Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar
Strategies for All

Strategy #1: R.A.F.T.

R.A.F.T. is a differentiated writing strategy that helps students understand their role (R) as a writer, the audience (A) they will address, the varied formats (F) of writing, and the topic (T) they will be writing about in the exercise.

This strategy can easily be adapted to any grade level, content area, and standard/concept of study. It promotes cross-curricular instruction to develop student voice, formality, and the various formats of writing.

Various R.A.F.T. Examples

R

(Role)

Student Politician Kangaroo

A

(Audience)

Teacher Bipartisan Voters Immigrant

F

(Format)

Text Message Campaign Speech Sports Commentary

T

(Topic)

Technology tools for classroom use

Proper methods of taxation

Characteristics of Austrailian habitat

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Strategy #2: R.A.C.E.

R.A.C.E. is a writing strategy that helps provide structure to student writing in response to a specific prompt or writing question.

Students restate the question (R) and then answer the question (A). They must cite evidence (C) and then explain how their evidence supports their answer (E)

When used in multiple classrooms, teachers can address more formalized writing practices in various settings to help increase student literacy across the curriculum.

Example #1: Basic Response

 

Example #2: More Developed Response

 

Example #3: Advanced Response

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Strategy #3: Active Inquiry Legend

The Active Inquiry Legend is a more relaxed approach to building literacy as students engage with a text and use a variety of response strategies to demonstrate understanding and document critical thinking.This is a differentiated approach that puts students in charge of the inquiry to contribute questions and content to academic discussion.

?This strategy is also suited for students who are fluent enough in comprehension and inquiry to respond to the text in a variety of manners in a self-paced format. The teacher's role during this literacy exercise is to monitor student inquiry, ensuring students are responding enough to the text to conduct a meaningful discussion in groups or whole class. 

It is recommended to appropriately model this strategy with students multiple times before full use. Assigning students a certain amount of responses (or even a certain amount of each kind of response) is also recommended to ensure students respond enough to gauge individual thinking and confusion

Active Inquiry Legend

Question (?): Develop a question in regards to something you don’t understand or you would like to discuss further.

Statement (!): Write down a sentence/phrase that you feel is a strong point regarding the purpose of the reading that should be discussed.

Relate (R): Write down something that you can relate to, whether it is a belief, an experience, etc.

Summation (S): Summarize the selected reading in your own words while you focus on the selection’s most important points.

 

Benefits of the Active Inquiry Legend

  • Learning is differentiated as students are allowed to reflect, analyze, and document individually as each student will interact differently to the text compared to classmates.
  • Using this strategy will give students who may often struggle or remain quiet during discussions more concrete facts to use to contribute to the class compared to on-the-fly questions and discussions that they may be more likely to avoid.
  • The legend requires four different response types to address various literacy skills, while also including opportunities for students to document their confusion and struggles to personalize the learning for the teacher and class to address before moving forward.
  • The legend can be used when engaging in texts across all subject matters and when researching. 
  • The teacher can place more parameters on each of the four inquiry aspects of the legend, such as requiring a reflection on the strong statement or requiring a certain length for the summation. This can help push students into thinking more critically. Conversely, this strategy can be used to short-hand inquiry to quickly document learning to allow more time for partner, group, or whole class work with the information students collected during the inquiry process.
Contact Us
Polk School District 612 South College St.
Cedartown, GA 30125
View Map & Directions
Phone: 770-748-3821
Fax: 770-748-5131
Translator     
Google-Translate-Chinese (Simplified) BETA Google-Translate-English to French Google-Translate-English to German Google-Translate-English to Italian Google-Translate-English to Japanese BETA Google-Translate-English to Korean BETA Google-Translate-English to Russian BETA Google-Translate-English to Spanish Google-Translate-English to Tagalog Google-Translate-English to Portuguese Google-Translate-English to Vietnamese