Maryland College and Career-Ready 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
Drawing ConclusionsFreeAnswering questions to demonstrate comprehension by drawing conclusions. 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
Labels/Captions for GraphicsWrite labels and captions for graphics. Read more...iWorksheets: 3
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
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
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
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

MD.RL. Standards for Reading Literature (RL)

Key Ideas and Details

RL1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
4.RL1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL1.1. Apply appropriate strategies before reading, viewing, or listening to a text: preview and survey the text; access prior knowledge about the text; formulate purpose-setting questions; make predictions.
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
Making PredictionsWhen you make a prediction, you make a reasonable guess about what is going to happen NEXT in the story. You should use the hints and clues the author writes in the story in order to make an educated prediction. Read more...iWorksheets :3Study Guides :1
4.RL1.2. Apply appropriate strategies to monitor understanding when reading, viewing, or listening to a text: reread as necessary; determine main ideas of portions of the text; periodically restate, retell, paraphrase, summarize, and/or synthesize information (See CCSS SL.4.4-6); connect ideas within the text; make, confirm, and/or modify questions, inferences, and predictions; visualize.
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
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study 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
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
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
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
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
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
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
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
Making PredictionsWhen you make a prediction, you make a reasonable guess about what is going to happen NEXT in the story. You should use the hints and clues the author writes in the story in order to make an educated prediction. 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
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
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.RL1.3. Demonstrate understanding, either orally or in writing, after reading, viewing, or listening to a text: determine and explain main ideas (explicit or inferred) of the text; summarize the text (See CCSS SL.4.4-6; MD SLM 4-5 4A2); explain what is directly stated in the text by citing specific details and examples from the text; explain inferences, conclusions, and generalizations by citing appropriate details and examples from the text; synthesize information and ideas; confirm, refute, and/or make predictions about the text; connect prior knowledge or experience to 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
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study 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
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
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
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
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
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
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
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
Making PredictionsWhen you make a prediction, you make a reasonable guess about what is going to happen NEXT in the story. You should use the hints and clues the author writes in the story in order to make an educated prediction. 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
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
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.RL1.5. Select only relevant textual evidence when responding either orally or in writing to text-specific questions.
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
RL2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4.RL2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.RL2.1. Summarize a literary text either orally or in writing (See CCSS RI.4.2; W.4.9; SL.4.4, 6): Determine the key events from the beginning, middle, and end of the text (See CCSS RI.4.2); Analyze narrative elements of the text, including character(s), setting, and plot; Identify and explain plot-based relationships, including sequence/chronology, problem/solution, cause/effect.
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
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 :4Study Guides :1
Cause/EffectAn action that results in something else happening is called the cause. The result of an action is called the effect. In real-life order, the cause happens first. 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
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
Cause and EffectCause and effect refers to the relationship between two events or occurrences. To put it simply, it is when one thing causes something else to happen. A cause is WHY something happens. An effect is WHAT happened as a result of something else. To find the cause, ask yourself: Why did this happen? To find the effect, ask yourself: What happened? Read more...iWorksheets :7Study Guides :1
4.RL2.2. Analyze details about characters, setting, and plot in a literary text to infer a theme: Differentiate between a topic and a theme; Differentiate between a literary theme and a message, lesson, or moral; Connect key details in a literary text to explain how the author, poet, or playwright conveys a theme.
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
Main IdeaThe main idea is the overall theme of a paragraph or section of a text. 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 :4Study Guides :1
Literary ElementsIdentify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
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
RL3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
4.RL3. 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).
4.RL3.1. Analyze the traits of a specific character, including his or her behavior, thoughts, words, and interactions with other characters, as well as the reactions of other characters.
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
4.RL3.2. Analyze the setting or an aspect of the setting (e.g. time, place, historical backdrop, and determine its contribution to the mood and/or the 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
Plot FeaturesA plot is the sequence of events that make up a story: Exposition, Rising Action, Climax, Falling Action, Resolution/Denoument. 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
4.RL3.3. Analyze a specific event and determine its relationship to other story elements (e.g., setting, characters, mood).
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

RL4.CCR. Anchor Standard: 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.
4.RL4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
4.RL4.1. 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 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
4.RL4.2. 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 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
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
4.RL4.3. Explain the meaning of figurative language, including simple similes and metaphors (e.g., as pretty as a picture) in context. (CCSS L.4.5a)
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
4.RL4.6. 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 :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
4.RL4.9. 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 in context. (CCSS L.4.4c)
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
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
Parts of a BookBooks contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets :3Study Guides :1
RL5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
4.RL5. 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.
4.RL5.2. Analyze the details and events in structural elements of a literary text (e.g., chapters, scenes, stanzas, of stories, dramas, and poems).
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

Integration of Knowledge and Ideas

RL7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
4.RL7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
4.RL7.3. Support inferences and conclusions with relevant textual evidence.
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
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
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
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 :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
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
RL9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
4.RL9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
4.RL9.3. Support inferences about the relationship between text features with relevant textual evidence.
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
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
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
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
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

MD.RI. Standards for Reading Informational Text (RI)

Key Ideas and Details

RI1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
4.RI1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI1.1. Apply appropriate strategies before reading, viewing, or listening to a text: preview and survey the text; access prior knowledge about the text; formulate purpose-setting questions; make predictions.
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
Making PredictionsWhen you make a prediction, you make a reasonable guess about what is going to happen NEXT in the story. You should use the hints and clues the author writes in the story in order to make an educated prediction. Read more...iWorksheets :3Study Guides :1
4.RI1.2. Apply appropriate strategies to monitor understanding when reading, viewing, or listening to a text: reread as necessary; determine main ideas of portions of the text; periodically restate, retell, paraphrase, summarize, and/or synthesize information (See CCSS SL.4.4, 6); connect ideas within the text; make, confirm, and/or modify questions, inferences, and predictions; visualize.
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
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study 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
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
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
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
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
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
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
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
Making PredictionsWhen you make a prediction, you make a reasonable guess about what is going to happen NEXT in the story. You should use the hints and clues the author writes in the story in order to make an educated prediction. 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
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
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.RI1.3. Demonstrate understanding, either orally or in writing, after reading, viewing, or listening to a text: determine and explain main ideas (explicit or inferred) of the text; summarize the text (See CCSS SL.4.4, 6; MD SLM 4-5 4A.2); explain what is directly stated in the text by citing specific details and examples from the text; explain inferences, conclusions, and generalizations by citing appropriate details and examples from the text; synthesize information and ideas; confirm, refute, and/or make predictions about the text; connect prior knowledge or experience to 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
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study 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
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
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
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
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
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
Making PredictionsWhen you make a prediction, you make a reasonable guess about what is going to happen NEXT in the story. You should use the hints and clues the author writes in the story in order to make an educated prediction. 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
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
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.RI1.5. Select only relevant textual evidence when responding either orally or in writing to text-specific questions.
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
4.RI1.7. Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.4.1-2).
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
RI2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4.RI2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI2.1. Determine the main idea of individual paragraphs or sections of a text either by identifying explicitly stated ideas or inferring implied ideas.
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
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study 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
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
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
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 :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
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
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.RI2.2. Connect explicitly stated or inferred ideas from across the text to determine a main idea.
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
4.RI2.3. Paraphrase key details or information.
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
4.RI2.4. Summarize an informational text, either orally or in writing, including the main ideas and significant supporting information from across the text (See CCSS RL.4. 2; W.4.9; SL.4.4, 6).
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
4.RI2.5. Connect key details or information, including those found in text features, and explain how they develop the main idea.
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
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
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
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
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.RI2.7. Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.4.1-2).
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
RI3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
4.RI3. 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.
4.RI3.1. Connect and explain types of relationships (See CCSS RL.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 :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
4.RI3.2. Apply content knowledge to determine relationships in an informational 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
4.RI3.3. Use text-relevant information and language to explain connections between and/or among events, ideas or concepts, and steps in a 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
4.RI3.4. Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.4.1-2).
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
4.RI3.6. See also MD SLM 4-5 4.0, as needed.
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

RI4.CCR. Anchor Standard: 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.
4.RI4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.RI4.1. 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 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
4.RI4.2. 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 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
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
4.RI4.3. 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; See MD TL 4 3C)
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
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
Parts of a BookBooks contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets :3Study Guides :1
4.RI4.7. 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 :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
RI5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
4.RI5. 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.
4.RI5.1. Apply an understanding of text features (e.g., print features, graphic aids, informational aids, online features, etc.) to facilitate understanding.
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.RI5.2. Determine and explain how each paragraph in a text is organized (e.g., sequentially/chronologically, by main ideas and supporting details, by cause and effect, by problem and solution) (See CCSS R.4.I.).
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
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 :4Study 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
4.RI5.3. Determine the predominant organizational structure in a text or a portion of a text.
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3
4.RI5.4. Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.4.1-2).
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
4.RI5.5. Use academic and domain-specific vocabulary when explaining either orally or in writing the organizational structure of a text or part of a text (See CCSS W.4.9; L.4.6).
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3
RI6.CCR. Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
4.RI6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
4.RI6.2. Gather relevant textual evidence for comparing and contrasting a firsthand and secondhand account of the same event or topic.
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
4.RI6.4. Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.4.1-2).
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
4.RI6.5. Use academic and domain-specific vocabulary when explaining either orally or in writing the organizational structure of a text or part of a text (See CCSS W.4.9; L.4.6).
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3

Integration of Knowledge and Ideas

RI7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
4.RI7. 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.
4.RI7.1. Draw conclusions about the relationship between text features and the meaning and/or purpose of a text.
Author's Purpose/Point of ViewAn author writes for many reasons, such as to inform, to entertain, or to persuade. Read more...iWorksheets :5Study Guides :1
Author's Purposethe author's purpose is the reason that he or she had for writing the text. Some authors' purposes are to inform, entertain or persuade. Read more...iWorksheets :4Study 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
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.RI7.2. See CCSS W.4.7-9 in the CCSC Framework for further application.
Charts/Maps/Graphic OrganizersFreeMaps, charts, graphs, and diagrams are graphics that contain information. Read more...iWorksheets :6Study Guides :1
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 :3Study Guides :1
RI8.CCR. Anchor Standard: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
4.RI8. Explain how an author uses reasons and evidence to support particular points in a text.
4.RI8.1. Explain the relationship between the organizational pattern (i.e., how reasons and evidence are organized) and the meaning and/or purpose of a text (See CCSS RI.4.5.).
Author's Purpose/Point of ViewAn author writes for many reasons, such as to inform, to entertain, or to persuade. Read more...iWorksheets :5Study Guides :1
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3
Author's Purposethe author's purpose is the reason that he or she had for writing the text. Some authors' purposes are to inform, entertain or persuade. Read more...iWorksheets :4Study Guides :1
4.RI8.2. Connect specific pieces of evidence to the corresponding point supported by the evidence.
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
RI9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
4.RI9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI9.1. Synthesize the main points and key details in two texts on the same topic (See CCSS W.4.9b; SL.4.4-6).
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
4.RI9.2. Draw evidence from informational text to support analysis, reflection, and research. (CCSS W.4.9.)
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

Range of Reading and Level of Text Complexity

RI10.CCR. Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
4.RI10. By the end of the 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.
4.RI10.1. With scaffolding as needed, demonstrate understanding of a wide variety of sufficiently complex informational texts representing diverse contents, perspectives, time periods, etc.
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

MD.RF. Standards for Reading Foundational Skills (RF)

Phonics and Word Recognition

4.RF3. Know and apply grade-level phonics and word analysis skills in decoding words.
4.RF3.a. Use a 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.
4.RF3.a.1. Generalize and apply phonics to 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
4.RF3.a.2. Increase knowledge of roots and affixes.
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
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
4.RF3.a.3. Understand the relationship between words with common roots.
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
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

Fluency

4.RF4. Read with sufficient accuracy and fluency to support comprehension.
4.RF4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
4.RF4.b.3. Use punctuation as cues to appropriate expression.
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
4.RF4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.RF4.c.2. Use context clues, sentence structure, and visual clues to guide self-correction.
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

MD.W. Standards for Writing (W)

Text Types and Purposes

W1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4.W1-a. Write opinion pieces on topics or texts, supporting a point of view with reasons and information – Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
4.W1-a.1. Apply the prewriting and planning stages of the writing process, including: formulating an opinion; generating support that includes facts and details (See MD SLM 4-5 2A1, as needed); paraphrasing when taking notes from sources (See MD SLM 2-3 4A); grouping support by categories or ideas; linking the support to the writing purpose (See CCSS 4 W4, W5, W6).
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
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
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
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
4.W1-a.2. Draft an introduction that: orients the reader to the topic or text; states the point of view or opinion; addresses an audience and the writing purpose; anticipates an organizational structure (e.g., several paragraphs, as appropriate) (See CCSS W.4.4, W.4.6).
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
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
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
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
4.W1-b. Write opinion pieces on topics or texts, supporting a point of view with reasons and information – Provide reasons that are supported by facts and details.
4.W1-b.1. Differentiate facts or reasons from opinion(s) and select facts and/or details that support reasons.
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.W1-b.2. Establish categories of support organized by ideas and their supporting facts, details, or other information.
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
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.W1-b.3. Draft the body to argue an opinion or point of view through effective organization of support (See CCSS W.4.4, W.4.6): Establish the focus of each paragraph with a topic sentence; Organize paragraphs effectively (e.g., list, cause/effect, order of importance); Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) (CCSS L.4.1a); Form and use prepositional phrases (CCSS L.4.1e).
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
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. 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
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.W1-b.4. 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.W1-c. Write opinion pieces on topics or texts, supporting a point of view with reasons and information – Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4.W1-c.1. Apply an understanding of the relationship between opinion and reasons.
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
W2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
4.W2-a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – 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.
4.W2-a.1. Apply the prewriting stage of the writing process: gather information on a topic – synthesize information from within and across sources (See MD SLM 4-5 2A1, as needed); paraphrase when taking notes from sources; organize information by paragraphs or sections with topic sentences or controlling ideas; select and/or create and apply formatting and/or text features and/or multimedia to clarify ideas or information, as necessary (See CCSS W.4.4, W.4.5, W.4.6, W.4.7).
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
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.W2-a.2. Draft an introduction that: orients the reader to the topic; establishes a controlling idea with a topic sentence; organizes information by paragraphs or sections; incorporates formatting, text features and/or multimedia effectively; handles copyrighted material appropriately (See CCSS W.4.4, W.4.6; MD SLM 4-5, 3C2).
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
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.W2-b. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
4.W2-b.2. Differentiate between a concrete detail and a more general or abstract idea.
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.W2-b.3. Draft the body to examine a topic and convey ideas with effectively organized facts, definitions, concrete details, and other information (See CCSS W.4.4, W.4.6): Select appropriate organizational patterns for paragraphs or sections (e.g., list, cause/effect, comparison/contrast, time order); Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) (CCSS L.4.1a); Form and use prepositional phrases (CCSS L.4.1e); Use commas and quotation marks to punctuate quotations from a text (See CCSS L.4.2b); 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).
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
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. 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
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Punctuation/CapitalizationWhere do COMMAS go? Commas in a series, Commas in dates, Commas in an address, Commas in a friendly letters. Where Does the APOSTROPHE go in a Contraction? Where Does a PERIOD go in an Abbreviation? Where do QUOTATION MARKS go in Written Text? Read more...iWorksheets :7Study Guides :1
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.W2-c. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4.W2-c.1. Apply an understanding that information can be categorized in a variety of different ways.
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
4.W2-d. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Use precise language and domain-specific vocabulary to inform about or explain the topic.
4.W2-d.1. (See CCSS L.4.3a, L.4.6)
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
4.W2-e. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Provide a concluding statement or section related to the information or explanation presented.
4.W2-e.1. Draft a conclusion that draws inferences or conclusions or makes generalizations from the information presented (See CCSS W.4.4, W.4.6).
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
4.W2-e.2. Apply the revision and editing stages of the writing process (See CCSS W.4.5, W.4.6) – Revise to: ensure a clear statement of the topic and clearly conveyed and organized ideas and information, choose words and phrases for effect and to convey ideas precisely (See CCSS L.4.3a; CCSS L.4.3a); Edit to correct errors in: subject-verb and pronoun-antecedent agreement (See CCSS L.4.1f), inappropriate fragments and run-ons (See CCSS L.4.1f), capitalization (See CCSS L.4.2a), frequently confused words (See CCSS L.4.1g), punctuation of compound sentences joined by a coordinating conjunction (See CCSS L.4.2c), spelling of grade-appropriate words, consulting references as needed (See CCSS L.4.2d).
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
W3.CCR. Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
4.W3-a. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4.W3-a.1. Apply the prewriting stage of the writing process: select and narrow an event or situation; identify the narrator and/or the characters; explain the problem; organize a plausible sequence of events (See CCSS W.4.4, W.4.5, W.4.6).
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
4.W3-d. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Use concrete words and phrases and sensory details to convey experiences and events precisely.
4.W3-d.3. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (CCSS 4 L1.d)
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
4.W3-e. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Provide a conclusion that follows from the narrated experiences or events.
4.W3-e.1. Draft a plausible conclusion that follows naturally from the sequence of events in the narrative (See CCSS W.4.4, W.4.6).
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
4.W3-e.2. Apply the revision and editing stages of the writing process to the narrative piece (See CCSS W.4.4, W.4.6) – Revise to: ensure that characters and events are effectively described, ensure that the narrative is fully developed and logically organized, choose words and phrases to convey ideas precisely (CCSS L.4.3a), choose punctuation for effect (CCSS L.4.3b); Edit to correct errors in: transitional words and phrases (See CCSS W.4.3c), subject-verb and pronoun-antecedent agreement (See CCSS L.4.1f), inappropriate fragments and run-ons (See CCSS 4 L1.f), frequently confused words (See CCSS L.4.1g), commas and quotation marks in direct speech (See CCSS L.4.2b), punctuation of compound sentences joined by a coordinating conjunction (See CCSS L.4.2c), spelling of grade-appropriate words, consulting references as needed (See CCSS L.4.2d).
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
Writing ProcessPrewrite, draft, revise, proofread, and edit. Read more...iWorksheets :3

Production and Distribution of Writing

W4.CCR. Anchor Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
4.W4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.W4.1. See CCSS W.4.1, W.4.2, W.4.3, W.4.7; SL.4.1, 4, and 5 of CCSC Framework for specific application.
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
W5.CCR. Anchor Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
4.W5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
4.W5.1. See CCSS W.4.1, W.4.2, W.4.3, W.4.7; SL.4.1, 4, and 5 of CCSC Framework for specific application.
Writing ProcessPrewrite, draft, revise, proofread, and edit. Read more...iWorksheets :3

Research to Build and Present Knowledge

W7.CCR. Anchor Standard: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4.W7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W7.1. Follow an inquiry process. (MD SLM 4-5 1A; MD TL 4 6A, 6B)
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.W7.11. Differentiate between original and borrowed ideas and cite sources appropriately. (MD SLM 4-5 3A2)
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
W9.CCR. Anchor Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.W9-a. Draw evidence from literary or informational texts to support analysis, reflection, and research – 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].”).
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
Plot FeaturesA plot is the sequence of events that make up a story: Exposition, Rising Action, Climax, Falling Action, Resolution/Denoument. Read more...iWorksheets :4Study Guides :1
Literary ElementsIdentify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
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
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). 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
4.W9-b. 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”).
4.W9-b.1. Write in response to grade-level print, nonprint, and digital literary or informational text(s).
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
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
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
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
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. 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 :3Study Guides :1
Main Idea/Supporting DetailsMain idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). 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

Range of Writing

W10.CCR. Anchor Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
4.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
4.W10.1. Adjust the writing process as appropriate for different writing tasks, purposes, and audiences and time frames.
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

MD.SL. Standards for Speaking and Listening (SL)

Comprehension and Collaboration

SL1.CCR. Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
4.SL1-a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
4.SL1-a.2. Collect information using a variety of multi-media resources, e.g., books, interviews, and technology (See MD TL 4 5A1.f as needed).
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

MD.L. Standards for Language (L)

Conventions of Standard English

L1.CCR. Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
4.L1-b. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use the progressive (e.g., I was walking, I am walking; I will be walking) verb tenses.
4.L1-b.1. Differentiate between past, present, and future tenses.
Verb EndingsVerbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
4.L1-b.5. Analyze writing models for correct use of verb tenses.
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
4.L1-d. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
4.L1-d.1. Identify correct placement of adjectives in sentences.
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
4.L1-d.2. Revise and strengthen writing to include correctly ordered adjectives.
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
4.L1-d.3. Analyze writing models for correct use and ordering of adjectives.
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
4.L1-e. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use prepositional phrases.
4.L1-e.1. Identify and explain the purpose of prepositional phrases.
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. Read more...iWorksheets :3
4.L1-e.2. Compose sentences using prepositional phrases to modify nouns and verbs.
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. Read more...iWorksheets :3
4.L1-e.3. Strengthen writing by revising to include prepositional phrases.
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. Read more...iWorksheets :3
4.L1-e.4. Analyze writing models for the effective use of prepositional phrases.
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. Read more...iWorksheets :3
4.L1-f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
4.L1-f.1. Differentiate between grammatically complete sentences, sentence fragments, and run-on sentences.
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
4.L1-f.4. Revise incomplete, fragments, run-ons by combining sentences and using coordinating conjunctions.
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
Rules for WritingCombining two simple sentences. Two simple sentences can be combined by using words called conjunctions to join them. Some examples of conjunctions are: and, but, or. Read more...iWorksheets :7Study Guides :1
4.L1-g. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Correctly use frequently confused words (e.g., to, too, two; there, their).
4.L1-g.1. Identify and distinguish between the multiple meanings, spellings, and pronunciations of homophones and homographs.
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
Double Negatives and HomophonesHomophones are words that sound the same, but have different spellings and different meanings. 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 :4Study Guides :1
4.L1-g.2. Identify the different meanings for given homophones.
Double Negatives and HomophonesHomophones are words that sound the same, but have different spellings and different meanings. Read more...iWorksheets :4Study Guides :1
4.L1-g.3. Demonstrate and explain correct use of frequently confused words in writing.
Double Negatives and HomophonesHomophones are words that sound the same, but have different spellings and different meanings. Read more...iWorksheets :4Study Guides :1
4.L1-g.4. Analyze writing models for the effective use of frequently confused words.
Double Negatives and HomophonesHomophones are words that sound the same, but have different spellings and different meanings. Read more...iWorksheets :4Study Guides :1
L2.CCR. Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
4.L2-a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use correct capitalization.
4.L2-a.1. Explain the rules for capitalization in sentences and with proper nouns.
NounsRecognize, recall, and use basic elements of grammar to express ideas clearly. <br> Uses subject vs. object pronouns correctly (e.g., I vs. me). Read more...iWorksheets :3
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality 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
4.L2-a.3. Analyze writing models for correct capitalization.
Capitalization/PunctuationDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
4.L2-d. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Spell grade-appropriate words correctly, consulting references as needed.
4.L2-d.1. Apply learned spelling patterns and generalizations to spell grade-appropriate words correctly.
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
4.L2-d.2. Use knowledge of word structure and word origins to spell grade-appropriate words.
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
4.L2-d.3. Use reference materials to correct or confirm spelling of grade-appropriate words (e.g., dictionaries, thesauruses, including use of the Internet).
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
4.L2-d.4. Use word processing technology when appropriate to demonstrate correct spelling of grade-appropriate words.
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
4.L2-d.5. Analyze writing models for correct spelling.
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

Knowledge of Language

L3.CCR. Anchor Standard: 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.
4.L3-a. Use knowledge of language and its conventions when writing, speaking, reading, or listening – Choose words and phrases to convey ideas precisely.
4.L3-a.2. Use dictionaries, glossaries, thesauruses, and multimedia resources to identify and use synonyms for words.
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
Dictionary/Thesaurus/Parts of a BookAlphabetical order, table of contents, title, author, index, glossary. Read more...iWorksheets :3
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
Dictionary/ThesaurusAlphabetical order, table of contents, title, author, index, glossary 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
SynonymsWhat are synonyms? Synonyms are words that mean the same, or nearly the same, as other words. Read more...iWorksheets :4Study 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
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

Vocabulary Acquisition and Use

L4.CCR. Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
4.L4-a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content – Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
4.L4-a.1. Identify clues in the text that help determine or clarify 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
4.L4-a.2. Connect prior knowledge and experiences to determine 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
4.L4-a.3. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation.
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
4.L4-b. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
4.L4-b.1. Identify Greek and Latin root words.
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
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
4.L4-b.2. Use meaning of Greek and Latin roots/affixes to explain the meaning of new words.
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
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
4.L4-b.3. Identify relationships between and among words with common Greek and Latin roots.
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
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
4.L4-c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content – 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.
4.L4-c.1. Distinguish between a dictionary and thesaurus.
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
4.L4-c.3. Use the context in which words are used to choose among possible meanings.
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
L5.CCR. Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4.L5-a. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings – Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
4.L5-a.1. Identify figurative language in text presented in a variety of formats.
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
4.L5-a.2. Distinguish between similes and metaphors.
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
4.L5-a.3. Interpret the meaning of simple similes and metaphors in text presented in a variety of formats.
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
4.L5-c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings – Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
4.L5-c.1. Consult reference materials including dictionaries, glossaries, thesauruses, and online resources to identify words with similar or opposite meanings.
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
Dictionary/Thesaurus/Parts of a BookAlphabetical order, table of contents, title, author, index, glossary. Read more...iWorksheets :3
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
Dictionary/ThesaurusAlphabetical order, table of contents, title, author, index, glossary 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
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
Parts of a BookBooks contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets :3Study 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
4.L5-c.2. Use knowledge of nuances to determine precise words as needed for speaking and writing.
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
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