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Fifth-grader Ethan moves the reader smoothly through his personal narrative with transition words like first, then, also, so far, and when.

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.

Many details are included in this writing, and a personal tone emerges. The piece has a clear beginning, middle, and ending.

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

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

Ryan tells what he learned on a visit to a space center.

This writing has delightful details and a clear voice.

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.