Resources

This writing shows the feelings of the writer and is well organized.

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

Eddie, a seventh grader, wrote a brief journal entry about his little brother’s annoying habit of asking questions all the time—and how it taught him a lesson.

Dylan, a second-grade writer, shares his very personal feelings in an honest, direct way. His first and last sentences tell the whole story; and the middle sentences give the reader important, heartfelt details about Dylan’s experience.

Adam, the first-grade writer of this model, uses his senses to describe his cat—fluffy, soft, fat. Readers can “see” and “feel” Buzz.

This is a fun story with lots of details.

The writer’s descriptions in this narrative make it a vivid and memorable story.

This model is based on an essay submitted by fourth-grader Isabel. In the second paragraph, Isabel adds interest and humor to her writing by including her personal comments in parentheses.

Fourth-grader Abigail wrote an essay that describes how great her mother is. She includes both serious and fun reasons!

Elliot, a fifth grader, submitted the model that this narrative is based on. Elliot shares the details of his personal experience in chronological order, just as they happened. He ends his narrative with good feelings about his dog.

This model is based on an essay submitted by fourth-grader Kristyn. She clearly states her opinion in the first paragraph. Then she shares a supporting reason in each of the middle paragraphs.

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.

Before Facebook, Snapchat, and Pinterest allowed us to gather and store images digitally, students kept their memories in photo albums and even shoeboxes. In this historic model, Alita writes about her shoebox collection of memories. Vivid details recreate the feeling of thumbing through pictures.

Karen, in eleventh grade, shares the details of a Saturday spent working for her family’s business. Her descriptions bring the subject to life, and her ending tells the reader why this work is important to her.