Introducing RAFT

R.A.F.T. #1 – Antici………pation

Anticipatory Activities are presented with two different purposes:

Activities to ACTIVATE Prior Knowledge
These activities assume that students are
entering the classroom with some knowledge
regarding a particular topic/subject. This
knowledge could even be misunderstood
concepts or beliefs. The point isn’t to correct
or chastise students but to ready students for
learning NEW knowledge. The more a student
is able to connect to old knowledge or correct
misconceptions, the more likely he/she will
retain the NEW knowledge.

Examples:
Anticipation Guides, PReP
(PreReading Plan), KWL’s; Journal
Responses (i.e., recall a time when…);
Semantic Feature Analysis (pluses
indicate what is known, minuses what
is not)

Activities for ANTICIPATING New
Knowledge

These activities assume that students have
never before been exposed to the concept they
are being prepared to learn. Therefore, these
activities help ready students by exposing
students to what is already KNOWN then
adding to their base knowledge with new
information.

Examples:
PACA (Predicting and Confirming Activity),
Visual Prediction Guides, Essential Questions
(if gravity is a force that keeps us from floating
off into space, then why do trees grow up?);
Journal Responses (i.e., write about a time you
had your ideas ignored); Four Corners (i.e.,
stand in the northeast corner if you agree that
we not have an enforced speed limit).

As these activities are introduced, modeled first by the instructor, and then practiced by students,
teachers must remind students that proficient readers predict, access prior knowledge, and use
what is known to construct new knowledge.