JUNIOR Writing Checklist

Narratives

Copyright literacyideas.com
 Story Writing Story Writing Story Writing
Checklist Checklist Checklist

My story was in order My story was in order My story was in order

and had a beginning, and had a beginning, and had a beginning,
middle and end? middle and end? middle and end?
My story had My story had My story had
interesting characters interesting characters interesting characters
and places? and places? and places?

I used capital letters I used capital letters I used capital letters

and full stops for and full stops for and full stops for
names and places? names and places? names and places?

I have read my story I have read my story I have read my story

and made sure it and made sure it and made sure it
makes sense? makes sense? makes sense?

I fixed any mistakes I fixed any mistakes I fixed any mistakes

and underlined things I and underlined things I and underlined things I
am unsure of? am unsure of? am unsure of?

When my teacher comes to work with When my teacher comes to work with When my teacher comes to work with
me I am ready to listen and share my me I am ready to listen and share my me I am ready to listen and share my
thoughts and ideas on my story? thoughts and ideas on my story? thoughts and ideas on my story?

Junior Narrative Edition Copyright literacyideas.com

Teacher & Student Checklist – Junior Story Writing (Ages 5 – 7)

Name: Story Title:

Read the table below and shade in the boxes to see if you have completed all of the things
that make a good story a great story… Share this with your teacher

I thought about who might

I used fresh ideas and I put the picture from my mind
Creativity
read my story and used
characters in my story that I onto the page. My details are
characters and settings that
don’t usually write about. in words and pictures.
might appeal to them.

Structure
At the beginning of my story I I told the story in order by using By the end of my story I solved
introduced my characters words like when, then, after. any problems that arose.

I used sentences and even I used question and quotation I made some changes to
Editing paragraphs to break up marks to show what people words and ideas when I re-
events in my story. said. read my story that improved it.

Teacher
Feedback

Junior Narrative Edition Copyright literacyideas.com

 Story Writing Story Writing Story Writing
Checklist Checklist Checklist

My story was in order My story was in order My story was in order

and had a beginning, and had a beginning, and had a beginning,
middle and end? middle and end? middle and end?
My story had My story had My story had
interesting characters interesting characters interesting characters
and places? and places? and places?

I used capital letters I used capital letters I used capital letters

and full stops for and full stops for and full stops for
names and places? names and places? names and places?

I have read my story I have read my story I have read my story

and made sure it and made sure it and made sure it
makes sense? makes sense? makes sense?
I fixed any mistakes I fixed any mistakes I fixed any mistakes
and underlined things I and underlined things I and underlined things I
am unsure of? am unsure of? am unsure of?

When my teacher comes to work with When my teacher comes to work with When my teacher comes to work with
me I am ready to listen and share my me I am ready to listen and share my me I am ready to listen and share my
thoughts and ideas on my story? thoughts and ideas on my story? thoughts and ideas on my story?

Junior Narrative Edition

Copyright literacyideas.com

Story Writing Story Writing Story Writing

Checklist Checklist Checklist

My story was in order My story was in order My story was in order

and had a beginning, and had a beginning, and had a beginning,
middle and end? middle and end? middle and end?
My story had My story had My story had
interesting characters interesting characters interesting characters
and places? and places? and places?

I used capital letters I used capital letters I used capital letters

and full stops for and full stops for and full stops for
names and places? names and places? names and places?

I have read my story I have read my story I have read my story

and made sure it and made sure it and made sure it
makes sense? makes sense? makes sense?
I fixed any mistakes I fixed any mistakes I fixed any mistakes
and underlined things I and underlined things I and underlined things I
am unsure of? am unsure of? am unsure of?

When my teacher comes to work with When my teacher comes to work with When my teacher comes to work with
me I am ready to listen and share my me I am ready to listen and share my me I am ready to listen and share my
thoughts and ideas on my story? thoughts and ideas on my story? thoughts and ideas on my story?

Junior Narrative Edition Copyright literacyideas.com

 Teacher & Student Checklist – Junior Story Writing (Ages 5 – 7)

Name: Story Title:

Read the table below and shade in the boxes to see if you have completed all of the things
that make a good story a great story… Share this with your teacher

I thought about who might

I used fresh ideas and I put the picture from my mind
Creativity
read my story and used
characters in my story that I onto the page. My details are
characters and settings that
don’t usually write about. in words and pictures.
might appeal to them.

Structure
At the beginning of my story I I told the story in order by using By the end of my story I solved
introduced my characters words like when, then, after. any problems that arose.

I used sentences and even I used question and quotation I made some changes to
Editing paragraphs to break up marks to show what people words and ideas when I re-
events in my story. said. read my story that improved it.

Teacher
Feedback

Junior Narrative Edition Copyright literacyideas.com

Teacher & Student Checklist – Junior Story Writing (Ages 5 – 7)

Name: Story Title:

Read the table below and shade in the boxes to see if you have completed all of the things
that make a good story a great story… Share this with your teacher

I thought about who might

I used fresh ideas and I put the picture from my mind
Creativity
read my story and used
characters in my story that I onto the page. My details are
characters and settings that
don’t usually write about. in words and pictures.
might appeal to them.

Structure
At the beginning of my story I I told the story in order by using By the end of my story I solved
introduced my characters words like when, then, after. any problems that arose.

I used sentences and even I used question and quotation I made some changes to
Editing paragraphs to break up marks to show what people words and ideas when I re-
events in my story. said. read my story that improved it.

Teacher
Feedback

Junior Narrative Edition Copyright literacyideas.com

MIDDLE Writing Checklist

Narratives

Copyright literacyideas.com
Narrative / Story Writing Checklist Narrative / Story Writing Checklist Narrative / Story Writing Checklist

I used sentences and I used sentences and I used sentences and

paragraphs to organise my paragraphs to organise my paragraphs to organise my
story in a logical manner. story in a logical manner. story in a logical manner.

I described my I described my I described my

characters thoughts and characters thoughts and characters thoughts and
emotions in my story. emotions in my story. emotions in my story.

The beginning, middle and The beginning, middle and The beginning, middle and
end of my story are end of my story are end of my story are
connected. connected. connected.

My story is written in the My story is written in the My story is written in the

same tense such as first or same tense such as first or same tense such as first or
third person. third person. third person.

I edited my story three I edited my story three I edited my story three

times. For meaning, times. For meaning, times. For meaning,
spelling and punctuation spelling and punctuation spelling and punctuation

Writing Timeline Writing Timeline Writing Timeline

Plan Writing Edit Plan Writing Edit Plan Writing Edit

When my teacher comes to work with When my teacher comes to work with When my teacher comes to work with
me I am ready to listen and share my me I am ready to listen and share my me I am ready to listen and share my
thoughts and ideas on my story? thoughts and ideas on my story? thoughts and ideas on my story?

Middle Narrative Edition Copyright literacyideas.com

Teacher & Student Checklist – Middle Story Writing (Ages 8 – 11)

Name: Story Title:

Read the table below and shade in the boxes to see if you have addressed the things that make a
good story a great story. Use this to conference with your teacher.

I used descriptive language to The conflicts in my story were My story was more than a
Creativity paint a clear picture of my meaningful enough for my narrative. It had a message or
setting and characters. characters to pursue resolving it. moral for the audience

The beginning of my story shows By the end I had given my

My characters, setting and plot
what is happening now, but also readers a resolution to any
Structure were all established in the first
suggests what may occur in the problems, issues or challenges
half of my story.
future. which arose in my story.

I used resources such as

My punctuation created mood, I took on feedback from others
dictionaries and spell check to
Editing ensure my spelling was
built meaning and added and added my own insights to
tension to the story. make my story better.
correct.

Teacher
Feedback

Middle Narrative Edition Copyright literacyideas.com

Narrative / Story Writing Checklist Narrative / Story Writing Checklist Narrative / Story Writing Checklist

I used sentences and I used sentences and I used sentences and

paragraphs to organise my paragraphs to organise my paragraphs to organise my
story in a logical manner. story in a logical manner. story in a logical manner.

I described my I described my I described my

characters thoughts and characters thoughts and characters thoughts and
emotions in my story. emotions in my story. emotions in my story.

The beginning, middle and The beginning, middle and The beginning, middle and
end of my story are end of my story are end of my story are
connected. connected. connected.

My story is written in the My story is written in the My story is written in the

same tense such as first or same tense such as first or same tense such as first or
third person. third person. third person.

I edited my story three I edited my story three I edited my story three

times. For meaning, times. For meaning, times. For meaning,
spelling and punctuation spelling and punctuation spelling and punctuation

Writing Timeline Writing Timeline Writing Timeline

Plan Writing Edit Plan Writing Edit Plan Writing Edit

When my teacher comes to work with When my teacher comes to work with When my teacher comes to work with
me I am ready to listen and share my me I am ready to listen and share my me I am ready to listen and share my
thoughts and ideas on my story? thoughts and ideas on my story? thoughts and ideas on my story?

Middle Narrative Edition Copyright literacyideas.com

Narrative / Story Writing Checklist Narrative / Story Writing Checklist Narrative / Story Writing Checklist

I used sentences and I used sentences and I used sentences and

paragraphs to organise my paragraphs to organise my paragraphs to organise my
story in a logical manner. story in a logical manner. story in a logical manner.

I described my I described my I described my

characters thoughts and characters thoughts and characters thoughts and
emotions in my story. emotions in my story. emotions in my story.

The beginning, middle and The beginning, middle and The beginning, middle and
end of my story are end of my story are end of my story are
connected. connected. connected.

My story is written in the My story is written in the My story is written in the

same tense such as first or same tense such as first or same tense such as first or
third person. third person. third person.

I edited my story three I edited my story three I edited my story three

times. For meaning, times. For meaning, times. For meaning,
spelling and punctuation spelling and punctuation spelling and punctuation

Writing Timeline Writing Timeline Writing Timeline

Plan Writing Edit Plan Writing Edit Plan Writing Edit

When my teacher comes to work with When my teacher comes to work with When my teacher comes to work with
me I am ready to listen and share my me I am ready to listen and share my me I am ready to listen and share my
thoughts and ideas on my story? thoughts and ideas on my story? thoughts and ideas on my story?

Middle Narrative Edition Copyright literacyideas.com

 Teacher & Student Checklist – Middle Story Writing (Ages 8 – 11)

Name: Story Title:

Read the table below and shade in the boxes to see if you have addressed the things that make a
good story a great story. Use this to conference with your teacher.

I used descriptive language to The conflicts in my story were My story was more than a
Creativity paint a clear picture of my meaningful enough for my narrative. It had a message or
setting and characters. characters to pursue resolving it. moral for the audience

The beginning of my story shows By the end I had given my

My characters, setting and plot
what is happening now, but also readers a resolution to any
Structure were all established in the first
suggests what may occur in the problems, issues or challenges
half of my story.
future. which arose in my story.

I used resources such as

My punctuation created mood, I took on feedback from others
dictionaries and spell check to
Editing ensure my spelling was
built meaning and added and added my own insights to
tension to the story. make my story better.
correct.

Teacher
Feedback

Middle Narrative Edition Copyright literacyideas.com

Teacher & Student Checklist – Middle Story Writing (Ages 8 – 11)

Name: Story Title:

Read the table below and shade in the boxes to see if you have addressed the things that make a
good story a great story. Use this to conference with your teacher.

I used descriptive language to The conflicts in my story were My story was more than a
Creativity paint a clear picture of my meaningful enough for my narrative. It had a message or
setting and characters. characters to pursue resolving it. moral for the audience

The beginning of my story shows By the end I had given my

My characters, setting and plot
what is happening now, but also readers a resolution to any
Structure were all established in the first
suggests what may occur in the problems, issues or challenges
half of my story.
future. which arose in my story.

I used resources such as

My punctuation created mood, I took on feedback from others
dictionaries and spell check to
Editing ensure my spelling was
built meaning and added and added my own insights to
tension to the story. make my story better.
correct.

Teacher
Feedback

Middle Narrative Edition Copyright literacyideas.com

Upper Writing Checklist

Narratives

Copyright literacyideas.com
 Narrative Writing Checklist
I used figurative language
such as ‘My heart was
beating like a bass drum’
I connected events using
transitional language like
‘suddenly’ and ‘meanwhile’.
Narrative Writing Checklist
I used figurative language
such as ‘My heart was
beating like a bass drum’
I connected events using
transitional language like
‘suddenly’ and ‘meanwhile’.
Narrative Writing Checklist
I used figurative language
such as ‘My heart was
beating like a bass drum’
I connected events using
transitional language like
‘suddenly’ and ‘meanwhile’.

The motivations for my The motivations for my The motivations for my

characters actions were characters actions were characters actions were
explained and understood. explained and understood. explained and understood.

My story left people thinking
about a concept or moral
after they were finished.
I referred to technical
terms, facts and events to
give my narrative depth.
When editing I aim for...
Meaning Correctness Growth
My story left people thinking
about a concept or moral
after they were finished.
I referred to technical
terms, facts and events to
give my narrative depth.
When editing I aim for...
Meaning Correctness Growth
My story left people thinking
about a concept or moral
after they were finished.
I referred to technical
terms, facts and events to
give my narrative depth.
When editing I aim for...
Meaning Correctness Growth

I will use these prompts as a guideline I will use these prompts as a guideline I will use these prompts as a guideline
before conferencing with my peers or before conferencing with my peers or before conferencing with my peers or
teachers. teachers. teachers.

Upper Narrative Edition Copyright literacyideas.com

Teacher & Student Checklist – Senior Narratives ( Ages 11 -14 )

Name: Story Title:

Read the table below and shade in the boxes to see if you have addressed the things that make a
good narrative a best seller. Use this to conference with your teacher.

I refer to the setting and its

My characters had motivations My characters, setting and plot
characteristics so that it
Creativity interacts with the plot and
and intent for their actions that all work together to create an
influence the audience. engaging story.
characters.

I switch between narrated,

I used paragraphs to clarify a I varied my language in
spoken dialogue and inner
Structure thoughts to give characters
change in time, setting or for different parts of the story to fit
dramatic impact. with different characters.
depth.

I sought out or reflected upon

I used technological and
Editing physical resources to deepen
vocabulary and realism.
I collaborated with others to
similar narratives or themes to
seek out feedback and ideas
deepen my understanding of
throughout the editing phase.
the subject area.

Teacher
Feedback

Upper Narrative Edition Copyright literacyideas.com

 Narrative Writing Checklist Narrative Writing Checklist Narrative Writing Checklist

I used figurative language I used figurative language I used figurative language

such as ‘My heart was such as ‘My heart was such as ‘My heart was
beating like a bass drum’ beating like a bass drum’ beating like a bass drum’

I connected events using I connected events using I connected events using

transitional language like transitional language like transitional language like
‘suddenly’ and ‘meanwhile’. ‘suddenly’ and ‘meanwhile’. ‘suddenly’ and ‘meanwhile’.

The motivations for my The motivations for my The motivations for my

characters actions were characters actions were characters actions were
explained and understood. explained and understood. explained and understood.

My story left people thinking My story left people thinking My story left people thinking
about a concept or moral about a concept or moral about a concept or moral
after they were finished. after they were finished. after they were finished.

I referred to technical I referred to technical I referred to technical

terms, facts and events to terms, facts and events to terms, facts and events to
give my narrative depth. give my narrative depth. give my narrative depth.

When editing I aim for... When editing I aim for... When editing I aim for...
Meaning Correctness Growth Meaning Correctness Growth Meaning Correctness Growth

I will use these prompts as a guideline I will use these prompts as a guideline I will use these prompts as a guideline
before conferencing with my peers or before conferencing with my peers or before conferencing with my peers or
teachers. teachers. teachers.

Upper Narrative Edition Copyright literacyideas.com

Narrative Writing Checklist Narrative Writing Checklist Narrative Writing Checklist

I used figurative language I used figurative language I used figurative language

such as ‘My heart was such as ‘My heart was such as ‘My heart was
beating like a bass drum’ beating like a bass drum’ beating like a bass drum’

I connected events using I connected events using I connected events using

transitional language like transitional language like transitional language like
‘suddenly’ and ‘meanwhile’. ‘suddenly’ and ‘meanwhile’. ‘suddenly’ and ‘meanwhile’.

The motivations for my The motivations for my The motivations for my

characters actions were characters actions were characters actions were
explained and understood. explained and understood. explained and understood.

My story left people thinking My story left people thinking My story left people thinking
about a concept or moral about a concept or moral about a concept or moral
after they were finished. after they were finished. after they were finished.

I referred to technical I referred to technical I referred to technical

terms, facts and events to terms, facts and events to terms, facts and events to
give my narrative depth. give my narrative depth. give my narrative depth.

When editing I aim for... When editing I aim for... When editing I aim for...
Meaning Correctness Growth Meaning Correctness Growth Meaning Correctness Growth

I will use these prompts as a guideline I will use these prompts as a guideline I will use these prompts as a guideline
before conferencing with my peers or before conferencing with my peers or before conferencing with my peers or
teachers. teachers. teachers.

Upper Narrative Edition Copyright literacyideas.com

 Teacher & Student Checklist – Senior Narratives ( Ages 11 -14 )

Name: Story Title:

Read the table below and shade in the boxes to see if you have addressed the things that make a
good narrative a best seller. Use this to conference with your teacher.

I refer to the setting and its

My characters had motivations My characters, setting and plot
characteristics so that it
Creativity interacts with the plot and
and intent for their actions that all work together to create an
influence the audience. engaging story.
characters.

I switch between narrated,

I used paragraphs to clarify a I varied my language in
spoken dialogue and inner
Structure thoughts to give characters
change in time, setting or for different parts of the story to fit
dramatic impact. with different characters.
depth.

I sought out or reflected upon

I used technological and
Editing physical resources to deepen
vocabulary and realism.
I collaborated with others to
similar narratives or themes to
seek out feedback and ideas
deepen my understanding of
throughout the editing phase.
the subject area.

Teacher
Feedback

Upper Narrative Edition Copyright literacyideas.com

Teacher & Student Checklist – Senior Narratives ( Ages 11 -14 )

Name: Story Title:

Read the table below and shade in the boxes to see if you have addressed the things that make a
good narrative a best seller. Use this to conference with your teacher.

I refer to the setting and its

My characters had motivations My characters, setting and plot
characteristics so that it
Creativity interacts with the plot and
and intent for their actions that all work together to create an
influence the audience. engaging story.
characters.

I switch between narrated,

I used paragraphs to clarify a I varied my language in
spoken dialogue and inner
Structure thoughts to give characters
change in time, setting or for different parts of the story to fit
dramatic impact. with different characters.
depth.

I sought out or reflected upon

I used technological and
Editing physical resources to deepen
vocabulary and realism.
I collaborated with others to
similar narratives or themes to
seek out feedback and ideas
deepen my understanding of
throughout the editing phase.
the subject area.

Teacher
Feedback

Upper Narrative Edition Copyright literacyideas.com

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