As schools work to meet the ambitious Common Core State Standards in writing (Common Core State Standards Initiation, 2010), instructional approaches are likely to be examined. However, there is little research that describes the current state of instruction. This study was designed to expand the empirical base on writing instruction in first grade. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher action, and student tasks. Results revealed that writing was commonly taught in whole-class settings with teachers presenting information and asking students questions. Considerable variability was observed at both the classroom and school level in the amount and focus of writing instruction and in student writing practice. Several moderate relationships were found between the instructional focus and the type of student practice. A few schools were identified with distinctive patterns in their approach to instruction and practice, signaling the potential importance of school-level factors. These findings reveal the inconsistent nature of first-grade writing instruction across classrooms and schools and point to instructional implications for teachers and schools. [This report was published in "Reading and Writing: An Interdisciplinary Journal" (EJ1097743).]