This is a standards map for the concept of writing to match planning, revising, editing, rewriting and new approaches with purpose and audience. It is specific to Standard 5 of the Product and Distribution of Writing Anchor in the Writing standards of the CCSS ELA standards.
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Strengthen Writing
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1 - Respond (To questions)
1 - Add (Details to my writing)
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1 - I can respond to questions from peers to strengthen writing, with guidance and support from adults.
1 - I can respond to suggestions from peers to strengthen writing, with guidance and support from adults.
1 - I can add details to strengthen writing as needed, with guidance and support from adults.
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A. Suggestions can make writers pay attention to the details used in a story; revising helps sharpen the view for misunderstood points.
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A.1 How can someone else's questions or suggestions make my story better?
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With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Strengthen Writing
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1 - Focus (On topic)
1 - Respond (To questions)
1 - Respond (To peer suggestions)
1 - Add (Details for strength)
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1 - With guidance and support from adults, I can focus on a topic.
1 - With guidance and support from adults, I can respond to questions.
1 - With guidance and support from adults, I can respond to suggestions from peers.
1 - I can add details to strengthen writing as needed.
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A. Questioning or suggestions help writers know if writing is complete.
B. Reading others' work may give you new insights or ideas or strengthen your skills.
C. Constructive suggestions are better accepted with courtesy.
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A.1 What value do someone else's questions or suggestions add to my writing?
B.1 How can peer editing of others' work help me?
C.1 How do I provide others with guidance?
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With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Focus
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1 - Focus (on topic)
1 - Revise (writing)
1 - Edit (writing)
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1 - With guidance and support from adults and peers, I can focus on a topic as needed by revising.
1 - With guidance and support from adults and peers, I can focus on a topic as needed and strengthen by editing.
1 - With guidance and support from adults and peers, I can strengthen writing as needed by revising.
1 - With guidance and support from adults and peers, I can strengthen writing as needed by editing.
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A. Questioning or suggestions strengthen writing when revisions and editing are complete.
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A.1 What value do someone else's questions or suggestions add to my writing?
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With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
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3 - Develop (Writing)
6 - Strengthen (Writing)
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3 - I can develop writing as needed by planning, revising, and editing, with guidance and support from peers and adults.
6 - I can develop writing as needed by planning, revising, and editing, with guidance and support from peers and adults.
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A. By planning with purpose, writers can structure their writing efficiently to achieve better audience understanding.
B. Using a writer's check list helps a writer to eliminate grammatical mistakes and to improve with each revision.
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A.1 Why do I plan my writing?
B.1 How can I improve my writing?
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With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
3 - Develop (Writing)
3 - Strengthen (Writing)
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1 - With guidance and support from peers and adults, I can develop writing as needed by planning.
1 - With guidance and support from peers and adults, I can develop writing as needed by revising.
1 - With guidance and support from peers and adults, I can develop writing as needed by editing.
1 - ith guidance and support from peers and adults, I can strengthen writing as needed by planning.
1 - With guidance and support from peers and adults, I can strengthen writing as needed by revising.
1 - With guidance and support from peers and adults, I can strengthen writing as needed by editing.
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A. Fresh perspective helps a writer re-evaluate the piece of writing to produce a polished work.
B. We all make mistakes and sometimes another reader's perspective helps writers see how to improve.
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A.1 What is the point in working past creating my writing?
B.1 Why edit?
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With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
3 - Develop (Writing)
|
3 - I can develop and strengthen my writing by planning, with guidance and support from peers and adults.
3 - I can develop and strengthen my writing by revising, with guidance and support from peers and adults.
3 - I can develop and strengthen my writing by editing, with guidance and support from peers and adults.
3 - I can develop and strengthen my writing by rewriting, with guidance and support from peers and adults.
3 - I can develop and strengthen my writing by trying a new approach, with guidance and support from peers and adults.
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A. Fresh perspective helps a writer re-evaluate the piece of writing.
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A.1 How does one's thinking change, with time, about their writing?
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With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
3 - Develop (Writing)
3 - Strengthen (Writing)
|
3 - I can develop writing as needed by planning, with guidance and support from peers and adults.
3 - I can develop writing as needed by revising, with guidance and support from peers and adults.
3 - I can develop writing as needed by editing, with guidance and support from peers and adults.
3 - I can develop writing as needed by rewriting, with guidance and support from peers and adults.
3 - I can develop writing as needed by trying a new approach, with guidance and support from peers and adults.
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A. Improving writing is a process that involves rethinking what one has written.
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A.1 What is the point in working past creating my first writing?
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With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Develop (writing)
2 - Strengthen (writing)
|
1 - With some guidance and support from peers and adults, I can develop writing as needed by planning, focusing on how well purpose and audience have been addressed.
1 - With some guidance and support from peers and adults, I can develop writing as needed by revising, focusing on how well purpose and audience have been addressed.
1 - With some guidance and support from peers and adults, I can develop writing as needed by editing, focusing on how well purpose and audience have been addressed.
1 - With some guidance and support from peers and adults, I can develop writing as needed by rewriting, focusing on how well purpose and audience have been addressed.
1 - With some guidance and support from peers and adults, I can develop writing as needed by trying a new approach, focusing on how well purpose and audience have been addressed.
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A. Good writing requires more than one draft for full development and crafting.
B. Disciplined writers set goals and write daily, always building on and revising what they produce.
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A.1 Why are the steps in writing important?
B.1 How do I eliminate writer's block?
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With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Develop (Writing)
2 - Strengthen (Writing)
3 - Plan (Writing)
3 - Revise (Writing)
3 - Edit (Writing)
3 - Rewrite (Writing)
3 - Try (New approach)
3 - Focus (On purpose)
3 - Focus (Audience)
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2 - I can develop writing as needed by planning, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
2 - I can strengthen writing as needed by planning, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can plan for writing as needed, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can revise writing as needed, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can edit writing as needed, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can rewrite writing as needed, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can, by trying a new approach, write focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can focus on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can focus on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
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A. Good writing requires more than one draft.
B. Disciplined writers set goals and write daily, always building on and revising what they produce.
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A.1 Why are the steps in writing important?
B.1 How do I eliminate writer's block?
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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.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
5 - Develop (Writing by planning, revising, editing, rewriting, trying a new approach)
1 - Strengthen (Writing)
3 - Focus on addressing (What is most significant for specific purpose)
3 - Focus on addressing (What is most significant for audience)
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5 - I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5 - I can strengthen writing by planning, revising, editing, rewriting, or trying a new approach.
3 - I can focus on addressing what is most significant for a specific purpose and audience.
3 - I can focus on addressing what is most significant for audience.
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A. By careful research of the audience and further inquiry about the purpose, problem solving begins.
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A.1 How do I figure out the most significant content to match purpose or audience?
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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.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Develop (Writing, as needed)
3 - Strengthen (Writing, as needed)
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3 - I can develop 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.
3 - I can 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.
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A. Writers always want to consider who is reading their work and why they are writing.
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A.1 Why must one phase of revising include consideration of purpose and audience?
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