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Literacy · Years 2-4
How can I teach proofreading one step at a time?
Edit capital letters and full stops in separate passes.
Download: One-focus proofreading
A4 PDF · 2 pages · free · no sign-up
Print page 1 for the activity and keep page 2 for teaching notes, answers or review criteria.
Use A4 paper at 100% or Actual size. Suggested years or grades are selection aids, rather than curriculum alignment claims.
How to use this resource
- Edit only the first sentence while saying which feature you are checking. Reread before starting the next pass.
- Use the supplied example or task brief. Let the learner respond through writing, drawing, discussion or their usual communication method.
- Review the answers or criteria below. Can the learner find and explain an edit without being shown its exact position?
What is in the printable?
Original draft: on monday, sam packed a bag he put in a map and a snack then he walked to the park First pass: capital letters. Second pass: full stops. Keep the meaning the same.
- Rewrite the draft with capital letters and full stops.
- Circle one change you made on the capital-letter pass.
- Underline one full stop you added.
- Explain why Monday needs a capital letter.
- Read your version aloud. Does each sentence express a complete idea?
Make it easier or add challenge
More support
Provide the sentence boundaries and ask the learner to add capitals first.
More challenge
Explain two edits to a partner and compare another sensible way of dividing the draft.
What to look for
Can the learner find and explain an edit without being shown its exact position?
Teacher answers and suggested responses
Possible edit: On Monday, Sam packed a bag. He put in a map and a snack. Then he walked to the park.
Capitals: start of each sentence, Monday and Sam.
A different sensible sentence division is acceptable if complete sentences and the original meaning are preserved.
Monday is the name of a day. This activity does not assess every possible punctuation feature.
Further teaching guidance
Related guidance from EP for Schools: How can I teach proofreading without overwhelming a pupil?
Try another activity
Deliver individually or in a small group
Choose one learning aim from this activity. Model one example, work through another together, then give each pupil a turn with a fresh example. In a group, ask everyone to think or show a response before sharing; one confident answer does not show what the whole group understands.
Keep the task’s more-support option available. Allow the usual communication tools, practical materials or drawing where these preserve the learning aim. Reduce the number of examples if needed, rather than rushing through the sheet.
What progress should I look for?
Can the learner find and explain an edit without being shown its exact position?
Note the example used and whether the response was independent, followed a general prompt or needed a model. Try a different example on a later occasion and look for clearer reasoning or less support on a comparable task. Use these observations to plan the next teaching step.
Printing, access and sharing
Use separate paper or a different recording method when more space or an accessible format is needed. Free to print and copy within your school, setting or family. Retain the website credit and share this teaching page with other settings.