In this article, the author presents a teaching prompt--Write-it-Out--to instruct readers who seemingly guess at words with no or limited use of grapheme-phonemic correspondences to recontextualize word-solving into writing. Through the nature of this prompt, slowing down the pace of solving words on the run with writing also reciprocally builds readers' word-solving skills. The written artifacts generated by Write-it-Out are informative to the teacher by making the reader's current approaches to solving words observable. Adding write-it-out to a teaching repertoire provides another tool to make grapheme-phonetic analysis more explicit to readers.