South Dakota ELA 9-10.W.10
The Standard
Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames for a range of tasks, purposes, and audiences; independently select writing topics and formats for personal enjoyment, interest, academic tasks, and career readiness: cover letter, resume, letter of application, business letter.
South Dakota English Language Arts Standards (2025)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students write quick responses and longer pieces that they research and revise. They choose topics and formats for personal interests, class work, and job goals.
What Mastery Looks Like
- A student can turn a short reflection into a researched, revised piece. They can choose and write a résumé, cover letter, application letter, or business letter for a specific reader.
Common Misconceptions
- Students may treat a first draft as finished or use the same voice for every reader. They may list every life detail on a résumé or send a cover letter that never names the job.
How to Assess It
- Exit ticket: Pick a school issue or a weekend job. Name your reader and format, draft three opening lines, and note one fact you would check before revising.
Lesson moves
Ways to Teach It
Give pairs a job posting and index cards listing work experiences; have them arrange the cards into a one-page résumé draft.
Ask, 'How would you report a broken bus stop to city transit?' Draft a business letter opening, then compare greetings.
Run a three-day writing sprint: students pick a hobby, write five minutes daily, research one detail, then revise their favorite entry.
Bring in a local job posting and have students write a four-sentence application letter naming the role and one relevant skill.
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