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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.