Children’s early writing skills at preschool may mediate their future academic success. However, preschool activities solely support transcription despite being only one-half of the writing equation. Introducing a writing purpose can support composition, and one rooted in children’s personal experiences may facilitate their engagement in meaningful writing. The present study used a picture of preschoolers' sociodramatic play experience as a contextual writing prompt to examine whether children’s writing abilities and engagement in a writing process change depending on the context of the picture prompt. A sample of 18 preschoolers participated in a recorded sociodramatic play session, followed by a process-oriented writing session. In a fully within-subject design, preschoolers were asked to plan, write, and read from their text using three contextual prompts. Each prompt included a speech bubble and a different picture context (i.e., preschoolers’ play session, other children's play, and a non-play picture). Children’s text productions were coded for written text sophistication and oral text productivity. Children’s time spent planning and writing were measures of their engagement in the writing process. Comparative analyses of repeated measures ANOVA showed that children's engagement in planning when prompted by the context of their sociodramatic play experience was significantly longer than the other picture prompts. The children also produced more oral text words and more advanced written forms. These findings support the development of writing tasks rooted in children’s experiences to prompt early composition and transcription as integrated skills.