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.
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