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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!

Cody, a fourth grader, writes about his wish that his little brother could have known their grandfather.

Fifth-grader Kelli begins this personal narrative with a question that captures the reader’s interest.

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.