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Writing Standard 5 - Planning/Editing/Revising:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Students who meet this standard are probably successfully applying the following CBALTM strategy types:


A variety of social and conceptual skills may be called upon to support specific planning and revision decisions. The particular combination needed depends strongly on the genre of writing and the specific purpose of the author.

Standards Table W5. Mapping Writing Standard 5 to the Competency Model

Grade level
Skills
Kindergarten
The following specific grade-level skills are applicable to this standard:
  • With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
These skills correspond to the following elements from the competency model:
1st Grade
The following specific grade-level skills are applicable to this standard:
  • 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.
These skills correspond to the following elements from the competency model:
2nd Grade
The following specific grade-level skills are applicable to this standard:
  • With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
These skills correspond to the following elements from the competency model:
3rd Grade
The following specific grade-level skills are applicable to this standard:
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
These skills correspond to the following element from the competency model:
4th Grade
The specific grade-level skills applicable to this standard include the following:
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
These skills correspond to the following elements from the competency model:
5th Grade
The specific grade-level skills applicable to this standard include the following:
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
These skills correspond to the following elements from the competency model:
6th Grade
The specific grade-level skills applicable to this standard include the following:
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
These skills correspond to the following elements from the competency model:
7th Grade
The specific grade-level skills applicable to this standard include the following:
  • 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.
These skills correspond to the following elements from the competency model:
.
8th Grade
The specific grade-level skills applicable to this standard include the following:
  • 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.
This skill corresponds to the following elements from the competency model:
9th-10th Grades
The specific grade-level skills applicable to this standard include the following:
  • 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.
These skills correspond to the following elements from the competency model:
11th-12th Grades
The specific grade-level skills applicable to this standard include the following:
  • 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.
These skills correspond to the following elements from the competency model:




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