This study examined the teaching of report writing in PreK-5 through the lens of systemic functional linguistics theory. Teachers were part of a university-public school collaboration that included professional development on teaching genres, text organization, and language features. Grounded in this knowledge, teachers explicitly taught report writing. Results indicated that students understood the purpose of reports and supported by their teachers, presented the topic in an organized way, showed awareness of audience and voice, and used language that resulted in coherent writing.