Writing has been often viewed as a cognitive or social task and instructional practices are influenced by one or the other perspective. However, alternatives may need to be considered that are not as polarized and consider individuals, their environment, their development, their needs, and the role of community (Graham, in press). The purpose of this paper is to provide instructional guidelines for the application of an approach to teaching stories that stems from self-regulated strategy instruction and emphasizes social interactions and oral discourse through oral retellings of stories that are read during read alouds, oral production of stories, drama, and perspective taking (Moore & Caldwell, 1993) Philippakos, Robinson, & Munsell, 2017; Philippakos, 2017b; Philippakos, Robinson, & Munsel, under review; Philippakos & MacArthur, in preparation). The approach was developed through design research (Brown, 1992; Collins, 1999; Reinking & Bradley, 2008) and was evaluated across one cycle of implementation from November to December with 12 teachers and 219 students (across grades Kindergarten to 2). Students were asked to compose stories at pretest and posttest, and papers were evaluated using a 5-point holistic rubric (r = 0.90). The results showed statistically significant differences on the writing quality of students' papers (p <0.001). Teachers positively commented on the systematic and structured instruction of the writing process and on the use of oral discourse through retellings, drama, and dialogic interactions. Teachers acknowledged that even though Kindergarten and first-grade students were not -yet- all able to effectively apply phonics and knowledge of orthography in order to compose, they were able to learn the steps of the writing process, how to navigate through it, and how to use sentence structures relevant to the genre of story writing to develop their stories. In the following section the authors explain the instructional components of the process and provide guidelines for classroom application.