Colorado Academic Standards (CAS) 4th Grade ELA Activities
Printable Fourth Grade English Language Arts Worksheets and Study Guides.
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets: 3 PluralsPlurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets: 4 InferencesInferring is the act of passing from one proposition, statement, or judgment considered as true to another whose truth is believed to follow from that of the former. Read more...iWorksheets: 4 Cause/Effect, Fact/OpinionWhat is Cause & Effect? A cause always has an effect. There is a reason why something happens. An effect happens as a result of a cause. Something happens for a reason. Read more...iWorksheets: 9Study Guides: 1 Main IdeaThe main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets: 6Study Guides: 1 Poetic DevicesStudents use the reading process to demonstrate understanding of literary and informational texts. Read more...iWorksheets: 5Study Guides: 1 PredictionsWhat are Predictions? When predicting you use facts and clues from the reading as well as your own personal knowledge to help you make a good guess about what is going to happen next in the story. Read more...iWorksheets: 4Study Guides: 1 AnalogiesAn analogy is a statement that compares two things that have something in common. Sometimes the two things being compared are alike. Sometimes the two things being compared are different. Read more...iWorksheets: 16Study Guides: 1 Spelling WordsWhy is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to
remember how to spell correctly. Read more...iWorksheets: 6Study Guides: 1 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)
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :7Study Guides :1 SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :5Study Guides :1 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)
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :6Study Guides :1 Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :4Study Guides :1 Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3 InferenceWhat is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1 Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1 Drawing InferencesWhat are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :5Study Guides :1 Drawing ConclusionsA conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1 Implied InformationDraw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3 Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3 4.2.1.a.ii. Identify and draw inferences about setting, characters (such as motivations, personality traits), and plot.
Elements of FictionA character is a person in a story, novel, or play. <br> The setting in a story is where the story takes place.<br> The plot of a story is what goes on in the story. It's a series of events that gives story a meaning. <br>All of the above are elements of a fiction. Read more...iWorksheets :4Study Guides :1 Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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). Read more...iWorksheets :3 InferenceWhat is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1 Drawing InferencesWhat are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :5Study Guides :1 Drawing ConclusionsA conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1 Implied InformationDraw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3 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)
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :7Study Guides :1 SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :5Study Guides :1 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)
Elements of FictionA character is a person in a story, novel, or play. <br> The setting in a story is where the story takes place.<br> The plot of a story is what goes on in the story. It's a series of events that gives story a meaning. <br>All of the above are elements of a fiction. Read more...iWorksheets :4Study Guides :1 Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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). Read more...iWorksheets :3 Genre CharacteristicsFreeA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :7Study Guides :1 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)
Elements of FictionA character is a person in a story, novel, or play. <br> The setting in a story is where the story takes place.<br> The plot of a story is what goes on in the story. It's a series of events that gives story a meaning. <br>All of the above are elements of a fiction. Read more...iWorksheets :4Study Guides :1 Problem/SolutionThe problem of a story is the trouble or difficulty in which the main character of a story find himself or herself. <br>
The solution of a story is the way that the character or characters in the story figure out or solve the problem of the story. Read more...iWorksheets :4Study Guides :1 Plot FeaturesA plot is the sequence of events that make up a story: Exposition, Rising Action, Climax, Falling Action, Resolution/Denoument. Read more...iWorksheets :6Study Guides :1 Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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). Read more...iWorksheets :3 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)
GenreHistorical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3 Genre CharacteristicsFreeA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :7Study Guides :1 GenreA literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content. The five major genres in literature are: Poetry, Drama, Prose, Fiction, Non-Fiction. Genres are often divided into subgenres. Read more...iWorksheets :3 Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3 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.
Sequential OrderSequential order is the order in which events really happened - real-life order. Something that is sequential often follows a numerical or alphabetical order. Read more...iWorksheets :9Study Guides :1 Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :6Study Guides :1 SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :7Study Guides :1 Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :4Study Guides :1 SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :5Study Guides :1 Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3 Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1 Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3 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)
GenreHistorical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3 Genre CharacteristicsFreeA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :7Study Guides :1 GenreA literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content. The five major genres in literature are: Poetry, Drama, Prose, Fiction, Non-Fiction. Genres are often divided into subgenres. Read more...iWorksheets :3 Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3 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)
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :6Study Guides :1 Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :4Study Guides :1 Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3 InferenceWhat is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1 Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1 Drawing InferencesWhat are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :5Study Guides :1 Drawing ConclusionsA conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1 Implied InformationDraw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3 Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3 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)
Main IdeaThe main idea of a text is what the text is written about. The main idea of a paragraph, story, article, or other written text is the main theme, subject, or topic of that writing. Read more...iWorksheets :3Study Guides :1 Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :6Study Guides :1 Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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). Read more...iWorksheets :3 SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :7Study Guides :1 Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :4Study Guides :1 SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :5Study Guides :1 Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3 Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1 Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3 Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3 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)
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3 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.
Text FeaturesThe title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1 Text FeaturesWhat are Text Features? A text that you are reading may include a map, chart, or graph. These are features of the text that help you understand the information in
the text more clearly. You may also see a map, chart, or graph by itself too. E.g., you may see a map in a park, which you can read to help figure out where you need to go. Read more...iWorksheets :4Study Guides :1 4.2.2.b.vi. Identify conclusions.
Sequential OrderSequential order is the order in which events really happened - real-life order. Something that is sequential often follows a numerical or alphabetical order. Read more...iWorksheets :9Study Guides :1 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)
Graphic OrganizersA graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas. Read more...iWorksheets :3 Text FeaturesThe title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1 Text FeaturesWhat are Text Features? A text that you are reading may include a map, chart, or graph. These are features of the text that help you understand the information in
the text more clearly. You may also see a map, chart, or graph by itself too. E.g., you may see a map in a park, which you can read to help figure out where you need to go. Read more...iWorksheets :4Study Guides :1 Interpret InformationWhat is Interpreting Information? You can use maps, charts, and timelines to interpret information. Charts are visual displays of information. They reveal information through mathematical statistics. A timeline is used to show events in chronological order. A map is a drawing created to represent the world or a part of the world's surface. Read more...iWorksheets :5Study Guides :1 4.2.2.c.ii. Explain how an author uses reasons and evidence to support particular points in a text. (CCSS: RI.4.8)
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :6Study Guides :1 Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :4Study Guides :1 Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3 Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1 Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3 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)
PhonicsPhonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3 Root WordsFreeWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :4Study Guides :1 Roots/Prefixes/SuffixesWhat are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :9Study Guides :1 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)
GenreHistorical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3 Genre CharacteristicsFreeA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :7Study Guides :1 GenreA literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content. The five major genres in literature are: Poetry, Drama, Prose, Fiction, Non-Fiction. Genres are often divided into subgenres. Read more...iWorksheets :3 Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3 4.2.3.b.iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c)
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1 Context CluesFreeContext cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :7Study Guides :1 Context CluesThe five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3 VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what
they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :6Study Guides :1 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)
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1 Context CluesFreeContext cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :7Study Guides :1 Context CluesThe five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3 VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what
they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :6Study Guides :1 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)
Root WordsFreeWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :4Study Guides :1 Roots/Prefixes/SuffixesWhat are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :9Study Guides :1 4.2.3.c.iii. Read and understand words with common prefixes (un-, re-, dis-) and derivational suffixes (-ful, -ly, -ness).
Word Meaning with Prefixes/SuffixesPrefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :5Study Guides :1 Roots/Prefixes/SuffixesWhat are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :9Study Guides :1 4.2.3.c.v. Read multisyllabic words with and without inflectional and derivational suffixes.
PhonicsPhonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3 Word Meaning with Prefixes/SuffixesPrefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :5Study Guides :1 Roots/Prefixes/SuffixesWhat are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :9Study Guides :1 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)
Parts of a BookFreeA book often has several parts that make finding information easier for readers. They are: title, introduction, body, conclusion, and back cover. Read more...iWorksheets :10Study Guides :1 Parts of a BookBooks contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets :3Study Guides :1 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)
Literary DevicesWhat is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. What is a Hyperbole? Hyperbole is an exaggerated comparison. What is a Simile? Read more...iWorksheets :8Study Guides :1 Literary DevicesLiterary Devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. Literary Devices are Metaphor, Simile, Hyperbole, Personification, Analogy, Euphemism, Allegory etc... Read more...iWorksheets :3 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)
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1 Synonyms/AntonymsAn antonym is a word that means the opposite of another word. For example "up" is an antonym of "down". Synonyms are words with the same or similar meaning. Synonyms for "Intelligent" are "smart" and "clever". Read more...iWorksheets :4 SynonymsWhat are synonyms? Synonyms are words that mean the same, or nearly the same, as other words. Read more...iWorksheets :6Study Guides :1 AntonymsFreeAntonyms are words that mean the opposite, or nearly the opposite, as other words. Read more...iWorksheets :6Study Guides :1 Synonyms/AntonymsWhat are Synonyms? Synonyms are words that have nearly the same meaning. What are Antonyms? Antonyms are words that mean the opposite of each other. Read more...iWorksheets :4Study Guides :1 VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what
they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :6Study Guides :1 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)
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3 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)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 4.3.1.a.ii. Provide reasons that are supported by facts and details. (CCSS: W.4.1b)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 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)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 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)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 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)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 4.3.1.b.iv. Use a variety of transitional words and phrases to manage the sequence of events. (CCSS: W.4.3c)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 4.3.1.b.v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 4.3.1.b.vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 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)
Coherent ParagraphsA paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1 Extraneous DetailsExtraneous details are details that are not necessary to include in a particular paragraph. They are details that are NOT related to the theme of a paragraph. Read more...iWorksheets :3Study Guides :1 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.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 4.3.2.a.iv. Organize relevant ideas and details to convey a central idea or prove a point.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 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.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)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 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.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)
Informal LanguageInformal language is mainly used between people who know each other well, or in relaxed and unofficial contexts. Informal language is mostly used while talking. we can also use informal language when we are writing such as writing a postcard to a family member or sending a text message to a friend or some business correspondences. Read more...iWorksheets :3 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)
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1 Adjectives/Adverbs/ParticlesWhat is adverb? An adverb is a word or an expression that modifies or qualifies an adjective, verb, or other adverb or a word group, expressing a relation of place, time, circumstance, manner, cause, degree, level of certainty, answering questions such as how?, in what way?, when?, where?, and to what extent? Read more...iWorksheets :3 Parts of SpeechA Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun.
Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1 VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what
they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :6Study Guides :1 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.iv. Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d)
Syllables/Spelling PatternsWords can be divided into syllables. Spelling patterns include groups of letters. A spelling pattern is a group of letters that represents a sound. Read more...iWorksheets :3Study Guides :1 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).
Parts of a BookFreeA book often has several parts that make finding information easier for readers. They are: title, introduction, body, conclusion, and back cover. Read more...iWorksheets :10Study Guides :1 Text FeaturesThe title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1 Parts of a BookBooks contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets :3Study Guides :1 Text FeaturesWhat are Text Features? A text that you are reading may include a map, chart, or graph. These are features of the text that help you understand the information in
the text more clearly. You may also see a map, chart, or graph by itself too. E.g., you may see a map in a park, which you can read to help figure out where you need to go. Read more...iWorksheets :4Study Guides :1 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 [e.g., a character’s thoughts, words, or actions].”). (CCSS: W.4.9.a)
Elements of FictionA character is a person in a story, novel, or play. <br> The setting in a story is where the story takes place.<br> The plot of a story is what goes on in the story. It's a series of events that gives story a meaning. <br>All of the above are elements of a fiction. Read more...iWorksheets :4Study Guides :1 Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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). Read more...iWorksheets :3 Genre CharacteristicsFreeA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :7Study Guides :1 4.4.1.c.ii. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). (CCSS: W.4.9.b)
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :6Study Guides :1 Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :4Study Guides :1 Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3 Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1 Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3 Standards
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