In order to improve the Chinese writing ability of students, the purpose of this study was to integrate the writing of narrative and the Self-Regulated Process-Oriented Model of Writing Instruction and developing a writing instruction program which can be fitted in the curriculum and instruction environment in regular classrooms in Macao. Two fifth grade Chinese teachers in one school and I worked co-operatively to design the Chinese curriculum plan, the Self-Regulated Process-Oriented Writing Instruction program and worksheets from July 2008 to June 2009. I utilized a qualitative approach with techniques such as participant observation, interviewing, questionnaires, and textual analysis to collect data form July 2008 to December 2010. After the processes of practice and reflection, we proposed twelve suggestions for teachers in Macao: (1) changing the teaching order of texts in the textbook, teaching narrative texts before writing narratives; (2) teaching one cognitive strategy of writing at one time in the beginning; (3) designing the content of reading and writing instruction according to the writing performance of students, teaching both declarative knowledge and procedural knowledge. Students in Macao need more help with the usage of the standard Chinese written language and the methods of consulting dictionaries; (4) revising the teaching designs and worksheets according to the reflection from students and teachers; (5) allowing the usage of GuangDongHua even though the teaching language is Putonghua; (6) focusing on the teaching of writing processes and guiding students using the self-regulated strategies to self-instruct; (7) making writing interesting; (8) providing more support; (9) being more patient; (10) giving students enough time to write in classes; (11) writing with pencils; (12) implementing the model during the summer classes also being practical. After participating in the project, the two teachers improved in their realization of theory and the ways of practice, became more willing to use the new model of writing instruction, and developed professionally as self-regulated Chinese teachers. We also encouraged the dean of the Chinese subject to unify the revising symbols for writing in the school.