South Dakota ELA 11-12.W.5
The Standard
Use a writing process to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use feedback from peers, adults, and/or digital tools, as appropriate. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)
South Dakota English Language Arts Standards (2025)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students plan a draft for a specific reader and purpose. They use feedback to improve the ideas or structure that matter most, then edit grammar and punctuation.
What Mastery Looks Like
- A student can explain why they moved evidence, rewrote a claim, or cut a paragraph for their intended reader. Their final draft responds to useful feedback and has few errors.
Common Misconceptions
- Students often think revision means fixing spelling and commas. They may accept every peer suggestion without checking whether it helps their reader, or ignore feedback about a weak claim.
How to Assess It
- Exit ticket: Put the draft claim 'School should start later because students are tired' and the peer note 'How would buses work?' on the board. Ask students to add one sentence for the principal and explain how the note shaped it.
Lesson moves
Ways to Teach It
Give pairs a printed, three-paragraph draft arguing for later start times; have them cut and reorder paragraphs for a school board audience.
Ask students to write which paragraph in their draft a skeptical parent would question and what they would change.
In pairs, trade drafts and mark one unsupported claim; writers have two minutes to replace it with a specific example.
Draft an email asking the principal to change a lunch rule, get a partner's feedback, then revise the request and proofread it.
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