This study focuses on the design and implementation of a teaching sequence to promote the written production of tales among third graders of elementary school. The proposed sequencing of activities carried out, takes the written production as a complex process that takes place through the following stages: planning, textualization and review. By enrolling in the qualitative methodology, the data collection was performed using the technique of full participant observation. The findings allowed to value the teaching sequence based on the results of its implementation and to describe the evidenced changes in the texts produced by the students through the use of a strategy for the production of a text in stages. Also, the findings allowed inquiring about the representation that the study participants have built from this process end of the experience.