Figure 3. RACES Graphic Organizer created in DocsPlus
Figure 4. Derek’s writing after instruction in the RACES strategy and the use of DocsPlus
Teaching During Derek’s specialized instruction period, his teacher explicitly taught him the RACES strategy. Derek first practiced identifying each component of RACES in model writing samples before working through each step of this strategy in guided practice. His teacher provided him with a RACES foldable that explained each step of the strategy with sentence starters. Af- ter initial instruction of the strategy, his teacher created a RACES digital graphic organizer in DocsPlus (see Figure 3), which al- lowed Derek the opportunity to organize his thoughts and ideas
text to speech feature to have the grade level article read to him, allowing him to focus more on comprehension rather than de- coding. The graphic organizer/workspace feature helped Derek generate and organize his thoughts prior to writing (see Figure 3). The text to speech and spell check features assisted Derek in editing his writing with ease; he was able to readily identi- fy mistakes in spelling and grammar as he reviewed his written work with these features and make the necessary revisions (see Figure 4).
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