Proofread With MPSGP

Overview

Students will proofread a short Year 6–8 paragraph using the MPSGP routine: Meaning, Punctuation, Spelling, Grammar, Presentation. They will identify and correct errors, then explain how careful editing improves clarity for the reader.

Learning intentions

• WALT use MPSGP to proofread and improve a draft.
• WALT check that writing makes sense to a reader.
• WALT correct errors in spelling, punctuation, grammar, and presentation.
• WALT explain why proofreading improves clarity.

Success criteria

• I can read a draft slowly and check one feature at a time.
• I can use MPSGP to find and correct errors.
• I can explain at least one change I made and why it helps the reader.
• I can present my corrected writing clearly.

Curriculum links

• English — Writing Processes: Revising and editing: carefully checking draft writing for spelling, punctuation, and formatting errors.
• English — Writing Processes: Revising and editing: rereading sentences and correcting writing that does not make sense.
• English — Writing Processes: Revising and editing: checking known spelling patterns, capital letters, and full stops.
• English — Writing Processes: Revising and editing: making corrections to improve clarity for the reader.

Lesson structure (20 minutes)

1. 0–3 min · Hook and activate prior learning. Teacher displays this sentence on the hook and MPSGP introduction: “on saturday our team practised hard but we didnt win because the instructions was unclear” and asks, “Could a reader understand this easily?” Students discuss with a partner what they would change, without correcting it yet.

2. 3–6 min · Teach the MPSGP routine. Teacher introduces the five checks on the MPSGP reminder slide and models reading the sentence five times:

• M — Meaning: Does it make sense? Are any words missing or unnecessary?
• P — Punctuation: Are capitals, full stops, commas, apostrophes, and other marks correct?
• S — Spelling: Do words follow known spelling patterns, and have I checked uncertain words?
• G — Grammar: Do the words and sentences work correctly together?
• P — Presentation: Is the writing neat, readable, and formatted consistently?

Students repeat the five headings and identify one possible correction for each relevant category.

3. 6–8 min · Teacher think-aloud. Teacher models correcting the sentence, verbalising the decision: “I will begin with a capital letter, change didnt to didn’t, change was to were, and add punctuation so the meaning is clear.” Students signal which MPSGP category applies to each correction.

4. 8–15 min · Independent proofreading. Teacher distributes the MPSGP proofreading worksheet and directs students to proofread the short paragraph in stages, using a different coloured pencil or digital highlight for each category. Students first read for meaning, then check punctuation, spelling, grammar, and presentation. They mark corrections clearly and complete the brief explanation questions. Teacher circulates, prompting with “Which MPSGP check are you using?” rather than supplying answers.

5. 15–18 min · Peer check and discussion. Teacher displays the peer-review instructions on the worksheet and peer-check slides and pairs students. Students read a partner’s corrected paragraph, identify one successful edit, and ask one clarifying question: “How does this change help the reader?” The writer accepts, rejects, or discusses the suggestion.

6. 18–20 min · Plenary and exit response. Teacher shows the final prompt on the plenary and exit prompt slide: “Which MPSGP check was most useful today, and why?” Students write a one-sentence response on the worksheet or in their books, then share two examples. Teacher reinforces that proofreading is a process, not simply looking for spelling mistakes.

Resources

• the complete MPSGP teaching deck
• the MPSGP proofreading worksheet
• Coloured pencils or highlighters
• Exercise books or devices
• Board and markers
• the Editing Codes and Proofreading Marks Poster displayed as a reference

Assessment

• During modelling, check whether students can classify corrections as Meaning, Punctuation, Spelling, Grammar, or Presentation.
• While students work, use the MPSGP headings to question their process and note whether they reread before editing.
• Collect or scan the worksheet and exit response, looking for accurate corrections and an explanation linked to reader clarity.

Differentiation

• Support: Provide a small MPSGP checklist, read the paragraph aloud, and allow students to work with a partner for the first two checks. Offer sentence stems such as “I changed ___ because ___.”
• Dyslexia-friendly options: Use a clear sans-serif font, generous spacing, short lines, left-aligned text, and a pale or off-white background on the worksheet and slides. Allow text-to-speech, speech-to-text, coloured overlays, or oral responses where appropriate.
• EAL learners: Pre-teach key terms such as clarity, proofread, capital, apostrophe, and grammar. Pair students strategically and provide a corrected example before independent work.
• Extension: Students rewrite the paragraph in a more precise or engaging way after correcting it, then label which changes improve meaning, tone, or reader impact. They may also create one additional sentence containing a deliberate MPSGP error for a classmate to diagnose.