A practicum was designed to change the traditional methods of writing instruction which had not been effective in meeting the developmental needs of first-grade children. Twenty-two teachers responded to two surveys to provide problem documentation data. Four goals and instructional plans were selected to address the problem. The first goal, of placing emphasis on content and on stimulating the imagination rather than on the mechanics of writing was met through the establishment of writing centers. The second goal, of providing children with extended writing opportunities using a variety of writing forms and audiences was met through a home writing plan. The third goal, of giving children opportunities to read and display their stories was met through a writing exchange program; and the final goal, of giving students unstructured time to write on subjects of their own selection was met through changes in classroom management. Strategies included giving a needs assessment survey, determining specific areas of concern to be addressed, involving parents, giving process writing inservice to teachers, organizing and maintaining writing productions, and evaluating the program. Analysis of the data showed school-wide interest in process writing as an alternative to traditional writing instruction. Students gained the image of being capable writers through meaningful writing experiences and ownership of their literacy efforts. (Two tables of data are included and 63 references are attached. Appendixes include writing surveys, sample childhood writing, letters and permission slips to parents, news clips, mid-evaluation of programs, and children's airplane stories and illustrations.) (Author/MG)