ABSTRACT The writing process method is applied by teachers intending to engage students in the types of processes writers go through recursively when creating a text, including planning, drafting, revising, and editing. However, little is known about how teachers might support the imaginative thinking process that leads students to craft effective and visually detailed narrative scenes. In this paper, I explore how teachers have enacted one-to-one writing conferences to guide students through an embodied thinking process that leads to the selection of particular grammatical features for narrative effect. In this study, four Grade 5 teachers trial this method of thinking using six distinct embodied concepts through 75 writing conferences with 12 students. Through a thematic analysis of conference talk data, the study reveals how teachers support embodied thinking in a series of stages. These include building a shared narrative world, explaining the link between embodiment and grammar, and inviting students to think differently using the embodied concept. Findings show that teachers scaffolded students’ embodied thinking processes, but deviations in such teaching occurred.