Resources

This model is based on a story submitted by first-grader Ashley. Her story has a main character with a problem. The problem is solved in an interesting way.

In Bowen’s story, he imagines himself as a leaf. He gives lots of details about being blown around by the wind.

Second-grader Pheba wrote a small poem that tells in just a few words what her subject does and how she feels about it.

This writing shows that the writer has a real grasp of the meaning of a fable. It has some delightful details.

Jess uses his senses to describe winter in this poem.

This story is well organized, and the sentences flow smoothly. There are lots of details and excellent word choices.

Joey, the third-grade writer of this poem, uses personification when he says the smoke can “run up the chimney” and the “ashes dodge.”

Connor, a third grader, rhymes words in his poem about spring.

Fifth-grader Ashley begins her story in the middle of the action. After the first paragraph, the reader is hooked and needs to know . . . “What happens next?”

Erin, fifth grade, tells her story from the point of view of her cat. The closing lines bring this adventure full circle.

Fifth-grader Tommy includes lots of details in a story that leads up to a surprise ending.

Nicholas, the fifth-grade author of this model, uses repetition effectively in a poem about a young Native American facing the realities of his time.

Fifth-grader Trista wrote this poem to give her readers an important message.

Seth, this model’s fifth-grade author, wrote a poem about a historical event and the reasons behind it.

Molly, the fourth-grade author of this short poem, tells us something about her favorite food.

Chloe, in fourth grade, uses a repeating phrase and rhyming words to give her poem rhythm.