience (A) will be and what format (F) the writing will follow. • Example: The audience may be a child in the future, a judge, an ex-slave, a new immigrant, etc. The format may be a diary, a news release, an affidavit, etc.
- 12. 4. After the students have read the assignment, have them choose from the R.A.F.T. options. Writing can be done individually or you may group like roles together.
- 13. MATH: http://www.writingfix.com/WAC/Writing_Acr oss_Curriculum_RAFTS_Math.htm Social Studies: http://docsouth.unc.edu/classroom/lessonpl ans/RAFT.html
- 15. www.graves.kyschools.us/.../Developing%20a%2 0RAFT%20Assignment.doc http://www.learnnc.org/lp/pages/4047 classrooms.hydeparkschools.org/webpages/.../R AFT%20Assignments.ppt boe.ming.k12.wv.us/...raft/RAFT- Presentation%20Template.doc http://daretodifferentiate.wikispaces.com/R.A. F.T.+Assignments http://www.learningthroughlistening.org/Classro om-Teaching-Tools/Strategies-and- Activities/Strategies/R-A-F-T-Strategy/349/