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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!

Kendra, a fourth grader, submitted this model in which she shares a very personal experience.

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 Mia. She uses some vivid verbs and sensory details—“devour juicy caramel-covered apples,” “crisp fall breeze,” “soft spring trickles of rain splashing the sidewalks,” “warm summer sun”—to help the reader experience her favorite place.

This model is based on an essay submitted by fourth-grader Amy. She explains her favorite place by telling (1) how she built the fort and (2) a special time she spent there with a hurt friend.

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 Melissa clearly states her opinion in the first paragraph. She shares supporting ideas, with details, in the middle paragraphs. In her conclusion, she restates her opinion in a fresh way.

Opening with a quotation is a great way to begin a book review. Kelsey, the author, summarizes the plot well without giving away the whole story, and she shows genuine enthusiasm for the story.

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.

Layton, a fifth grader, grabs the reader’s attention with a couple of questions and a clear picture of what he is planning to talk about in his report. Notice the effective use of humor in the final paragraph.

Dylan, the fourth-grade writer of this model, concludes the report by repeating the main points he explained in the body.

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.

The word pictures in this poem, submitted by fifth-grader Sarah, paint a dreamy image!

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.