teaching resource

R.A.C.E.S. Constructed Response Writing Classroom Display

Updated: 17 Jan 2025

Help your students write evidence-based responses to text with a printable R.A.C.E.S. Writing Strategy classroom display.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 6

Curriculum

VC2E3LE02

Discuss connections between personal experiences and character experiences in a range of literary texts and give reasons for personal preferences <ul> <li>discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts</li> <li>selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts</li> </ul>
VC2E4LY09

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>
VC2E5LY09

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>

teaching resource

R.A.C.E.S. Constructed Response Writing Classroom Display

Updated: 17 Jan 2025

Help your students write evidence-based responses to text with a printable R.A.C.E.S. Writing Strategy classroom display.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 6

Help your students write evidence-based responses to text with a printable R.A.C.E.S. Writing Strategy classroom display.

What is the R.A.C.E.S. Writing Strategy?

The R.A.C.E.S. writing strategy is a widely-used approach used to help students construct thorough and detailed responses to text-based questions. Each letter in the acronym R.A.C.E.S. stands for a specific step in the writing process:

R – Restate the Question: Begin by restating the question in your own words. This helps ensure students understand what is being asked and sets the context for their response.
A – Answer the Question: Answer the question directly, making sure the answer is clear.
C – Cite Evidence: Support the answer with evidence from the text. This could be a quote or a specific example that backs up the answer.
E – Explain: Explain how the evidence cited supports the answer. This involves connecting the dots for the reader and elaborating on their reasoning.
S – Summarise/Conclude: End with a summary or a concluding sentence that wraps up your response and reinforces your main points.

By following the R.A.C.E.S. strategy, students can ensure their responses are thorough, well-supported, and follow a logical progression.

Grab a R.A.C.E.S. Writing Display Pack!

This printable resource is the perfect classroom display if you teach Reading, Writing, and how to write a constructed response. We’ve included everything you need to create a colourful, useful, and frequently referenced display to help your students write constructed responses. This fully editable download includes:

R.A.C.E.S Writing Letter Cards (Headings)
R.A.C.E.S. Writing Poster or Student Anchor Chart
R.A.C.E.S. Tips and Tricks Call-Out Speech Bubbles
Decorative Elements

But what if I only use the R.A.C.E. Strategy? In that case, no worries! You can skip the ‘S’ if you prefer to use the more basic format. We have included fully editable colour and black-and-white versions of this display for your convenience.

Click the dropdown arrow on the download button to select the editable or printable PDF file you prefer.

This resource was created by Lisamarie Del Valle, a teacher and Teach Starter Collaborator.

Even More Constructed Response Printables!

Looking for more Constructed Response worksheets and printables? Check these out before you go!

[resource:5093659]

Curriculum

VC2E3LE02

Discuss connections between personal experiences and character experiences in a range of literary texts and give reasons for personal preferences <ul> <li>discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts</li> <li>selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts</li> </ul>
VC2E4LY09

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>
VC2E5LY09

Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>

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