A teacher's reactions to students' mathematical contributions have critical implications for shaping both teaching and learning. We present a framework for describing reacting moves that resulted from a comparative analysis between two existing frameworks; one developed by secondary teachers for parsing instructional practice and the other developed by linguists for analyzing casual conversations. Our purpose is to illuminate how each framework can inform the other--illustrating the benefits by using the framework to describe lessons focused on the development of a discursive mathematical community. The framework may serve both practitioners and researchers interested in studying instructional practice and thereby provide a small step in the direction of remedying a lack of shared vocabulary that has long plagued teacher education.