In early childhood classrooms, little time is spent writing (Gerde et al., "Early Childhood Research Quarterly," 31, 34, 2015), and students receive limited supports to enhance their writing skills (Bingham et al., "Early Childhood Research Quarterly," 39, 35, 2017). In early childhood, when students experience rich writing environments where their creativity is fostered through appropriately scaffolded experiences, their understanding of the relationship between oral and written language grows (Gerde et al., "Early Childhood Research Quarterly," 31, 34, 2015), their writing performance improves (Bingham et al., "Early Childhood Research Quarterly," 39, 35, 2017), and their foundational literacy skills are supported (Rowe et al., "The Reading Teacher," 75, 485, 2021). Oral storytelling is an example of a culturally sustaining practice (Flores & Springer, "Theory Into Practice," 60, 312, 2021) that can facilitate writing development (Kirby et al., "Reading & Writing Quarterly," 37, 574, 2021). Building from teaching experiences in three racially, linguistically, and socioeconomically diverse kindergarten classes in the mid-south, this "Teaching and Learning Guide" demonstrates three easily implemented strategies for oral storytelling that support emergent writing. These strategies helped students leverage knowledge from their family and community resources, generate ideas for writing, add details to their oral narratives, and adopt the narrative discourse structures typically found in school-based literature. Each strategy includes a description of the implementation, authentic examples of student responses, and suggestions for adopting this practice in other contexts.