Kentucky Academic Standards for Fourth Grade English Language Arts

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: 4Study Guides: 1
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: 3Study Guides: 1
Drawing ConclusionsFreeAnswering questions to demonstrate comprehension by drawing conclusions. Read more...iWorksheets: 3
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
Graphic OrganizersA graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas. Read more...iWorksheets: 3
High Frequency Words IHigh frequency words are words that you may come across often when reading. Read more...iWorksheets: 6Study Guides: 1
High Frequency Words IIHigh frequency words are words that you may come across often when reading. Read more...iWorksheets: 6Study Guides: 1
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: 3
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: 3Study Guides: 1
Labels/Captions for GraphicsWrite labels and captions for graphics. Read more...iWorksheets: 3
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
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: 8Study Guides: 1
PluralsPlurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets: 3
Poetic DevicesStudents use the reading process to demonstrate understanding of literary and informational texts. Read more...iWorksheets: 4Study 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: 3Study 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: 4Study Guides: 1
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. Read more...iWorksheets: 3
Syntactic/Semantic CuesSyntactic cues involve word order, patterns and rules of language, and punctuation. Read more...iWorksheets: 3
Text Feature MeaningText features include all the components of a story or article that are not the main body of text. 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
Title/Author in Well Known LiteratureDiscuss and share favorite authors, books, and genres with others: Lewis Carroll, Charles Dickens, Oscar Wilde, Mark Twain, Jane Austen, William Shakespeare, Katherine Paterson,... Read more...iWorksheets: 3
Writing ElementsDemonstrate command of the conventions of standard English grammar and usage when writing. Read more...iWorksheets: 3

Reading Foundational Skills—Grade 4

Phonics and Word Recognition

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to accurately read unfamiliar multisyllabic words.
PhonicsPhonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3
Decoding StrategiesDecoding means to translate a message from a code into the original language or form. Read more...iWorksheets :3
Prefix/Suffix/SyllablesA prefix is a group of letters placed before a root word or another prefix creating a new word. Read more...iWorksheets :3Study Guides :1
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
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

Fluency

RF.4.4. Read fluently (accuracy, speed and prosody) on grade-level text to support comprehension.
RF.4.4.b. Fluently read grade-level prose and poetry orally on successive readings.
GenreHistorical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3
Genre CharacteristicsA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :6Study 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
RF.4.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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 CluesIdentify the meaning of unknown words by text surrounding word. Read more...iWorksheets :3
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context CluesContext 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 :6Study 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 :4Study Guides :1

Reading Standards for Literature—Grade 4

Key Ideas and Details

1 Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text.
RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study 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 :3Study Guides :1
Main Idea/Supporting DetailsMain idea, supporting details, and irrelevant details. Read more...iWorksheets :3
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
2 Students will determine central ideas or themes of a text and analyze their development; cite specific textual evidence, including summary, paraphrase and direct quotations, to support conclusions drawn from the text.
RL.4.2. Analyze how the theme is reflected, and cite relevant implicit and explicit evidence from the text, including but not limited to poems, stories and dramas.
Main IdeaThe main idea is the overall theme of a paragraph or section of a text. 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
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
3 Students will analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL.4.3. Describe in depth a character’s thoughts, words and/or actions, the setting or event(s) in a story or drama, drawing on specific details to analyze their interaction over the course of the text.
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
Literary ElementsIdentify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
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

Craft and Structure

4 Students will interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.4.4. Determine the meaning of words and phrases as they are used in a text, including but not limited to figurative language such as metaphors and similes, and describe and explain how those words and phrases shape meaning.
Literary ElementsAuthors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1
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 :7Study 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
5 Students will analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole.
RL.4.5. Analyze the overall structure, in a text or part of the text, the author uses in poems, stories and dramas, including but not limited to linear, nonlinear and circular structures.
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3

Range of Reading and Level of Text Complexity

10 Students will read, comprehend and analyze complex literary texts independently and proficiently.
RL.4.10. By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, synthesizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex literary texts independently and proficiently.
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Predictions, Conclusions and InferencesDrawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
SummarizeWhen you summarize you put the main idea of the text into your own words. 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 :3Study Guides :1
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 :3Study 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

Reading Standards for Informational Text—Grade 4

Key Ideas and Details

1 Students will read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusions drawn from the text.
RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study 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 :3Study Guides :1
Main Idea/Supporting DetailsMain idea, supporting details, and irrelevant details. Read more...iWorksheets :3
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
2 Students will determine central ideas of a text and analyze their development; cite specific textual evidence, including summary, paraphrase and direct quotations to support conclusions drawn from the text.
RI.4.2. Analyze how the central ideas are reflected in a text, and cite relevant implicit and explicit evidence from the text.
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 :3Study 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
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 :3Study Guides :1
Main Idea/Supporting DetailsMain idea, supporting details, and irrelevant details. Read more...iWorksheets :3
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
3 Students will analyze how and why individuals, events and ideas develop and interact over the course of a text.
RI.4.3. Explain the individuals, events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information over the course of a text.
Content VocabularySpelling in content areas including Math, Social Studies, Science, Technology, Art, and Music. Read more...iWorksheets :3
GenreHistorical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3
Genre CharacteristicsA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :6Study 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

Craft and Structure

4 Students will interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a grade-level text, and describe and explain how those words and phrases shape meaning.
Content VocabularySpelling in content areas including Math, Social Studies, Science, Technology, Art, and Music. Read more...iWorksheets :3
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
5 Students will analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole.
RI.4.5. Describe the overall structure, in a text or part of the text, the author uses to organize the events, ideas, concepts or information.
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3

Integration of Knowledge and Ideas

7 Students will integrate and evaluate content presented in print/non-print forms of text found in diverse media and formats.
RI.4.7. Interpret information presented in print and non-print formats and explain how the information contributes to an understanding of the text in which it appears.
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Predictions, Conclusions and InferencesDrawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
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 :3Study 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

Range of Reading and Level of Text Complexity

10 Students will read, comprehend and analyze complex informational texts independently and proficiently.
RI.4.10. By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, synthesizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex informational texts independently and proficiently.
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Predictions, Conclusions and InferencesDrawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
SummarizeWhen you summarize you put the main idea of the text into your own words. 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 :3Study Guides :1
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 :3Study 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

Composition—Grade 4

Text Types and Purposes

1 Students will compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
C.4.1. Compose opinions, using writing and digital resources, on topics or texts, supporting an author’s perspective with reasons and information.
C.4.1.a. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
C.4.1.f. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing and rewriting.
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
Writing ProcessPrewrite, draft, revise, proofread, and edit. Read more...iWorksheets :3
2 Students will compose informative and explanatory texts to examine and convey complex ideas clearly and accurately through the effective selection, organization and analysis of content.
C.4.2. Compose informative and/or explanatory texts, using writing and digital resources, to examine a topic and convey ideas and information clearly.
C.4.2.a. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
C.4.2.c. Develop the topic with facts, definitions, concrete details, quotations or other information and examples related to the topic.
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
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
C.4.2.d. Use grade-appropriate conjunctions to develop text structure within sentences.
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
C.4.2.e. Use grade-appropriate transitions to develop text structure across paragraphs.
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
C.4.2.g. Provide a concluding section.
Supporting/Concluding SentencesSupporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
C.4.2.h. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing and rewriting.
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
Writing ProcessPrewrite, draft, revise, proofread, and edit. Read more...iWorksheets :3
3 Students will compose narratives to develop real or imagined experiences or events, using effective technique, well-chosen details and well-structured event sequences.
C.4.3. Compose narratives, using writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences.
C.4.3.a. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
C.4.3.b. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that reflects linear, nonlinear or circular structure.
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
C.4.3.c. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
C.4.3.d. Use a variety of conjunctions and transitional words and phrases to manage the sequence of events.
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
C.4.3.e. Use concrete words and phrases and sensory details to convey experiences and events precisely.
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
C.4.3.f. Provide a conclusion that follows the narrated experiences or events.
Supporting/Concluding SentencesSupporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
C.4.3.g. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing and rewriting.
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
Writing ProcessPrewrite, draft, revise, proofread, and edit. Read more...iWorksheets :3

Research to Build and Present Knowledge

5 Students will conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
C.4.5. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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
6 Students will gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information for the purposes of analysis, reflection and research while avoiding plagiarism.
C.4.6. Summarize relevant information from experiences or gather relevant information from various print and digital sources; take notes, categorize information and provide a list of sources.
SummarizeWhen you summarize you put the main idea of the text into your own words. 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 :3Study Guides :1

Range of Writing

7 Students will compose routinely over extended and shorter time frames for a variety of tasks, purposes and audiences.
C.4.7. Compose routinely over extended time frames and shorter time frames for a variety of tasks, purposes and audiences.
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
Writing ProcessPrewrite, draft, revise, proofread, and edit. Read more...iWorksheets :3

Language—Grade 4

Conventions of Standard English

1 Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
L.4.1. When writing or speaking, demonstrate command of the conventions of standard English grammar and usage.
L.4.1.d. Order adjectives within sentences according to conventional patterns.
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
Adjectives/Adverbs/Vivid LanguageWhat is an Adjective? An adjective is a word that describes a noun. When an adjective is added to a noun, the sentence becomes more interesting. Read more...iWorksheets :8Study Guides :1
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 :4Study Guides :1
L.4.1.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Complete & Incomplete SentencesStudents demonstrate an understanding of the structures of the English language. Read more...iWorksheets :4
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
L.4.1.g. Use frequently confused words, such as to, too, two; there, their, they’re.
Double Negatives and HomophonesHomophones are words that sound the same, but have different spellings and different meanings. Read more...iWorksheets :4Study Guides :1
2 Students will demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
L.4.2. When writing:
L.4.2.a. Demonstrate appropriate use of capitalization rules.
Capitalization/PunctuationDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
L.4.2.d. Consult reference materials as needed to check and correct spellings.
Dictionary/Thesaurus/Parts of a BookAlphabetical order, table of contents, title, author, index, glossary. Read more...iWorksheets :3
Dictionary/ThesaurusAlphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3

Knowledge of Language

3 Students will apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.4.3. Use knowledge of language and its conventions when writing, speaking, reading or listening.
L.4.3.a. Choose words and phrases to convey ideas precisely.
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
Complete & Incomplete SentencesStudents demonstrate an understanding of the structures of the English language. Read more...iWorksheets :4
L.4.3.c. Differentiate between formal and informal discourse patterns based on context.
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

Vocabulary Acquisition and Use

4 Students will use a variety of strategies to determine or clarify the meaning of words and phrases, consulting reference material when appropriate. Students will acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening in order to be transition ready.
L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from an array of strategies.
L.4.4.a. Use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.
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 CluesIdentify the meaning of unknown words by text surrounding word. Read more...iWorksheets :3
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context CluesContext 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 :6Study 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 :4Study Guides :1
L.4.4.b. Use common affixes and roots as clues to the meaning of a word.
Root Words/Prefixes/SuffixesWhen the ending, or inflection, is taken away from a word, the word that remains is called the root word or base word. Read more...iWorksheets :6Study Guides :1
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 :3Study Guides :1
Prefix/Suffix/SyllablesA prefix is a group of letters placed before a root word or another prefix creating a new word. Read more...iWorksheets :3Study Guides :1
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Multiple MeaningWords with multiple meanings are words with more than one meaning. Read more...iWorksheets :3Study Guides :1
Root WordsWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :3Study 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 :7Study Guides :1
L.4.4.c. Consult print and digital reference materials to find the pronunciation, and determine or clarity the precise meaning of key words and phrases.
Dictionary/Thesaurus/Parts of a BookAlphabetical order, table of contents, title, author, index, glossary. Read more...iWorksheets :3
Dictionary/ThesaurusAlphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
L.4.4.d. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions and that are basic to a particular topic.
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
Content VocabularySpelling in content areas including Math, Social Studies, Science, Technology, Art, and Music. Read more...iWorksheets :3
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
5 Students will demonstrate understanding of word relationships and nuances in word meanings.
L.4.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.4.5.a. Explain the meaning of simple similes and metaphors in context.
Literary ElementsAuthors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1
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 :7Study 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
L.4.5.c. Demonstrate understanding of words by relating them to their synonyms and antonyms.
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 :3
SynonymsWhat are synonyms? Synonyms are words that mean the same, or nearly the same, as other words. Read more...iWorksheets :4Study Guides :1
AntonymsFreeAntonyms are words that mean the opposite, or nearly the opposite, as other words. Read more...iWorksheets :5Study 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 :3Study 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 :4Study Guides :1
Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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