Fluent+Writing

Fluent Writing is the first component of Guided Reading. The goal is for children to write high frequency words fluently. The teacher selects one or two high frequency words from the text for fluent writing.

Kindergarten and First Grade practices in Fluent writing:
 * Shake and Spell
 * Give the children the letters of the word in order using manipulative letters.
 * Then have the children say the word, spell the word aloud then say it again.
 * After spelling the word orally the students can pick up the letters, shake them up in their hands and then drop them.
 * They then are instructed to make the word again.
 * After re-creating the word with the manipulative alphabet, they write the word on dry erase boards.


 * Using an interactive whiteboard, have children pull up the letters on the smart board and spell them after hearing them.


 * Four Corners Writing practice
 * Four corners is designed to help emergent writers practice left to right progression and the return sweep to the next line of text
 * Each child is given an individual sized dry erase board
 * Procedures for the correct handling of materials should be rehearsed before beginning the lesson.
 * "The white board goes in front of you - flat on the table."
 * "The marker goes at the top of your white board."
 * "The eraser goes on the other side of your marker to keep it from rolling off."
 * "Your hands remain locked until the teacher tells you what to do."
 * Choose 2-3 high frequency words from the text they are about to read.
 * Tell them to uncap their markers and get ready to write.
 * Before writing, have them point with their markers to the 4 corners of the whiteboard in sequential order from left to right, sweeping back and left to right again. The will do this while saying "corner 1, corner 2, corner 3, corner 4".
 * Then tell them the first word and have them write the word on each of the 4 corners of their board.
 * When finished instruct them to read the word to themselves or a partner. (This is a prime time for you to use a cooperative learning structure - such as pair share.)
 * Once they have read the words, they will brainstorm for a sentence utilizing the word. (another opportunity for cooperative learning structures such as pair share)