Nicole,
I wasn't sure which guide you were using, so now I can be more specific with my response! In Bigger Hearts for language arts, kiddos do a poetry study complete with reading aloud classic poems along with an introduction to the various poetic devices. There is also daily copywork scheduled from various resources (including the Bible passages, history passages and quotes, and science passages).
The kiddos practice oral narration daily complete with a guided list for both teacher and student of how narrating works. The "Storytime" part of the plans includes a mini-literature study with emphasis on reading with moral discernment, recognizing the various story elements, comprehending on a deeper level, and an introduction to the various genres in literature. The skill of memorization is taught through weekly memorization of Bible verses.
Spelling is covered through either spelling lists or dictation passages, both of which are provided, along with the methodology of how to study both. Rod and Staff grammar covers beginning creative writing and paragraph writing in the final unit of English 2. We save a formal introduction to creative writing until Preparing Hearts, until kiddos have had plenty of copywork from excellent writers upon which to model their own writing.
During my eleven years as a public school teacher, we did much creative writing with kiddos from very early ages. As the kiddos passed through the grades, we discovered that doing creative writing early often caused kiddos to form poor habits in punctuation and capitalization, while emphasizing invented spelling (because kiddos were too young to know how to spell correctly yet). Over time it was tough to undo the habits of incorrect grammar, punctuation, captilization, and spelling just for the sake of getting the written word on paper from an early age. We also discovered that young kiddos often had trouble having any ideas about which to write, and even if they knew what they wanted to write they couldn't put it into words on paper. They hadn't been exposed at that age to enough excellent writing to truly know what it looks like. We also found that those who had a God-given gift in the area of writing did well no matter how we taught writing.
When we moved into homeschooling and read more of Charlotte Mason's philosophy, much of her thoughts on writing made sense to me. So, now at HOD we delay "creative writing" until kiddos have copied enough from excellent passages to know what good writing looks like and to have also begun forming the habit of correct spelling, punctuation, and capitalization. Once the excellent foundation is laid in those areas, we move into formal lessons on writing written narrations. We also creatively write from poetry in Preparing Hearts, and then continue in that vein in CTC (adding a formal writing program at that point as well).
My own kiddos are avid writers, pouring out "books", letters, stories, and a love for the written word. They are inspired by the excellent writing that they have heard since they were young and automatically weave that into their writing. It is a stark difference to the struggling writers that I spent over an hour of my public school teaching day every day in a "Writer's Workshop" session trying to get them to write anything of worth. I fully agree that an exposure to great literature and copywork of excellent passages eventually leads to good writing.
We pray that you will find the same to be true for you!
Blessings,
Carrie