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I teach first grade in a small, rural area. My class size is fairly small each year, but as any educator knows, every class and the students’ abilities are different each year. At my school, writing is incorporated into the daily schedule we have. However, if I’m being honest, writing is where I struggle. Of course, I work on handwriting and penmanship but writing is so much more than that. According to Hope Gerde, Gary Bingham, and Barbara Wasik, writing is defined as, “the activity of expressing ideas, opinions, and views in print.” (Writing in Early Childhood Classrooms, 2012, p. 351) I’m not going to say that I never get to writing but I will saythat it isn’t a top priority like it should be. In first grade, students have to write different genres of writing such as narratives, informational, and persuasive writing. When I do get to writing, there is a process. I like to guide my students through the process together. The writing needs to be interactive and gradually released. Douglas Fisher, founder of the gradual release model, and Nancy Frey state that