South Dakota ELA 9-10.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, addressing what is most significant for a specific purpose and audience. Use guidance and support from peers, adults, and/or digital tools as needed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
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 revise the ideas that need the most work, then edit for grammar and clarity. They use feedback from a peer, adult, or digital tool when it helps.
What Mastery Looks Like
- A student can spot when a letter needs stronger reasons, not just cleaner sentences. They can use a helpful suggestion, explain a change they made, and correct errors in the final draft.
Common Misconceptions
- Students may think revision means swapping words or fixing commas. They may accept every peer suggestion, even when it does not help their purpose or audience.
How to Assess It
- Give students this draft: “Cafeteria food are bad. Fix it.” Ask them to rewrite it for the principal, circle one change to the message, correct the verb error, and explain their bigger change.
Lesson moves
Ways to Teach It
Give pairs a printed rough paragraph and colored pens, then have them mark where the claim needs evidence and rewrite that section.
Ask partners, “Which sentence would you change first for a skeptical reader, and why?” using a draft letter about school lunch.
Run a revision relay: teams draw audience cards, rewrite one weak sentence for each reader, then check punctuation and verb agreement.
Have students draft a bus stop request to the school board, then revise it after a partner responds as a board member.
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