This study describes intra-individual change in strategic behavior of five second-grade students during three months of guided writing instruction for informational text. Data sources included sequential coding of writing behavior from videotaped writing events and analytic assessment of writing products. Students' development of self-scaffolding supported orchestration of attention across word, sentence, and text levels while writing was studied. Participants encountered challenges in the following linguistic resources: textual organization, degree of explicitness, and presentation of details through appropriate sentence structures. (Contains 1 table and 6 figures.)