This Is The RACE Writing Glow-Up You Need!
Teachers, if your RACE writing routine needs a glow-up, I got you.
We both know that RACE writing—Restate, Answer, Cite Evidence, Explain—is one of those skills that students need for pretty much everything: reading comprehension, constructed responses, standardized testing, and even real-life writing. But when the structure starts to feel stale or students just aren't getting it, it’s time for a shift.
That’s why I created a differentiated RACE writing scoot activity that actually meets students where they are. It's engaging, low-prep, and lets you teach and support all your students—whether they're just learning to restate the question or they’re ready to write thoughtful, high-level responses.
Let me show you how I use it in my classroom—and how you can too.
First: What Is RACE Writing?
Before we get into the glow-up, here’s a quick refresher on the RACE strategy:
R – Restate the question
A – Answer the question
C – Cite evidence from the text
E – Explain your reasoning
It’s a super helpful framework for written responses that require text evidence—especially on standardized tests. But here’s the thing: while the acronym is simple, applying it well isn’t always easy.
Some students need lots of modeling. Others need a push to move past basic answers. And some? They need something that doesn’t feel like the same old graphic organizer.
That’s where the differentiated RACE Scoot comes in.
Why a Scoot Activity?
If you’ve never done a “Scoot” before, here’s the gist: students move around the room, answering different task cards at their own pace. It gets them up, collaborating, and working on focused skills without feeling like a test.
With this RACE Scoot, students are still practicing writing full responses—but at three different levels. You can either group students by level, or mix-and-match to scaffold up. Either way, you’re giving them meaningful practice that’s actually fun.
Level 1: “Right There” in the Text
This level is perfect for students who are just getting comfortable with the RACE structure.
Each task at Level 1 asks students to answer a question with an answer they can find directly in the text. The thinking is basic, and that’s intentional.
The goal here is not deep analysis—it’s fluency with the structure. Students learn:
How to restately (see what I did there?) respond using the question in their answer
How to grab a piece of text evidence
How to explain it in their own words, even if it’s just a sentence or two
For example, they might read a short paragraph and respond to:
“What did the main character do after she got the letter?”
The answer is in the text. They’re just learning to package it using the RACE format.
This is also the level where I can sit down and support the students who need more scaffolding. It gives me room to reteach, model responses, or talk through each part of RACE without overwhelming them.
Level 2: Make an Inference
Level 2 turns up the thinking. Instead of just finding an answer in the text, students have to make a small inference based on what they’ve read.
This is where they start showing more analyzation (yes, I made that a word). They're drawing conclusions, reading between the lines, and citing evidence that supports a more thoughtful response.
For example:
“Why do you think the character chose not to tell her friend the truth?”
Students need to combine what the text says and what they understand about the character to respond.
They still restate, answer, cite, and explain—but it’s no longer a one-sentence answer. Now they’re flexing those critical thinking muscles and using RACE to support a claim rather than just recalling facts.
Level 3: Deep Thinking and Prediction
This is where your high-flyers get to shine. Level 3 asks students to answer questions that are not directly in the text and that can’t be answered with a simple inference.
Instead, students must use their understanding of the text to predict, analyze, or make assumptions about characters or plot.
Think:
“How do you think the main character felt when she saw the letter?”
“What do you think will happen next in the story?”
“Why might the author have chosen to end the story this way?”
These are open-ended questions that require big thinking—but still within the RACE framework. This pushes students to provide multiple pieces of evidence and explain more deeply. You’ll start seeing richer paragraphs, more varied vocabulary, and stronger author’s craft observations.
And the best part? Students who are ready for this level are often excited to take it on. They love the challenge and the freedom to write more creatively.
Built-in Differentiation That Actually Works
I love using this differentiated structure because it lets me meet every student where they are. Here’s what that looks like in real life:
✨ Students who are still working on basics? They get tons of practice with Level 1 while I model and support.
✨ Students who are “getting there” get a mix of Level 1 and Level 2, and they build confidence as they go.
✨ Students who are ready for a challenge? Let them go full-on Level 3 and blow you away with what they come up with.
This scaffolding builds students' confidence without boring them. Nobody is stuck doing the same thing all day. And as they grow, they can move up levels and take more ownership of their writing.
What’s Included in the Resource?
Three full levels of RACE-style questions
Printable task cards or scoot sheets
Scaffolded for DOK levels and RACE skills
Easy teacher instructions for grouping or rotating
Sentence stems and mini-anchor charts for each level
I also include two different versions, so you can swap out texts or run it again later in the year for review.
Best part? It’s low-prep and high-impact. All you really need to do is print, post, and go.
Why It’s a Student Favorite (And Teacher-Approved)
Students love this activity because:
It’s interactive
It’s a break from the same old prompts
It lets them move and talk while still doing deep thinking
Teachers love it because:
It’s differentiated without being overwhelming
It hits key standards in a scaffolded, strategic way
It puts the onus on students to do the thinking
If you’ve been struggling to get students excited about RACE writing, this is the refresh you’ve been waiting for.
Ready to Try It?
You already know your students need this.
You already know you want to make RACE writing feel less like a chore.
And you already know they’re more capable than their test responses are showing right now.
Let’s help them shine—with structure, strategy, and a little bit of fun.
Click Here to Grab the Differentiated RACE Writing Scoot
And if you want help implementing it, need a digital version, or want to tie it into a whole writing unit—I got you. Just reach out 💛
Want more glow-ups for writing, test prep, and reading skills? Subscribe to my newsletter or check out more classroom-ready resources on my TPT store to make your life easier (and your students more confident).
You've got this, teacher. Let’s RACE to mastery—together.
