The aim of this paper is to analyze didactic sequences (DS) for language teaching designed by primary teachers and also to propose some criteria that may guide teachers in the creation and (self-) assessment of such sequences. Our perspective on didactic sequence follows the principles proposed by its Genevan creators, that is to say, we conceive them as tools for the teaching of text genres, which are in turn considered the unit of communication. The didactic sequences studied in this paper were designed over the course of some teacher training sessions. Given the difficulties observed in the elaboration process of the sequences (difficulties to explicit the instructions for text production; vague notion of text genre, etc.), the criteria used in order to analyze the sequences are based on the principles governing the didactic sequences. It is assumed that the main difficulties derive from teachers' previous theoretical and methodological assumptions and from a dissociated conception of didactic sequences and text genres. Results show the main aspects to be highlighted in the elaboration of DS and suggest the interest of relying on some criteria that may guide teachers when designing DS. However, the indicators proposed in our work should not be considered as a closed set, but rather as a proposal to be modified and completed by future research. Up to now, these criteria confirm the importance of insisting on the theoretical and methodological basis of the DS over the course of teacher training sessions. [ABSTRACT FROM AUTHOR]