Editing checklists and writing frames
An editing checklist for each level, a success criterion for each text type, and a link to every planning frame and publishing template. All print on one A4 page.
My writing look-back
Look at your writing with a grown-up. Tick each thing you can do.
Print it
One A4 page with tick boxes and a space for the next writing target.
My writing look-back
Look at your writing with a grown-up. Tick each thing you can do.
Before I write
- I said my idea out loud.
- I drew or chose my picture.
- I counted my words on my fingers.
While I write
- I listened for the sounds in the word.
- I wrote a letter for each sound.
- I left a finger space between words.
After I write
- I read it back, pointing to each word.
- It matches my picture.
- I showed it to someone.
My editing checklist: Level 1
Read your writing aloud. Tick each thing, then fix anything you missed.
Print it
One A4 page with tick boxes and a space for the next writing target.
My editing checklist: Level 1
Read your writing aloud. Tick each thing, then fix anything you missed.
Sense
- I said my sentence before I wrote it.
- My writing makes sense when I read it aloud.
- My ideas are in the right order.
Punctuation
- Every sentence starts with a capital letter.
- Every sentence ends with a full stop, question mark or exclamation mark.
- Names and the word I have capital letters.
- I used commas in lists.
Words
- I used and, but, so or because to join ideas.
- I checked tricky words on the word mat.
- I used time words such as first, next, then, last.
My editing checklist: Level 2
Read your writing aloud to a partner. Tick each thing, then improve one sentence.
Print it
One A4 page with tick boxes and a space for the next writing target.
My editing checklist: Level 2
Read your writing aloud to a partner. Tick each thing, then improve one sentence.
Structure
- My writing has a clear beginning, middle and end.
- Each paragraph is about one idea.
- I used time words or phrases to link paragraphs.
Sentences
- I used expanded noun phrases to describe.
- I joined ideas with conjunctions such as when, if, because, although.
- I started some sentences with a fronted adverbial and a comma.
- I kept to the same tense.
Punctuation and spelling
- Capital letters, full stops, question marks and commas are in the right places.
- Speech marks surround the spoken words only.
- I checked spelling with a dictionary or word list.
My editing checklist: Level 3
Check your draft against your purpose and reader. Tick each thing, then make two improvements.
Print it
One A4 page with tick boxes and a space for the next writing target.
My editing checklist: Level 3
Check your draft against your purpose and reader. Tick each thing, then make two improvements.
Purpose and reader
- I know who I am writing for and why.
- The form and tone suit my purpose and reader.
- My opening and ending are clear and effective.
Cohesion and structure
- My paragraphs are organised around a theme.
- I linked ideas across paragraphs using a range of connectives.
- I used headings or layout devices where they help.
Language and grammar
- I chose precise vocabulary and cut weak words.
- I used relative clauses, modal verbs or the passive where they fit.
- My tense and subject-verb agreement are consistent.
- I used the right register: formal or informal.
Punctuation and spelling
- Speech, commas, brackets and apostrophes are correct.
- I proofread for spelling errors, reading line by line.
Every planning frame and first success criterion
Open a unit for the full list of success criteria and the interactive frame. Frames download as A4 PDFs.
| Unit | Level | First success criterion | Frame |
|---|---|---|---|
| Mark-making to name writing | Early years | I can make marks and tell you what they mean. | Frame PDF |
| Labels for a picture | Early years | I can say the word and the sounds in it. | Frame PDF |
| A caption: I can see a... | Early years | I can say my sentence before I write it. | Frame PDF |
| A list: a picnic for teddy | Early years | I can say each word and listen for the sounds. | Frame PDF |
| Sentences with capital letters and full stops | Level 1 | I can say my sentence before I write it. | Frame PDF |
| And sentences about me | Level 1 | I can say two ideas that go together. | Frame PDF |
| A recount of a trip | Level 1 | I tell what happened in order. | Frame PDF |
| A postcard | Level 1 | I start with Dear and the name. | Frame PDF |
| Simple instructions | Level 1 | I write a title that says what I am making. | Frame PDF |
| A story ending | Level 1 | My ending solves the problem. | Frame PDF |
| Character description with adjectives | Level 2 | I use expanded noun phrases to describe my character. | Frame PDF |
| Paragraphs in a recount | Level 2 | I organise my recount in paragraphs. | Frame PDF |
| Instructions with time connectives | Level 2 | My title says what the instructions are for. | Frame PDF |
| A fact file | Level 2 | I give my fact file a title and an opening sentence. | Frame PDF |
| A letter of thanks | Level 2 | I use the right layout for a letter. | Frame PDF |
| A story with a problem and a solution | Level 2 | My story has a beginning, problem, solution and ending. | Frame PDF |
| Narrative with dialogue | Level 3 | I punctuate speech correctly. | Frame PDF |
| A persuasive letter | Level 3 | I state my opinion clearly. | Frame PDF |
| A balanced argument | Level 3 | I introduce the question and say I will look at both sides. | Frame PDF |
| A newspaper report | Level 3 | I write a clear headline. | Frame PDF |
| A biography | Level 3 | I write in chronological order. | Frame PDF |
| Poetry with figurative language | Level 3 | I use at least one simile, one metaphor and one personification. | Frame PDF |
Publishing templates
Ten blank pages for the final copy. Each is a single A4 sheet.
- Picture and writing page
- Labelled picture
- Postcard
- Letter
- Instructions
- Newspaper front page
- Fact file
- Biography page
- Poem page
- List page
Sources
- National curriculum in England: English programmes of study (DfE)
- Statutory framework for the early years foundation stage (DfE)
- Improving Literacy in Key Stage 2 (EEF)
Checklist wording is original. Curriculum statements are paraphrased.