Colorado Standards 4th Grade ELA Activities
Printable Fourth Grade English Language Arts Worksheets and Study Guides.
American Symbols & HolidaysLabor Day The Alphabet Kindergarten English Language Arts Beginning and Ending Sounds Kindergarten English Language Arts Capital Letters Kindergarten English Language Arts Writing Readiness Kindergarten English Language Arts Writing Readiness Kindergarten English Language Arts Counting Syllables Kindergarten English Language Arts
CO.4.1. Oral Expression and Listening
4.1.1. A clear communication plan is necessary to effectively deliver and receive information. Students can:
4.1.1.b. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.4.2)
CO.4.2. Reading for All Purposes
4.2.1. Comprehension and fluency matter when reading literary texts in a fluent way. Students can:
4.2.1.a. Use Key Ideas and Details to:
4.2.1.a.i. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.4.1)
4.2.1.a.ii. Identify and draw inferences about setting, characters (such as motivations, personality traits), and plot.
4.2.1.a.iii. Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS: RL.4.2)
4.2.1.a.iv. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (CCSS: RL.4.3)
4.2.1.a.v. Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved)
4.2.1.b. Use Craft and Structure to:
4.2.1.b.ii. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (CCSS: RL.4.5)
4.2.1.c. Use Integration of Knowledge and Ideas to:
4.2.1.c.iii. Summarize text by identifying important ideas and sequence and by providing supporting details, while maintaining sequence.
4.2.1.d. Use Range of Reading and Complexity of Text to:
4.2.1.d.i. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.4.10)
4.2.2. Comprehension and fluency matter when reading informational and persuasive texts in a fluent way. Students can:
4.2.2.a. Use Key Ideas and Details to:
4.2.2.a.i. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.4.1)
4.2.2.a.ii. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2)
4.2.2.a.iii. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (CCSS: RI.4.3)
4.2.2.b. Use Craft and Structure to:
4.2.2.b.i. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (CCSS: RI.4.4)
4.2.2.b.ii. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (CCSS: RI.4.5)
4.2.2.b.iv. Identify common organizational structures (paragraphs, topic sentences, concluding sentences) and explain how they aid comprehension.
4.2.2.b.v. Use text features (bold type, headings, visuals, captions, glossary) to organize or categorize information.
4.2.2.b.vi. Identify conclusions.
4.2.2.c. Use Integration of Knowledge and Ideas to:
4.2.2.c.i. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (CCSS: RI.4.7)
4.2.2.c.ii. Explain how an author uses reasons and evidence to support particular points in a text. (CCSS: RI.4.8)
4.2.2.d. Use Range of Reading and Complexity of Text to:
4.2.2.d.i. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.4.10)
4.2.3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills. Students can:
4.2.3.a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.4.3)
4.2.3.a.i. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.4.3a)
4.2.3.b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.4.4)
4.2.3.b.ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.4.4b)
4.2.3.b.iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c)
4.2.3.c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (CCSS: L.4.4)
4.2.3.c.i. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (CCSS: L.4.4a)
4.2.3.c.ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (CCSS: L.4.4b)
4.2.3.c.iii. Read and understand words with common prefixes (un-, re-, dis-) and derivational suffixes (-ful, -ly, -ness).
4.2.3.c.v. Read multisyllabic words with and without inflectional and derivational suffixes.
4.2.3.c.vii. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.4.4c)
4.2.3.d. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.4.5)
4.2.3.d.i. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (CCSS: L.4.5a)
4.2.3.d.iii. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c)
4.2.3.e. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (CCSS: L.4.6)
CO.4.3. Writing and Composition
4.3.1. The recursive writing process is used to create a variety of literary genres for an intended audience. Students can:
4.3.1.a. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (CCSS: W.4.1)
4.3.1.a.i. to support the writer’s purpose. (CCSS: W.4.1a)
4.3.1.a.ii. Provide reasons that are supported by facts and details. (CCSS: W.4.1b)
4.3.1.a.iii. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). (CCSS: W.4.1c)
4.3.1.b. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.4.3)
4.3.1.b.i. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.4.3a)
4.3.1.b.ii. Choose planning strategies to support text structure and intended outcome.
4.3.1.b.iii. Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS: W.4.3b)
4.3.1.b.iv. Use a variety of transitional words and phrases to manage the sequence of events. (CCSS: W.4.3c)
4.3.1.b.v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d)
4.3.1.b.vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e)
4.3.2. Informational and persuasive texts use the recursive writing process. Students can:
4.3.2.a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.4.2)
4.3.2.a.i. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.4.2a)
4.3.2.a.ii. Choose planning strategies to support text structure and intended outcome.
4.3.2.a.iii. Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, comparison-and-contrast.
4.3.2.a.iv. Organize relevant ideas and details to convey a central idea or prove a point.
4.3.2.a.v. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b)
4.3.2.a.vi. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). (CCSS: W.4.2c)
4.3.2.a.vii. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d)
4.3.2.a.viii. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e)
4.3.3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader. Students can:
4.3.3.a. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4)
4.3.3.b. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.4.5)
4.3.3.e. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.4.3)
4.3.3.e.i. Choose words and phrases to convey ideas precisely. (CCSS: L.4.3a)
4.3.3.e.ii. Choose punctuation for effect. (CCSS: L.4.3b)
4.3.3.e.iii. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). (CCSS: L.4.3c)
4.3.3.f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.4.1)
4.3.3.f.iv. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (CCSS: L.4.1d)
4.3.3.f.v. Form and use prepositional phrases. (CCSS: L.4.1e)
4.3.3.f.vii. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (CCSS: L.4.1f)
4.3.3.f.viii. Correctly use frequently confused words (e.g., to, too, two; there, their). (CCSS: L.4.1g)
4.3.3.g. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.4.2)
4.3.3.g.i. Use correct capitalization. (CCSS: L.4.2a)
4.3.3.g.ii. Use commas and quotation marks to mark direct speech and quotations from a text. (CCSS: L.4.2b)
4.3.3.g.iv. Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d)
CO.4.4. Research and Reasoning
4.4.1. Comprehending new information for research is a process undertaken with discipline both alone and within groups. Students can:
4.4.1.b. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (CCSS: W.4.8)
4.4.1.b.ii. Locate information using text features, (appendices, indices, glossaries, and table of content).
4.4.1.c. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9)
4.4.1.c.i. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text .”). (CCSS: W.4.9.a)
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