Lesson Outline, Writing for Learning · WORKSHOP OUTLINE: WRITING FOR ... Planning for Differentiated Instruction ... With an elbow partner discuss the differences between using writing

WORKSHOP OUTLINE: WRITING FOR LEARNING AND ASSESSMENT IN CONTENT AREAS 1. Workshop Summary:

A. Time 2 Professional Development Hours B. Description/Purpose To help beginning teachers use the 6 + 1 writing traits to

design effective writing tasks for instruction and assessment in content areas.

C. Illinois Professional Teaching Standards (List the number and title of at least two standards in order of dominance)

Standard #5 - Instructional Delivery Standard #3 - Planning for Differentiated Instruction Standard #7 - Assessment

D. Target Group Mentors and Beginning Teachers

E. Target Group Size 30

2. Participant Outcomes: Describe in detail the outcome(s) expected as a result of this workshop. Limit outcomes to no more than four. The teacher will

a. Create a variety of learning activities that incorporate writing to allow for student learning styles. (2) b. Develops a variety of clear, accurate presentations and representations of concepts using alternative

explanations to assist student’s understanding. (5L) c. Develop plans based on student responses and provides for different pathways based on students

needs. (3.M) d. Use a variety of assessments, including R.A.F.T.S., to evaluate understanding. (7K)

3. Course Materials and Preparation: List all materials that will be used to deliver the workshop, i.e. books, handouts, websites. Identify all work that needs to be done prior to the presentation. Disclaimer: The acquisition of written approval for copyrighted materials to be used by participants is the sole responsibility of the presenter. Prior to workshop: Download Participants’ Power Point and put copies on tables for each participant. Prepare large 6+1 trait charts. Place copies of activity materials (6 trait warm-up) on each table. Prepare ABC writing chart for each table.

Basic materials: Flip charts, markers, post-its, Note cards

AV equipment needed for presenter: Laptop and projector

Reference materials: Illinois Professional Teaching Standards

Handouts in the order needed: Participants’ Power Point slides (Handout 1) 6 + 1 descriptor sheets (Handout 2) Scenarios (Handout 3) 1 per table Large Group R.A.F.T.S. Prompt (Handout 4) R.A.F.T.S. Prompt (Handout 5) cut apart and pass out 1 per table Developing a Rubric (Handout 6) All R.A.F.T.S. handouts ( 7-12)

Copyright 2009 by ICE 21 Prepared by Judy Trumble for "Writing for Learning and Assessment in All Content Areas" Page 1 of 44

4. Icebreaker: (How will you activate prior knowledge and pull the group into the content?) Each table group should assign a recorder for this activity. Ask each table to brainstorm as many characteristics of good writing they can think of (such as stays

on topic, provides supporting details, organizes information correctly etc.). Recorder captures information on chart paper.

After table activity is completed compare chart with at least one other table and make any additions to the original. Encourage groups to visit as many tables as time allows and add as many responses to the original list as possible.

Introduce the 6 + 1 writing traits and the components of each trait. Table groups should check their lists to see how many components they have already captured and add to their list as needed. (Slides 3-10) (Handout 2)

5. Introduction: (Why are we here? What will we discover together?)

Explain to the group how teaching students the components of good writing will help teachers use writing effectively as both a classroom tool and an assessment.

With an elbow partner discuss the differences between using writing as an instructional tool and an assessment tool.

Conduct a whole group share out. (Slide 11)

6. Modeling: (How can I demonstrate the need for the learning? What illustrates the point, i.e. video clip, scenario, role play, comic strip, etc.) Ask participants how writing can demonstrate what a student has learned and understands. Use a list of prepared learning scenarios and have large group brainstorm how writing could serve as

evidence that students have met learning expectations. (Slide 12) (Handout 3) 1 sheet per table

7. Collaboration: (How will you have the group investigate the information?) Model the use of the R.A.F.T.S. template and how to develop scoring criteria for each part and how

those criteria can be turned into a rubric. (Handout 4) Give each table a R.A.F.T.S. example and have them develop criteria for each component. Next have them discuss the procedure for using scoring criteria to develop a rubric. The person who has the most brothers will report out to the entire group. (Slides 13-21) (Handouts

5-6)

8. Independent Expression: (How can you apply this information into your personal practices? What additional information do you need i.e.: I-charts or funnel: what I do, here’s what I’ve learned, what’s my new thinking? This may also include participants choosing resource materials/activities to review or use.) Have each participant design an individual R.A.F.T.S. lesson that pertains to his/her content area.

This can be a classroom activity or an assessment. To expedite the process make a list of scoring criteria that at a later time can be formatted into rubric

form. Share with the table. Have table select one example to share with large group. The person at each table who attended the college located farthest from the training site will report

out for each table. (Slide 22) (Handouts 7-12)


9. Culminating activity, question, comment or reflection: (How will you get the participants to commit to or take ownership for their new learning? Which component are you currently using, which one will you add to your repertoire i.e., exit slips, survey, journal writing or participant led conversations)? Give each person a reflection sheet (see sample materials) and have him/her complete

independently. Use this sheet to list two or three new ways to use writing as part of instruction. Each participate will partner with one other person that has a similar teaching assignment and share

information from this activity. Participants will exchange e-mail addresses and make arrangements to e-mail one another at the end

of two weeks to check on progress of implementation. (Slides 23-24) (Handout 13)

10. Evaluations and Closure (What’s next, where do we go with this information?) Complete the evaluations. Ask participants to write down any questions or requests they have and

turn them in as they leave.

11. After the workshop (What follow-up needs to be done?) Use evaluations to make any adjustments needed for next time. Read through question and request cards and make arrangements to address them. Collect all materials.

11. Research References: (What were at least two relevant references on which you based the content of this workshop?)

6 + 1 Writing Traits for Grades 3 and Up by Ruth Culham Creating Writing Through 6 Trait Writing, Assessment and Instruction by Vicki Spandel


Handout 1

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Writing for Learning and Writing for Learning and Assessment in All Content AreasAssessment in All Content Areas

Participant OutcomesParticipant OutcomesAt the conclusion of this workshop participants will At the conclusion of this workshop participants will

be able to:be able to:•• Apply the components of 6 + 1 trait writing in all Apply the components of 6 + 1 trait writing in all

writing contexts.writing contexts.•• Use writing as a tool for learningUse writing as a tool for learning andand

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Use writing as a tool for learning Use writing as a tool for learning and and assessment.assessment.

•• Understand the importance of setting a purpose Understand the importance of setting a purpose for writing, developing student expectations, for writing, developing student expectations, and scoring criteria and using the scoring criteria and scoring criteria and using the scoring criteria to create a rubric.to create a rubric.

•• Learn how to use the R.A.F.T.S. model to create Learn how to use the R.A.F.T.S. model to create lessons for instruction and assessmentlessons for instruction and assessment..

Table ActivityTable Activity

1.1. Brainstorm as many characteristics of good Brainstorm as many characteristics of good writing as you can. (An example might be writing as you can. (An example might be stays stays on topic.) on topic.)

2.2. Ask for a volunteer recorder to capture your Ask for a volunteer recorder to capture your h th t

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responses on chart paper.responses on chart paper.3.3. Partner with at least one other table (more if time Partner with at least one other table (more if time

permits) to compare charts. Feel free to add permits) to compare charts. Feel free to add anything new to your own chart.anything new to your own chart.

4.4. As 6 + 1 traits are introduced check your chart to As 6 + 1 traits are introduced check your chart to see how many you already identified.see how many you already identified.


Handout 1

IDEAS TRAITIDEAS TRAIT

The topic is narrow and manageable.The topic is narrow and manageable.The details are relevant , of high quality, and The details are relevant , of high quality, and give important information.give important information.Details are accurate and support the main ideaDetails are accurate and support the main idea

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Details are accurate and support the main idea.Details are accurate and support the main idea.Writer writes from knowledge or experience.Writer writes from knowledge or experience.Reader’s questions are anticipated and Reader’s questions are anticipated and answered.answered.Writing shows insight and a knack for Writing shows insight and a knack for picking out what is significant.picking out what is significant.

ORGANIZATION TRAITORGANIZATION TRAIT

Inviting introduction and conclusion that leaves Inviting introduction and conclusion that leaves reader with sense of closure and resolution.reader with sense of closure and resolution.Transitions connect ideas.Transitions connect ideas.Details fit where they’re placed; sequencing is Details fit where they’re placed; sequencing is

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logical and effective.logical and effective.Pacing is well controlled.Pacing is well controlled.The title (if applicable) is original and captures the The title (if applicable) is original and captures the central theme.central theme.Choice of structure matches the purpose and the Choice of structure matches the purpose and the audience .audience .

VOICE TRAITVOICE TRAIT

The tone of the writing is appropriate for the The tone of the writing is appropriate for the purpose and audience.purpose and audience.The reader senses a real person behind the The reader senses a real person behind the words.words.Expository or persuasive writing reflects a strongExpository or persuasive writing reflects a strong

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Expository or persuasive writing reflects a strong Expository or persuasive writing reflects a strong commitment to the topic by showing why the commitment to the topic by showing why the reader needs to know this and why the reader reader needs to know this and why the reader should care.should care.Narrative writing is honest, personal, Narrative writing is honest, personal, and engaging. It makes the reader and engaging. It makes the reader think about and react to the author’s think about and react to the author’s ideas and point of view.ideas and point of view.


Handout 1

WORD CHOICE TRAITWORD CHOICE TRAITWords are specific and accurate. It is easy to Words are specific and accurate. It is easy to understand just what the writer means.understand just what the writer means.Language and phrasing are natural, effective, and Language and phrasing are natural, effective, and appropriate for the audience.appropriate for the audience.Writer uses strong verbs with specific and Writer uses strong verbs with specific and

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Writer uses strong verbs with specific and Writer uses strong verbs with specific and appropriate modifiers to add depth.appropriate modifiers to add depth.The writer’s language enhances the meaning and The writer’s language enhances the meaning and clarifies understanding for the reader.clarifies understanding for the reader.Writing demonstrates precision. The writer put the Writing demonstrates precision. The writer put the right word or phrase in just the right spot.right word or phrase in just the right spot.

SENTENCE FLUENCY TRAITSENTENCE FLUENCY TRAIT

Sentences are constructed in a way that enhances Sentences are constructed in a way that enhances meaning.meaning.Sentences vary in length as well as structure.Sentences vary in length as well as structure.Writer uses purposeful and varied sentence Writer uses purposeful and varied sentence beginningsbeginnings

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beginnings.beginnings.Writer uses creative and appropriate connectives Writer uses creative and appropriate connectives between sentences and thoughts.between sentences and thoughts.The writer uses the sound of words to enhance the The writer uses the sound of words to enhance the meaning. meaning. The writing is easy to read aloud.The writing is easy to read aloud.

CONVENTIONS TRAITCONVENTIONS TRAIT

Spelling is generally correct on more difficult Spelling is generally correct on more difficult words.words.Punctuation is accurate and creative.Punctuation is accurate and creative.Capitalization is correct.Capitalization is correct.

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Grammar and usage are correct and contribute to Grammar and usage are correct and contribute to clarity of the writing.clarity of the writing.Paragraphing is sound and reinforces the Paragraphing is sound and reinforces the organizational structure.organizational structure.The piece is very close to being ready to publish.The piece is very close to being ready to publish.


Handout 1

PRESENTATION TRAITPRESENTATION TRAIT

If handwritten, the text is easy to read,If handwritten, the text is easy to read,If wordIf word--processed, there is appropriate use of processed, there is appropriate use of fonts, font sizes, and other formatting.fonts, font sizes, and other formatting.The format matches the purpose for writing.The format matches the purpose for writing.The use of a title side heads page numberingThe use of a title side heads page numbering

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The use of a title, side heads, page numbering, The use of a title, side heads, page numbering, bullets, and evidence of a correct use of a style bullets, and evidence of a correct use of a style sheet makes it easy for the reader to understand sheet makes it easy for the reader to understand the text.the text.There is effective integration of text with There is effective integration of text with illustrations, charts, graphs, maps and illustrations, charts, graphs, maps and tables.tables.There is clear alignment between There is clear alignment between the text and visuals.the text and visuals.

“Turn to Your Neighbor” Activity“Turn to Your Neighbor” Activity

With an elbow partner discuss the With an elbow partner discuss the differences between using writing differences between using writing as an instructional activity or as an as an instructional activity or as an

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yyassessment.assessment.

How Can Writing Show a Student’s How Can Writing Show a Student’s Learning and Understanding?Learning and Understanding?

Scenario 1Scenario 1Teacher wants evidence that students can distinguish Teacher wants evidence that students can distinguish

between significant and minor details.between significant and minor details.Scenario 2Scenario 2

Teacher wants evidence that students can solve problems, Teacher wants evidence that students can solve problems, i t t lt d i t fi dii t t lt d i t fi di

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interpret results and communicate findings.interpret results and communicate findings.Scenario 3Scenario 3

Teacher wants evidence that students can explain the Teacher wants evidence that students can explain the difference between the responsibilities of the U.S. House difference between the responsibilities of the U.S. House

of Representatives and the U.S. Senate.of Representatives and the U.S. Senate.Scenario 4Scenario 4

Teacher wants evidence that students can describe a Teacher wants evidence that students can describe a situation where they would use a refusal skill.situation where they would use a refusal skill.


Handout 1

What Are R.A.F.T.S.?What Are R.A.F.T.S.?

a a RRole from which to writeole from which to write

an an AAudience to addressudience to address

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a a FFormat in which to writeormat in which to write

a a TTopic about which to writeopic about which to write

a a SStrong verb that shows the trong verb that shows the purpose of the writingpurpose of the writing

Correlation of R.A.F.T.S. Correlation of R.A.F.T.S. to 6 + 1 Traitsto 6 + 1 Traits

RRole and ole and AAudience help students focus on udience help students focus on voice voice and word choice.and word choice.

FFormat helps students with the ormat helps students with the organizationorganization of the of the writing.writing.

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TTopic helps students zero in on the opic helps students zero in on the ideasideas of the of the writing.writing.

SStrong verbs direct students to the writing purpose trong verbs direct students to the writing purpose and from there help them to write clearly using all and from there help them to write clearly using all the traits.the traits.

Writing to Prompts in the Content Areas by Writing to Prompts in the Content Areas by CulhamCulham and and WheekerWheeker

Why Use R.A.F.T.S.?Why Use R.A.F.T.S.?

Help students gain content knowledge.Help students gain content knowledge.

(“Writing across the curriculum isn’t just a method of getting (“Writing across the curriculum isn’t just a method of getting students to write what they are afraid of writing butstudents to write what they are afraid of writing but

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students to write what they are afraid of writing but students to write what they are afraid of writing but getting them to learn what they are afraid of learning.”) getting them to learn what they are afraid of learning.”) William ZinsserWilliam Zinsser


Handout 1

Why Use R.A.F.T.S.?Why Use R.A.F.T.S.?

To help students understand and To help students understand and apply writing traits.apply writing traits.

IdeasIdeas

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IdeasIdeasOrganizationOrganization

V��V��

W�� C��W�� C��

S�� F��S�� F��

ConventionsConventionsPresentationPresentation

Setting Up Criteria for R.A.F.T.S.Setting Up Criteria for R.A.F.T.S.Student expectations define what the teacher wants Student expectations define what the teacher wants students to know and be able to do.students to know and be able to do.The criteria define to what extent students must The criteria define to what extent students must demonstrate what they have learned.demonstrate what they have learned.A rubric is an instrument designed to represent degrees of A rubric is an instrument designed to represent degrees of performance including meets, exceeds and does not performance including meets, exceeds and does not

tt

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meets. meets. What do you expect your students to know and be able to What do you expect your students to know and be able to do in your R.A.F.T,S project? Use this information to do in your R.A.F.T,S project? Use this information to create your project.create your project.Next, what would you expect to see in each component of Next, what would you expect to see in each component of the R.A.F.T.S.? This becomes your criteria. Be specific the R.A.F.T.S.? This becomes your criteria. Be specific and write out the criteria in terms your students and write out the criteria in terms your students understand.understand.Finally use your criteria to build levels of success for each Finally use your criteria to build levels of success for each R.A.F.T.S. component.R.A.F.T.S. component.

R.A.F.T.S. ExampleR.A.F.T.S. Example

Learning Standard: Learning Standard: Collect, organize, analyze and Collect, organize, analyze and communicate datacommunicate data

R A F T SR A F T S Prompt GridPrompt Grid

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R.A.F.T.S.R.A.F.T.S. Prompt GridPrompt GridRRole: meteorologistole: meteorologistAAudience: viewersudience: viewersFFormat: written introduction to weather reportormat: written introduction to weather reportTTopic: daily temperaturesopic: daily temperaturesSStrong Verb: charttrong Verb: chart


Handout 1

R.A.F.T.S. Prompt ParagraphR.A.F.T.S. Prompt Paragraph

You are a TV meteorologist. Each month your You are a TV meteorologist. Each month your report features the average daily temperature for report features the average daily temperature for the month. Chart the daily temperatures on a the month. Chart the daily temperatures on a graph to share with viewers, then write an graph to share with viewers, then write an

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introduction for your report that includes the introduction for your report that includes the average temperature.average temperature.

Tools for R.A.F.T.S.Tools for R.A.F.T.S.

1.1. What You Should KnowWhat You Should Know--------What Your What Your Students Should KnowStudents Should Know

2.2. R.A.F.T.S.R.A.F.T.S. Student Expectation SheetStudent Expectation Sheet

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3.3. Blank Blank R.A.F.T.S.R.A.F.T.S. Planning SheetPlanning Sheet

4.4. R.A.F.T.S.R.A.F.T.S. Format and Strong Verb SheetFormat and Strong Verb Sheet5.5. How to Create a How to Create a R.A.F.T.S. R.A.F.T.S. PromptPrompt

Table ActivityTable Activity

1.1. Use the Use the R.A.F.T.S.R.A.F.T.S. example in your envelope.example in your envelope.2.2. Use each Use each R.A.F.T.S.R.A.F.T.S. component and develop component and develop

the scoring criteria.the scoring criteria.33 Assign a recorder to chart the scoring criteria onAssign a recorder to chart the scoring criteria on

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3.3. Assign a recorder to chart the scoring criteria on Assign a recorder to chart the scoring criteria on the template.the template.

4.4. Briefly discuss the procedure for using the Briefly discuss the procedure for using the criteria to develop a rubric.criteria to develop a rubric.

5.5. The person who has the most brothers will report The person who has the most brothers will report out.out.


Handout 1

On Your OwnOn Your Own

Identify a place in your content area where Identify a place in your content area where you can use a R.A.F.T.S. prompt.you can use a R.A.F.T.S. prompt.Use your format and strong verb list if Use your format and strong verb list if

d dd d

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needed.needed.Set up your Set up your R.A.F.T.S.R.A.F.T.S. using the using the reproducible form.reproducible form.Determine the scoring criteria for each Determine the scoring criteria for each component.component.

Final ActivityFinal Activity

Complete the reflection sheet independently.Complete the reflection sheet independently.

Partner with another person that has a similar Partner with another person that has a similar teaching assignment and share reflections.teaching assignment and share reflections.

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Exchange eExchange e-- mail addresses and arrange to email addresses and arrange to e--mail each other at the end of two weeks to check mail each other at the end of two weeks to check on progress of implementation of writing activities.on progress of implementation of writing activities.

Some Final ThoughtsSome Final Thoughts

How does writing fit into your content area?How does writing fit into your content area?Have you identified a variety of writing activities Have you identified a variety of writing activities you can use?you can use?What aboutWhat about R A F T SR A F T S ? Can you use it as both? Can you use it as both

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What about What about R.A.F.T.S.R.A.F.T.S.? Can you use it as both ? Can you use it as both an instructional activity and as an assessment?an instructional activity and as an assessment?How can I help you? Use your index card for How can I help you? Use your index card for requests and questions.requests and questions.


BLANK PAGE DIVIDER


Handout 2

Ideas Trait • The topic is narrow and manageable. • The details are relevant, of high quality, and

give important information. • Details are accurate and support the main

idea. • Writer writes from knowledge or experience. • Reader’s questions are anticipated and

answered. • Writing shows insight and a knack for picking

out what is significant.

Organization Trait • Inviting introduction and conclusion that

leaves reader with sense of closure and resolution.

• Transitions connect ideas. • Details fit where they’re placed; sequencing is

logical and effective. • Pacing is well controlled. • The title (if applicable) is original and

captures the central theme. • Choice of structure matches the purpose and

audience.


Handout 2a

Voice Trait • The tone of the writing is appropriate for

the purpose and the audience. • The reader senses a real person behind the

words. • Expository or persuasive writing reflects a

strong commitment to the topic by showing why the reader needs to know this and why the reader should care.

• Narrative writing is honest, personal, and engaging. It makes the reader think about and react to the author’s ideas and point of view.

Word Choice Trait

• Words are specific and accurate. It is easy to understand just what the writer means.

• Language and phrasing are natural, effective, and appropriate for the audience.

• Writer uses strong verbs with specific and appropriate modifiers to add depth.

• The writer’s language enhances the meaning and clarifies understanding for the reader.

• Writing demonstrates precision. The writer puts the right word or phrase in just the right spot.


Handout 2b

Sentence Fluency Trait • Sentences are constructed in a way that

enhances meaning. • Sentences vary in length as well as structure. • Writer uses purposeful and varied sentence

beginnings. • Writer uses creative and appropriate

connectives between sentences and thoughts. • The writer uses the sound of words to enhance

the meaning. • The writing is easy to read aloud.

Conventions Trait

• Spelling is generally correct on more difficult words.

• Punctuation is accurate and creative. • Capitalization is correct. • Grammar and usage are correct and

contribute to clarity of the writing. • Paragraphing is sound and reinforces the

organizational structure. • The piece is very close to being ready to

publish.


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Handout 3

Scenario 1 The teacher wants evidence that students can

distinguish between significant and minor details.


solve problems, interpret results and communicate findings.


explain the difference between the responsibilities of the U.S. House of Representatives and the U.S. Senate.

Scenario 4 The teacher wants evidence that students can describe a situation where they would use a

refusal skill.


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Handout 4

Math Problem for All R.A.F.T.S. PROMPT FILLED-IN GRID: Role: top math student Audience: your classmates Format: overhead transparency Topic: the problem 56 x 22 Strong Verb: create R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a top math student and your teacher has asked you to help your classmates with a (Role) (Audience) math problem. Create an overhead transparency to demonstrate how you would solve (Strong Verb) (Format) the problem 56 x 22. Be sure you include each step in your process so that your classmates will (Topic) understand how you came up with the correct answer.


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Handout 5

Mathematical Relationships R.A.F.T.S. PROMPT FILLED-IN GRID: Role: Grades 9 and10 math teacher Audience: you, a substitute teacher, and your principal Format: lesson plan Topic: linear, quadratic, and exponential patterns Strong Verb: construct R.A.F.T.S. PROMPT IN PARAGRAPH FORM: As a 9th and 10th grade math teacher you are preparing to teach linear, quadratic, and exponential patterns recursively. Construct a lesson plan that includes all the steps you would use to teach this to your students plus the examples you would show your students. This lesson plan should be complete enough for a substitute to use and meet your principal’s requirements for a satisfactory lesson plan.

Changing Trees R.A.F.T.S. PROMPT FILLED-IN GRID: Role: writer and illustrator Audience: grade school students Format captioned illustrations Topic: how a tree looks in each season Strong Verb: draw and explain R.A.F.T.S. PROMPT IN PARAGRAPH FORM: As a writer and illustrator you have been asked to draw a picture for grade school students of how a tree would look in each season of the year (Spring, Summer, Fall, winter). Under each drawing write a caption that explains why the tree looks that way.


Handout 5a

Perennial Growth R.A.F.T.S. PROMPTS FILLED-IN GRID: Role: lab assistant Audience: your boss Format: final report Topic: growth cycle of perennial flowers Strong Verb: prepare R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a botanist’s lab assistant. For the past few weeks, you have been collecting data on the (Role) growth cycle of perennial flowers during their first three years of life. Now you are ready to share (Topic) your findings with your boss. Prepare a final report with charts, tables, or graphs that best display (Audience) (Strong Verb) (Format) the information you have collected.

Baseball Fame NCTM STANDARD: Develop and evaluate inferences and predictions that are based on data R.A.F.T.S. PROMPT FILLED-IN GRID: Role: high school baseball player Audience: sports card company executive Format: e-mail Topic: player statistics Strong Verb: predict R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a high school baseball player. A sports card company executive is interested in putting your (Role) (Audience) photo and statistics on a baseball card as part of a series focusing on young players. At the executive’s request, predict your home runs, batting average, and runs batted in for the forthcoming (Strong Verb) (Topic) year based on your performance from past seasons, and send the information to him in an e-mail. (Format)


Handout 5b

Civic-Minded R.A.F.T.S. PROMPT FILLED-IN GRID: Role: filmmaker Audience: community Format: narration Topic: local philanthropist Strong Verb: highlight R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a filmmaker creating a documentary about a local philanthropist who has done a lot of (Role) (Topic) good for your community. Write the narration for the opening of the film that will highlight her (Audience) (Format) (Strong Verb) many civic-minded contributions.

Influential Citizen R.A.F.T.S. PROMPT FILLED-IN GRID: Role: you Audience: you and your teacher Format: list Topic: things George Washington accomplished in his lifetime Strong Verb: compile R.A.F.T.S. PROMPT IN PARAGRAPH FORM: While studying U.S. geography, you realize that one state, our capital city, and towns in every state (Role) have been named after George Washington. You and your teacher decide to research things George (Audience) Washington accomplished in his lifetime, in addition to being the first President. Compile a list of the (Topic) (Strong Verb) (Format) top five contributions you discover.


Handout 5c 3-Dimensional Figures R.A.F.T.S. PROMPT FILLED-IN GRID: Role: math helper Audience: a group of students who need help Format: chart Topic: characteristics of a cube, sphere, cone and cylinder Strong Verbs draw and write R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a math helper in your classroom. You have been asked to work with a group of students who need help with the characteristics of a cube, sphere, cone and cylinder. Make a chart with a drawing of each shape and write a description of each shape.

American Culture R.A.F.T.S. PROMPT FILLED-IN GRID: Role: journalist Audience: editor Formats: list and paragraph Topic: five most important American cultural events of the 1980’s Strong Verb: explain R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a journalist for a national magazine who has been assigned to write an article about the (Role) five most important American cultural events of the 1980’s. Make a list of these events and write a (Topic) (Format) short paragraph explaining the importance of each one to submit to your editor. (Format) (Strong verb) (Audience)


Handout 5d

Properties of Matter R.A.F.T.S. PROMPT FILLED-IN GRID: Role: writer for a classroom scientific dictionary Audience: students Format: definition Topic: characteristics and examples of evaporation, condensation, and sublimation Strong Verb: write R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are one of the writers for a classroom scientific dictionary. You have been asked to write a definition of the characteristics of evaporation, condensation and sublimation and give examples for the students that use the classroom dictionary.

Living Things R.A.F.T.S. PROMPT FILLED-IN GRID: Role: you Audience: parents Format: poster Topic: the metamorphosis of butterflies and frogs Strong Verb: create R.A.F.T.S. PROMPT IN PARAGRAPH FORM: Your teacher asked you to create a poster about the metamorphosis of butterflies and frogs. Your poster will be displayed in the classroom for parents to see on the night of open house.


Handout 5e

Organisms R.A.F.T.S. PROMPT FILLED-IN GRID: Role: scientific reporter Audience: science students Format: informational report Topic: how specialized cells perform special functions Strong Verb: explain R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a scientific reporter who has been assigned to write an informational report to explain to a class of science students how specialized cells perform special functions in multi-cellular organisms. In your report include complete explanations and examples.

United States Economics R.A.F.T.S. PROMPT FILLED-IN GRID: Role: government economist Audience: concerned citizens Format: letter Topic: impact of inflation and deflation on the economy of groups of people Strong Verb: inform R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a government economist who has been asked by your boss to write a letter to a group of concerned citizens. In your letter you need to inform them how inflation and deflation impacts lenders, borrowers, people on fixed incomes and the economy as a whole.


Handout 5f

Westward Movement R.A.F.T.S. PROMPT FILLED-IN GRID: Role: historian Audience: history students Format: written historical account Topic: causes and effects of the Westward Movement Strong Verb: analyze R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a historian that works for a history textbook company. You have been assigned to write a short historical account for history students in which you are to analyze the causes and effects of the Westward Movement.

Scientific Explanation R.A.F.T.S. PROMPT FILLED-IN GRID: Role: writer for a science internet site Audience: student researchers Formats: encyclopedia entry Topic: the process of photosynthesis Strong Verb: explain R.A.F.T.S. PROMPT IN PARAGRAPH FORM: You are a writer for a science internet site. Your company has asked you to prepare an encyclopedia entry for student researchers to research on line that explains the complete process of photosynthesis.


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Handout 6

Developing a Rubric for R.A.F.T.S

What are your student expectations for each

part of your R.A.F.T.S.?

ROLE OF WRITER____________________________________________________________________ ______________________________________________________________________________ AUDIENCE________________________________________________________________________________________________________ FORMAT__________________________________________________________________________________________________________ TOPIC_____________________________________________________________________________________________________________ STRONG VERB_______________________________________________________________________ ______________________________________________________________________________


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Handout 7

How to Create Your Own R.A.F.T.S Prompt

To create your own R.AF.T.S. prompt, you must first identify the content you wish to use. (This will come from the Assessment Framework or Performance Descriptors.) You may use one of the reproducible grids to set up your prompt. For example you might want your students to show how multiplication can be used on a daily basis in real life situations. Your grid might look like this:

Role owner of a window washing company Audience school principal Format Proposal Topic how much it will cost to wash all the

windows in the school, how long it will take, and why your company deserves this contract.

Strong Verb inform

Next you need to write the grid in paragraph form underlining and labeling each component. You are the owner of a window washing company. Write a proposal for the school principal informing him of how much it will cost to wash all the windows in the school, how long it will take, and why your company deserves the contract. Students should keep in mind the relationship between each R.A.F.T.S. and the 6 traits of writing. (See Handout 2 and choose the key bullets that best fit R.A.F.T.S.)


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Handout 8

R.A.F.T.S Planning Sheet

Subject Area_________________________ Role_________________________________________________________________________ Audience____________________________________________________________________ Format______________________________________________________________________ Topic________________________________________________________________________ Strong Verb__________________________ _______________________________________


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Handout 9

STUDENT EXPECTATIONS Directions…..As you plan your R.A.F.T.S. lesson think about your student expectations. Use this sheet to describe what you want your students to include in each R.A.F.T.S. component. You can later develop your rubric from this sheet. ROLE________________________________________________________________________ AUDIENCE___________________________________________________________________ FORMAT_____________________________________________________________________ TOPIC_______________________________________________________________________ STRONG VERB________________________ _______________________________________


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Handout 10

Formats for R.A.F.T.S.

advertisement anecdote announcement application biographical sketch blurb board game brochure caption commentary contest entry form consumer guide critique debate “Dear Abby” letter definition dialogue diary entry dictionary entry directions discussion

editorial e-mail encyclopedia entry epitaph eulogy free-verse poem graffiti greeting card historical account instructions interview introduction journal entry last will and testament lecture legislation lesson plan letter letter to the editor list map

math problems memo menu monologue motivational speech motto newspaper article note oration package copy parody personalized license plates poem post card poster prediction prophecy puzzle rebuttal reflection request

resume review screenplay sermon ship’s log short story skit slogan song speech stream of consciousness summary survival manual telegram telephone dialogue test questions thumbnail sketch top-ten list travel log “Wanted” poster word puzzle

Strong verbs for R.A.F.T.S. align amaze analyze announce annoy apply assimilate brainstorm browse capture carve censor characterize charge clarify coalesce combine communicate compare connect connive consider construct contemplate

create critique decipher defend define describe determine diagnose divulge edit embellish empathize encourage engrave examine exemplify explain explore express extol highlight illuminate imagine improvise

inform inspect investigate memorize mold motivate outline participate persuade photograph predict quote reject relate remind review realize reconcile reconstruct record reflect script scrutinize search

showcase specify summarize suppress trigger understand urge visualize warn


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Handout 11WHAT YOU SHOULD KNOW WHAT YOU MIGHT TELL

STUDENTS ROLE

The Role of the writer is as varied as your imagination. Roles can be gleaned from subject area topics, school situations, book characters, and real people – the sky’s the limit. When the student assumes a role other than him- or herself, he or she must decide on the appropriate voice for the piece. When introducing the Role, remind students that the Role asks them to think about Who is the author of this piece?

Think about the way this author would write about the topic. What voice is just right for this piece of writing? Exuberant? Edgy? Confident? Hilarious? Serious? Considerate? The words and phrases in your writing should enhance the voice you choose. Ask yourself, “How would this person use words to express him- or herself clearly and make his or her voice heard?”

AUDIENCE You, the teacher, are your students’ typical Audience. By assigning a specific Audience, you can empower students to communicate their ideas to someone other than yourself. Encourage them to think about how best to reach their audience through voice and word choice, making sure to consider what they know about the topic. When introducing Audience to students, have them place themselves in the assigned Role, then and the question, Who is the audience for this writing?

When writing to a certain Audience, keep in mind that you will need to determine the perfect match of voice and word choice to communicate your ideas. Consider the relationship between the role and the audience and the kind of voice that is most appropriate. Think about the words you will use. Should you be formal? Informal? What vocabulary should be explained? Be sure to think about not only what needs to be said, but also how it needs to be said to address a particular Audience.

FORMAT Assigning a specific Format gives you the opportunity to help students learn about many possible organizational structures for their writing. Teach them to write brochures, directions, advertisements, letters, and so forth. By learning different Formats, students will practice organizing their ideas in many different ways. When introducing Format to students, have them think about the question How do the ideas need to be organized?

There are many different formats for writing. By focusing on Format, you will be practicing and learning organizational structures for your writing. Once you know the format for the piece you are going to write, ask yourself, “How do I organize this piece to achieve this particular Format? Where should it start? What goes in the middle? How will it end? What should my writing look like? What are the most important organizational issues when in this format?”


Handout 11aWHAT YOU SHOULD KNOW WHAT YOU MIGHT TELL

STUDENTS TOPIC

The topic helps students focus on the details of their writing so that their ideas develop as clearly as possible. The Topic should be well defines and contain clear guidelines such as: “Write a persuasive letter to the city planner and include several strong arguments for a new public swimming pool in your area.” Giving students these clear guidelines helps them determine how much information they should include in order to develop their ideas fully. When introducing the Topic to students, have them think about the question, What is the main idea of the writing?

If the Topic of your writing is to explain or inform the reader the reader of something, ask yourself, “Have I included enough information so that the reader thinks I’m an expert?” “Do all my ideas add up to something important?” “Have I told the reader something he or she doesn’t already know?” If the topic is to develop a narrative, ask yourself, “Is my story fully developed and complete?” “Have I written a story that is interesting and will hold the reader’s attention?” “Have I put in just the right amount of detail?”

STRONG VERB A strong Verb, such as persuade, analyze, create, predict, or compare, helps students see the purpose of the writing and, from there, determine the appropriate ideas, organization, voice, word choice, sentence fluency, and conventions for their writing. Help students see how being clear about the overall purpose for the writing works hand-in-hand with each trait. By establishing a clear purpose at the beginning, students will be able to focus on the goal: creating a strong piece of writing. When introducing the Strong Verb to students, have them think about the question, What is the purpose of the writing?

The Strong Verb directs you to the purpose of your writing which, in turn, helps you determine the appropriate ideas, organization, voice, word choice, sentence fluency, and conventions for your writing. If, for example, the Strong Verb lets you know that your purpose is to persuade, then your writing should contain thoughtful arguments that will convince your reader of your point. Ask yourself, “What purpose for writing does the strong verb convey?” “What words can I use to help make my purpose clear?” “What voice will best suit my purpose?” “How can I construct my sentences to help bring my idea to life?” “What is the best organization to make this piece of writing really work well?” “Are there things I could do with conventions to make sure that this piece of writing fulfills its purpose?”


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Handout 12

REPRODUCIBLE BLANK R.A.F.T.S. GRID ---------------------------------------------------------------- SUBJECT AREA______________________________________ ROLE________________________________________________ AUDIENCE___________________________________________ FORMAT_____________________________________________ TOPIC_______________________________________________ STRONG VERB_______________________________________ --------------------------------------------------------------------------------- SUBJECT AREA______________________________________ ROLE________________________________________________ AUDIENCE___________________________________________ FORMAT_____________________________________________ TOPIC_______________________________________________ STRONG VERB_______________________________________ ---------------------------------------------------------------------------------


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Handout 13

Final Reflections

1. What are one or two ways you can better integrate writing into your content area?___________________________________________________________________________________________________________________________________________

2. What are one or two specific writing activities that you could use in your content area?___________________________________________________________________________________________________________________________________________

3. How might you use R.A.F.T,S. as an

instruction tool in your classroom?______________________________________________________________________________________________________________________________________


Documents

Lesson Outline, Writing for Learning · WORKSHOP OUTLINE: WRITING FOR ... Planning for Differentiated Instruction ... With an elbow partner discuss the differences between using writing