In response to the decline in thinking, reading, and writing skills, as indicated by the latest report of the National Assessment of Educational Progress, this paper offers elementary school teachers one framework for a classroom writing program to cultivate a reading-writing-thinking connection. Based on six categories of B. Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation), each segment of the model is accompanied by intended student behaviors and model writing activities. Writing activities for prereading are also provided, along with suggestions for evaluation of children's written work and hints to help make the handling of papers more manageable. (HOD)