RAFT (Role, Audience, Format, Topic) Assessment: Great way to assess Multilingual Learners
Choice in writing and assessment can be motivating and builds in differentiation, so you don't have to create a bunch of assignments for each student to meet them where they are. One of the most versatile and creative writing strategies is the RAFT (Role, Audience, Format, Topic). As the teacher, you can provide parameters for this assignment connected to a goal or standard from your content area. This assignment/assessment leads students to understand the purpose for writing, the audience they are writing to, the varied formats of writing in everyday life, and the specific topic that will be their theme. It's fantastic for Multilingual Learners because they can delve deep into a topic without providing a language-heavy document. All students benefit from higher-order thinking, creatively stretching and focusing directly on how they need to write to address specific audiences.
The following questions help students define with more depth the different aspects of the RAFT paper.
Role of the Writer: Who or what are you as the writer? An activist? A soldier? The President?
Audience: To whom are you writing? A friend? Your teacher? Readers of a newspaper?
Format: In what format are you writing? A letter? A poem? A speech?
Topic and strong verb: What are you writing about? Why? What's the subject or the point?
Ways to teach RAFT explicitly, especially the first time you introduce it.
Project a completed RAFT example.
Describe each of the components of the RAFT: role, audience, format, and topic. (It may be helpful to have students in small groups create a large chart paper or a bulletin board for future reference).
On a projector, model how to write responses to the prompts and discuss the key elements as a class. Keep this as simple and concise as possible for newcomers to the language.
Have students practice responding to prompts individually or in small groups. At first, it may be best to have all students react to the same prompt so the class can learn from varied responses.
The RAFT strategy has been adapted for students from K-12 and beyond. I use RAFT in my college classroom. Thinking of these four different aspects pushes them to think more deeply. I have listed some strategies that are particularly useful for MLs.
MLs can review the RAFT concept and assignment orally first. Have students work in pairs to explain what is meant by role, audience, format, and topic.
In small groups, students can create anchor charts describing and illustrating each of the elements of RAFT.
Have students role-play explanations of the different aspects of RAFT assignment.
Allow students to create bi- or multi-lingual responses to the RAFT assignment.
Encourage less language-heavy formats such as brochures, slides, or posters for those at the beginning stages of proficiency.
Pair students together to create RAFT assignments with clear expectations for both students. Be mindful of the linguistic capabilities of both students for the final product.
Provide models of RAFTs for students to use as scaffolding for completing their own.
MLs who know the content or topic of the RAFT may be able to produce more depth within the RAFT, especially if they are encouraged to look up material in their primary language.
Photo by Isaac Smith on Unsplash Sample RAFT for a math class!
Have you used the RAFT before with Multilingual Learners?
Share your experience.