A first-grade teacher's classroom investigations support earlier research findings that when dramatic play is presented in a thematic context and related literacy props are provided, the children will use literacy behavior as part of their play. The teacher's research also indicated that adult intervention, guidance, and modeling of literacy behavior, when done carefully, can further encourage literacy. Dramatic changes were noticed in the children's writing with the changes in the dramatic play environment. The frequency of writing in dramatic play went from infrequent to a regular part of the play. When given the opportunity to either select books to read, or to write letters and/or "News of the Day" messages, many children enthusiastically chose the writing opportunities. Of particular interest was the fact that children who were hesitant or reluctant writers were often the most enthusiastic letter writers and news reporters. (Contains 17 references. Six appendixes present student writing samples.) (RS)