Sample RAFT assignments

 Sample RAFT assignments
ROLE AUDIENCE FORMAT TOPIC The
behaviors/actions
that will lead to
financial disaster
Concerned Citizen
Readers in the
1920’s
Letter to the Editor
Old Man in “The
Tell-Tale Heart”
His creepy
roommate
Email
Asking roommate
to please stop his
creepy behaviors
Immigrant Child
Parents in home
country
Letter
How I am doing,
what I have seen
Flower
Sun
Love Letter
Explain
relationship
Endangered
Animal
Self
Diary
What it is like to
be an endangered
animal
ROLE Student
AUDIENCE Principal/VicePrincipal
TOPIC Petition
Why students
should be able to
chew gum
Video game
enthusiast
Favorite video
game company
Inquiry Letter
Please create a
video game based
on…
Cell
Other cells
How-To Article
How to divide
Columbus
Sailors aboard the
Nina, Pinta, and
Santa Maria
American citizen
during WWII
One of the
Gods/Goddesses
on Mount
Olympus
FORMAT List
FDR
Radio Address
Dear Abby
Advice Column
Reasons why you
think we will not
sail off the end of
the earth.
Why placing
JapaneseAmericans in
camps is wrong
Problems/Hassles
of being a
God/Goddess
Differentiated Lesson/Learning Activities
Place Value and Rounding (Stars, Bosses, Wimps and Supermen)
Rationale: I chose this lesson because place value and rounding are both Alabama
Course of Study Objective for grade 4 and 5. As a 5th grade teacher I saw how many
students still struggled with the concept of rounding and place value even though they
had started learning about these topics since the 2nd grade. Even with this group of
struggling students, I would have a group of students who clearly understood it and
needed to move on to something else – hence a need for contracting or compacting out
for those learners. I use a technique to teach rounding that I learned from a math
specialist in Cleveland, Ohio. I found this way of explaining rounding to be very
successful. I am purposely giving the pre-assessment twice because on the 2nd day I
am giving new information that I suspect the high end learners will catch on quickly and
be able to compact out of this unit.
Alabama Course of Study addressed:
Grade 4 Mathematics:
1.) Demonstrate number sense by comparing and ordering decimals to hundredths
and whole numbers to 999,999.
5.) Round whole numbers to the nearest ten, hundred, or thousand and decimals to
the nearest tenth.
Day 1: Pre-assessment of place value and rounding
Objective: To evaluate the class to their knowledge of place value and rounding
Whole group
1. Show internet slide presentation “Round About”
(http://www.beaconlearningcenter.com/WebLessons/RoundAbout/default.htm)
which is an interactive website to help students refresh their memory of place
value and rounding.
2. Explain to the students that you are giving an assessment to see exactly “where
they are” in rounding and place value. Give the pre-assessment.
(Rubric and pre-assessment attached)
Day 2:
Objective: To review place value and rounding and to give new information from grade
3 – rounding to the tenths.
Whole group – mini lesson
1. On the board, write a number from 999,999.99
2. Review the place value of each digit.
3. Write another number using the same number of digits, using hundred thousands
and hundredths (for example – 356,982.44)
4. Point out each digit and ask for volunteers to tell which place the digit is in.
5. Explain rounding using “Stars, Bosses, Supermen, and Wimps” - instead of
underlining the digit, you put a star over the digit to be rounded; a B goes over
the number to the right of the digit to be rounded; if the number under the B is 0-4
it is a “wimp” and cannot touch the star; if the number under B is 5-9 it is a
“superman” and can force the Star to go up and all the digits to the right of the
Star turn to zero.
6. Demonstrate several problems where you ask volunteers to round a number to a
particular place value.
7. Give same assessment as the day before to evaluate which students can be
tiered and/or compacted out. To substantiate compacting, the students who
scored 90% or above on Day 1 will also take the Diagnostic Check Point
assessment in the textbook and will need to score 90% or above based on the
same rubric as used for the pre-assessment.
Day 3:
From the assessment the day before, group students. With teacher, explain to students
learning centers and anchor activities for their particular group. (See curriculum
compacting plan and tiered lesson)
Name _____________________________________________ Date ______________
Pre-assessment: Place Value and Rounding
Write the value of the underlined digit. For example:
987.21
___ones___
1. 82
__________
2. 345.6
__________
3. 9,231.32
__________
4. 123.3
__________
5. 5,231.42
__________
Round each number to the underlined place. For example:
52
____50____
6. 329
__________
7. 156
__________
8. 7,824
__________
9. 347.6
__________
10. Explain how you rounded problem number 8.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Name _______________________________________ Date ____________________
Math - Problem Solving : Place Value and Rounding
CATEGORY
4 Expert
3 Intermediate
2 Novice
1 Beginner
Mathematical
Concepts
Explanation shows
complete
understanding of the
mathematical
concepts used to
solve the problem(s).
Explanation shows
substantial
understanding of the
mathematical
concepts used to
solve the problem(s).
Explanation shows
some understanding
of the mathematical
concepts needed to
solve the problem(s).
Explanation shows
very limited
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written.
Mathematical
Errors
90-100% of the
steps and solutions
have no
mathematical errors.
Almost all (85-89%)
of the steps and
solutions have no
mathematical errors.
Most (75-84%) of the
steps and solutions
have no
mathematical errors.
More than 75% of
the steps and
solutions have
mathematical errors.
Explanation
Explanation is
detailed and clear.
Explanation is clear.
Explanation is a little
difficult to
understand, but
includes critical
components.
Explanation is
difficult to
understand and is
missing several
components OR was
not included.
Curriculum Compacting Plan
(see attached “Tiered Lesson for Stars, Bosses, Wimps and Supermen” and “Individual
Educational Programming Guide and The Compactor” and “Student Contract for
Compacting”)
The students eligible for curriculum compacting will be chosen based on the preassessment test with a rubric (see attached) score of 4 and/or classroom teacher
recommendation. These students scored high enough and demonstrated that they
already know the material. In addition, the classroom teacher will agree that the student
is ready for independent and/or higher order material.
A WebQuest (with rubric attached) is planned for these students, however, if they have
another area of interest they may complete a learning contract (see attached
examples).
Sponge Activities
1. Make a list of all the states, in alphabetical order. Beside each state name, list
something that you know about it - e.g. California, beaches.
2. Invent a new ice cream flavor. Develop a marketing campaign for it. Where will
you introduce it? Why this particular flavor? What will you call it?
3. Write a tongue twister, choosing one letter and beginning most of your nouns,
adjectives, and verbs with that letter.
4. Invent a holiday just for teens or children. What will be celebrated? How will you
celebrate? When will it be? What is the holiday called?
5. Create new colors of paint and give them names--not just blue, but Babbling
Blueberry Blue. Not just pink, but Summer Melon Pink...
6. Develop a secret code for a message. Be sure to have a consistent method and to
include a decoder.
7. Design your dream car. Write a paragraph to accompany the description.
8. Write 20 ways to spend your summer, then prioritize them.
9. Write 20 careers you would like to try, then put them in order of preference.
10. Create a new neighborhood for your town, along with a map. Include all the
services and recreation amenities - parks, swimming pool, tennis court?
11. Plan a meal for 10 of your best friends - and their families. Then write a shopping
list for all of the items you would need.
12. Identify a problem in your community. What would you do to solve it if you
could?
13. There's a competition for a new sandwich for your local deli. Design your ideal
sandwich, give it a name, and write instructions on how to make it.
14. List as many American Presidents as you can, in order from the very first one.
15. You're a travel agent and you're designing the perfect vacation. You also have to
design the brochure. Where will it be? What can people do there?
16. You're famous! And someone from People magazine wants to come and interview
you. What are you famous for? Make up an interview.
17. Design a fish. Where does it live? What does it eat? Is it a bottom feeder or top
feeder? Does it have any special abilities?
18. Name as many countries as you can in the northern half of the world.
19. Everyone knows some trivia. As quickly as you can, write as many trivia questions
you can think of in five minutes to contribute to a classroom trivia game.
20. Give the definition for one of these words. If you don't know it, make one up.
Then look up the correct definition. Give both to a neighbor and ask this student to
guess the correct definition. "Pahoehoe", "caducity", "sagittate", "edaphic",
"refulgent".
Student Learning Contract for Independent Study
Name: ________________________________________ Date __________________
Student section
I want to learn _________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I will use at least three resources.
____________________________________ _______________________________
____________________________________ ________________________________
My finished product will be _______________________________________________
_____________________________________________________________________
I will present my product to _______________________________________________
_____________________________________________________________________
Teacher section
Subject areas covered: __________________________________________________
Positive work behaviors:
•
•
•
•
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Assessment criteria for the task:
•
•
•
•
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
To be completed by _____________________________________________________
Student signature________________________________________ Date __________
Teacher signature ________________________________________ Date __________
Tic Tac Toe
Name_________________________________________ Date_____________________
Directions: This week please pick three learning center activities to finish. You may do three vertical, horizontal, or
diagonal activities. You can get extra credit by doing the four corners. All activities are due by Friday.
template ©2008 abcteach.com
Tiered Lesson for Stars, Bosses, Wimps and Supermen
Subject Area: Mathematics
Grade Level: 4
Concept:
Generalization: There is system and order to rounding whole numbers and decimals.
System and Order
Objective: The students will be able to round whole numbers to the nearest ten, hundred, or thousand and decimals to the nearest tenth.
COS Standard: Round whole numbers to the nearest ten, hundred, or thousand and decimals to the nearest tenth.
Pre-assessment: Math Text Gr. 4, Chapt. 2 Diagnostic Checkpoint A
Tier One
Tiered by: Readiness
Tier Two
Tier Three
The students will be able to explain and support
(evaluation) strategies to solve a math word
problem requiring rounding and estimating whole
numbers and decimals to any place value.
Outcome/
Performance
Indicators
The students will be able to identify
(knowledge) the place value of each
number including ones to millions and
tenths to hundredths.
The students will be able to select
(analysis) strategies necessary to solve a
given math problem which include rounding
to ones to thousands and decimals to the
nearest tenth.
Instruction/
Learning
Activity
Students choose One:
Place Value Pirates:
http://www.mrnussbaum.com/placevalue
pirates.htm
Half Court Rounding
http://www.mrnussbaum.com/halfcourt.ht
m.com
Estimate by rounding problem solving
Ballpark estimation
http://pbskids.org/cyberchase/games/ballpa
rkestimation/
Discuss, describe, read, and write about whole
numbers to thousands, decimal fractions to
hundredths, and common fractions: Webquest
http://www.glencoe.com/sec/math/msmath/mac04
/course1/webquest/unit1.php/
or
compacted lesson by interest or acceleration
Assessment
Software program grades progress.
Rubric
Rubric
Resources
4 Grade Math Textbook
Chapter 2 Diagnostic Checkpoint A for
pre-assessment
None
None
th
Internet
Homework
None
Name __________________________________Date_________________
Math – WebQuest - People, People, and More People
CATEGORY
4 Expert
3 Intermediate
2 Novice
1 Beginner
Mathematical
Concepts
Explanation shows
complete
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation shows
substantial
understanding of the
mathematical
concepts used to
solve the problem(s).
Explanation shows
some
understanding of
the mathematical
concepts needed
to solve the
problem(s).
Explanation shows
very limited
understanding of
the underlying
concepts needed to
solve the
problem(s) OR is
not written.
Mathematical
Reasoning
Uses complex and Uses effective
refined
mathematical
mathematical
reasoning
reasoning.
Some evidence of
mathematical
reasoning.
Little evidence of
mathematical
reasoning.
Strategy/Procedures Typically, uses an Typically, uses an
efficient and
effective strategy
to solve the
problem(s).
Sometimes uses
Rarely uses an
effective strategy to an effective
effective strategy to
solve the problem(s). strategy to solve
solve problems.
problems, but does
not do it
consistently.
Neatness and
Organization
The work is
presented in a
neat, clear,
organized fashion
that is easy to
read.
Explanation
Explanation is
Explanation is clear.
detailed and clear.
Working with Others Student was an
engaged partner,
(if applicable)
The work is
presented in a neat
and organized
fashion that is usually
easy to read.
Student was an
engaged partner but
listening to
had trouble listening
suggestions of
to others and/or
others and working working
cooperatively
cooperatively.
throughout lesson.
The work is
presented in an
organized fashion
but may be hard to
read at times.
The work appears
sloppy and
unorganized. It is
hard to know what
information goes
together.
Explanation is a
little difficult to
understand, but
includes critical
components.
Explanation is
difficult to
understand and is
missing several
components OR
was not included.
Student
Student did not
cooperated with
work effectively
others, but needed with others.
prompting to stay
on-task.