This report describes a program for improving writing in the primary grades through the use of guided mini-lessons, conferencing, and portfolios. The target population consists of first and second grade students in a growing, low to middle class community. The problems of poor writing skills were documented through teacher observations and student writing samples. Analysis of probable cause data revealed that students reported a lack of skills related to inventive spelling, handwriting, and sentence structure. Faculty reported student inabilities in the overall area of writing. Review of curricula content and instructional strategies revealed a non-existent writing curriculum in the primary grades. A review of solution strategies, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: guided mini-lessons, portfolios, and conferencing for grades one and two. Post-intervention data indicated an increase in the quality and quantity of the students' writing. Attitudes toward writing also changed through the course of the intervention, both in positive and negative ways. Seven appendixes contain: parent letter and consent form; writing rubric; first and second grade writing checklists; writing interest survey; 6 week assessment; and teacher generated writing prompts. (Contains 33 references, 4 tables, and 41 figures.) (Author/PM)