What's New: Worksheets and Study Guides

Counting Syllables Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Counting Syllables Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Trace Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts

Indiana Standards for Fourth Grade English Language Arts

AnalogiesWorksheets: 4Study Guides: 1Content Area VocabularyWorksheets: 3Extraneous DetailsWorksheets: 3Study Guides: 1Graphic OrganizersWorksheets: 3High Frequency Words IWorksheets: 6Study Guides: 1High Frequency Words IIWorksheets: 6Study Guides: 1Interpret InformationWorksheets: 3Study Guides: 1Labels/Captions for GraphicsWorksheets: 3NounsWorksheets: 3Parts of a BookWorksheets: 8Study Guides: 1PluralsWorksheets: 3Poetic DevicesWorksheets: 4Study Guides: 1SpellingWorksheets: 4Study Guides: 1SummarizingWorksheets: 3Study Guides: 1Syntactic/Semantic CuesWorksheets: 3Title/Author in Well Known LiteratureWorksheets: 3

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, re-, -est, -ful), and context (the meaning of the text around a word).

4.1.2. Vocabulary and Concept Development: Apply knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homographs (words that are spelled the same but have different meanings), and idioms (expressions that cannot be understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases.

4.1.3. Vocabulary and Concept Development: Use knowledge of root words (nation, national, nationality) to determine the meaning of unknown words within a passage.

4.1.4. Vocabulary and Concept Development: Use common roots (meter = measure) and word parts (therm = heat) derived from Greek and Latin to analyze the meaning of complex words (thermometer).

4.1.5. Vocabulary and Concept Development: Use a thesaurus to find related words and ideas.

4.1.6. Vocabulary and Concept Development: Distinguish and interpret words with multiple meanings (quarters) by using context clues (the meaning of the text around a word).

4.1.7. Vocabulary and Concept Development: Use context to determine the meaning of unknown words.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

4.2.1. Structural Features of Informational and Technical Materials: Use the organization of informational text to strengthen comprehension.

4.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Draw conclusions or make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations.

4.2.6. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Distinguish between cause and effect and between fact and opinion in informational text.

4.2.9. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Recognize main ideas and supporting details presented in expository (informational texts).

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to a wide variety of significant works of children's literature.

4.3.1. Structural Features of Literature: Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and other tales.

4.3.2. Analysis of Grade-Level-Appropriate Literary Text: Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action.

4.3.3. Analysis of Grade-Level-Appropriate Literary Text: Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions.

4.3.5. Analysis of Grade-Level-Appropriate Literary Text: Define figurative language, such as similes, metaphors, hyperbole, or personification, and identify its use in literary works.

4.3.6. Analysis of Grade-Level-Appropriate Literary Text: Determine the theme.

IN.4. Writing: Processes and Features: Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

4.4.12. Evaluation and Revision: Revise writing by combining and moving sentences and paragraphs to improve the focus and progression of ideas.

4.4.3. Organization and Focus: Write informational pieces with multiple paragraphs that: provide an introductory paragraph; establish and support a central idea with a topic sentence at or near the beginning of the first paragraph; include supporting paragraphs with simple facts, details, and explanations; present important ideas or events in sequence or in chronological order; provide details and transitions to link paragraphs; conclude with a paragraph that summarizes the points; use correct indention at the beginning of paragraphs.

4.4.5. Research Process and Technology: Quote or paraphrase information sources, citing them appropriately.

4.4.6. Research Process and Technology: Locate information in reference texts by using organizational features, such as prefaces and appendixes.

4.4.8. Research Process and Technology: Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 4 are introduced to writing informational reports and responses to literature.

4.5.1. Writing Processes and Features: Write narratives that: include ideas, observations, or memories of an event or experience; provide a context to allow the reader to imagine the world of the event or experience; use concrete sensory details.

4.5.5. Writing Processes and Features: Use varied word choices to make writing interesting.

4.5.6. Writing Processes and Features: Write for different purposes (information, persuasion, description) and to a specific audience or person.

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

4.6.3. Sentence Structure: Create interesting sentences by using words that describe, explain, or provide additional details and connections, such as verbs, adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions.

4.6.4. Grammar: Identify and use in writing regular (live/lived, shout/shouted) and irregular verbs (swim/swam, ride/rode, hit/hit), adverbs (constantly, quickly), and prepositions (through, beyond, between).

4.6.5. Punctuation: Use parentheses to explain something that is not considered of primary importance to the sentence, commas in direct quotations (He said, 'I'd be happy to go.'), apostrophes to show possession (Jim's shoes, the dog's food), and apostrophes in contractions (can't, didn't, won't).

4.6.6. Punctuation: Use underlining, quotation marks, or italics to identify titles of documents. When writing by hand or by computer, use quotation marks to identify the titles of articles, short stories, poems, or chapters of books. When writing on a computer italicize the following, when writing by hand underline them: the titles of books, names of newspapers and magazines, works of art, and musical compositions.

4.6.7. Capitalization: Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate.

4.6.8. Spelling: Spell correctly roots (bases of words, such as unnecessary, cowardly), inflections (words like care/careful/caring), words with more than one acceptable spelling (like advisor/adviser), suffixes and prefixes (-ly, -ness, mis-, un-), and syllables (word parts each containing a vowel sound, such as sur-prise or e-col-o-gy).

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