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First-grader Traci begins and ends her report with a main idea about parrots: they are pretty, colorful birds.

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.

This is a fun story with lots of details.

This report was submitted by Brittany, a second grader. The ending of Brittany’s report shares exactly how she feels about her subject.

Second-grade writer Kirsten shares many interesting facts in her report. Notice how she ties everything together by mentioning the horse’s good eyesight in both the first and last paragraphs.

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

Austin, the second-grade writer of this expository paragraph, introduces his subject—how to be a good president—in an interesting way.

This book review is well organized and shares interesting details related to the book.

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.

This author brings excitement to her story when she paints a picture of her friend sprawled like a spider.

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

The author’s personal voice comes through loud and clear in this friendly letter submitted by third-grader Andrea.

This short persuasive paragraph is based on a model that third-grader Rachel submitted. She begins her writing in a way that makes the reader want to keep reading. The reader wants to find out what decision she is talking about.

This model of “How-To” writing is based on a model submitted by Dagmary. She has decided to list the steps in her recipe instead of putting them in paragraph form.

The beginning paragraph of this writer's report invites the reader to keep going. The details show that she knows a lot about cheetahs.

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.

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.

This is a very moving narrative about a difficult experience. Sharing what she learned from this friendship makes an effective conclusion.

Charlotte, the seventh-grade writer of this model, organizes her essay into paragraphs that describe different aspects of her subject. The closing leaves the reader with a clear idea of the important place her grandfather holds in her memory.

Five paragraphs in the body of this essay—one for each of the senses—provide a clear organization pattern that is easy for the reader to understand. Note that each of the five paragraphs begins with a sentence that repeats the same, simple pattern. This repetition of a sentence pattern provides unity. The use of an extended metaphor—comparing friendship to the making and baking of bread—works quite well and shows that Nate, the sixth grade writer of this essay, is willing to take creative risks.