Reading strategies are very important in order to assist a student with making meaning out of text. The problem is that teachers are told what the strategy is, usually with a long list of strategies that they can use. The problem is that explicit reactions are never given. The teacher is left on his or her own to figure out what the strategy is and when it can best be used. This is the second in a series of articles looking at specific reading strategies. This strategy is called a RAFT.
RAFT is both a strategy and a form that is used to record information. It is used to combine a students reading with a writing assignment, developing deeper understanding of the text. It is used after the text is read. The students are taught the RAFT strategy then fill in each portion of the RAFT chart. RAFT stands for role, audience, format, topic. Role is explained as, in using this strategy and developing the final product, what role will the student take. Will he be the writer, the character or the artist Audience refers to whom the students view as their audience for their writing project. Will it be school officials, politicians, readers of an editorial or someone else? Format refers to how the students wish to represent their information. Will it be with typical writing, will it be an art project, or a play? Topic refers to the time, place or setting of the project. Will the time be the same as the time in the reading text or will it be different? What will the main action be? It is easy to understand the RAFT acronym, but more difficult to put it into action. A RAFT graphic organizer is needed to pull the RAFT strategy together. This organizer helps to see how all of the parts fit together.
The first step when introducing the strategy it to explain to the students what RAFT stands for. The second step is to distribute the organizer and go over it with the students. Thirdly students are told that the RAFT is a way to present information about their reading, somewhat like a book report. Students can chose their role, audience, format or topic for themselves. But I find that when starting this strategy, it is best if the teacher assigns roles. The four parts of the RAFT can be as creative as the teacher wants to make them. The selection of roles, audiences, formats, and topics are limitless. There is a great chart listing some possible variations for the four parts of the RAFT.
I divide students into groups that I know will work. I try to differentiate my groups by placing a higher functioning student with a lower functioning one. I then assign them their four parts. There might be a lot of grumbling, but I explain that they are the owners of their project. After students are familiar with the RAFT, they can then use it on their own and choose their own roles.
The RAFT is a wonderful way to expand knowledge about what a student has read. It also takes into account varying styles of learning. With practice, you will discover that your students really enjoy using the RAFT and will even beg you to use it with future text assignments.
