This paper describes the implementation of the 6Rs writing approach into a summer literacy program offered to poor, urban children in New York City. Taking a cue from Rosenblatt (2004) the authors believe that readers and writers add onto their understandings and extensions of language as they engage in and transact with new readings, new writing formats, and new learning environments. Further, through presenting actual student samples of writing, the authors show that these children, as readers and writers, can also learn to think and respond more critically to the texts they read and write, questioning, for example, stories and meanings that surround gender, race, and class, while meeting all-important state and city standards.