What's New: English Language Arts Worksheets and Study Guides

Alphabetizing First Grade English Language Arts
Simple Sentences Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts
Phoneme Segmentation Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts

Maryland Standards for Fourth Grade English Language Arts

MD.1.0. General Reading Processes

1.D. Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.

1.D.2. Develop a conceptual understanding of new words
1.D.2.b. Identify and explain word relationships, to determine the meanings of words
1.D.3. Understand, acquire, and use new vocabulary
1.D.3.a. Use context to determine the meanings of words
1.D.3.c. Use resources to determine the meanings of words
1.D.3.d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

1.E. Students will use a variety of strategies to understand what they read (construct meaning).

1.E.2. Use strategies to prepare for reading (before reading)
1.E.2.a. Survey and preview the text by examining features such as the title, illustrations, photographs, charts, and graphs
1.E.2.c. Make predictions and ask questions about the text
1.E.3. Use strategies to make meaning from text (during reading)
1.E.3.e. Make, confirm, or adjust predictions
1.E.3.f. Periodically summarize while reading
1.E.4. Use strategies to demonstrate understanding of the text (after reading)
1.E.4.a. Identify and explain the main idea
1.E.4.b. Identify and explain what is directly stated in the text
1.E.4.c. Identify and explain what is not directly stated in the text by drawing inferences
1.E.4.d. Draw conclusions or make generalizations about the text
1.E.4.e. Confirm, refute, or make predictions and form new ideas
1.E.4.f. Paraphrase the main idea
1.E.4.g. Summarize

MD.2.0. Comprehension of Informational Text

2.A.1. Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media

2.A.1.a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
2.A.1.b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents

2.A.2. Identify and use text features to facilitate understanding of informational texts

2.A.2.a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other print features encountered in informational texts
2.A.2.b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
2.A.2.c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, boxed text
2.A.2.d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
2.A.2.f. Identify and explain the contributions of text features to meaning

2.A.3. Develop knowledge of organizational structure of informational text to understand what is read

2.A.3.a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, similarities/differences, main idea and supporting details, cause/effect, and problem/solution
2.A.3.b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)

2.A.4. Determine important ideas and messages in informational texts

2.A.4.a. Identify and explain the author's/text's purpose and intended audience
2.A.4.c. State and support main ideas and messages
2.A.4.d. Summarize or paraphrase
2.A.4.e. Identify and explain information not related to the main idea
2.A.4.g. Draw conclusions and inferences and make generalizations and predictions from text
2.A.4.h. Distinguish between a fact and an opinion

2.A.5. Identify and explain the author's use of language

2.A.5.c. Identify and explain the effect of repetition of words and phrases

2.A.6. Read critically to evaluate informational text

2.A.6.b. Identify and explain additions or changes to format or text features that would make the text easier to understand
2.A.6.e. Identify and explain information not included in the text
2.A.6.f. Identify and explain words and other techniques that affect the reader's feelings

MD.3.0. Comprehension of Literary Text

3.A.2. Use text features to facilitate understanding of literary texts

3.A.2.a. Identify and explain how organizational aids such as the title of the book, story, poem, or play contribute to meaning
3.A.2.b. Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning
3.A.2.c. Identify and explain how informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation keys, transition words, end notes, works cited, other information aids encountered in informational texts contribute to meaning
3.A.2.d. Identify and explain how print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, other print features encountered in informational texts contribute to meaning

3.A.3. Use elements of narrative texts to facilitate understanding

3.A.3.c. Identify and describe the setting and the mood
3.A.3.d. Identify and analyze the characters
3.A.3.e. Identify and explain relationships between and among characters, setting, and events
3.A.3.f. Identify and explain how the actions of the character(s) affect the plot

3.A.4. Use elements of poetry to facilitate understanding

3.A.4.a. Use structural features such as structure and form including lines and stanzas, shape, refrain, chorus, rhyme scheme, and types of poems such as haiku, diamonte, etc., to identify poetry as a literary form and distinguish among types of poems
3.A.4.b. Identify and explain the meaning of words, lines, and stanzas
3.A.4.c. Identify and explain sound elements of poetry
3.A.4.d. Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning

3.A.5. Use elements of drama to facilitate understanding

3.A.5.a. Use structural features to identify a play as a literary form
3.A.5.b. Identify and explain the action of a scene
3.A.5.c. Identify and explain stage directions that help to create character and movement
3.A.5.d. Identify and explain stage directions and dialogue that help to create character

3.A.6. Determine important ideas and messages in literary texts

3.A.6.b. Identify and explain a similar theme in more than one text
3.A.6.d. Summarize

3.A.7. Identify and describe the author's use of language

3.A.7.d. Identify and explain figurative language
3.A.7.f. Identify and explain repetition and exaggeration

3.A.8. Read critically to evaluate literary texts

3.A.8.a. Identify and explain the believability of the characters' actions and the story's events
3.A.8.c. Identify and explain the relationship between a literary text and its historical context

MD.4.0. Writing

4.A.1. Compose texts using the prewriting and drafting strategies of effective writers and speakers

4.A.1.a. Generate and select topics using techniques such as graphic organizers, journal writing, free writing, listing, webbing, and discussion of prior experiences
4.A.1.b. Plan and organize ideas for writing by using an appropriate organizational structure such as chronological or sequential order, comparison and contrast, cause and effect
4.A.1.b.1. Complete an idea by providing topic, support and concluding sentences

4.A.2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

4.A.2.c. Compose to inform using a structure with a clear beginning, middle, and end and a selection of major points, examples, and facts to support a main idea
4.A.2.d. Compose to persuade using significant reasons and relevant support
4.A.2.d.1. Agree or disagree with an idea and generate convincing reasons with relevant support
4.A.2.d.2. Consider effective forms and word choice
4.A.2.f. Manage time and process when writing for a given purpose

4.A.3. Compose texts using the revising and editing strategies of effective writers and speakers

4.A.3.a. Revise texts for clarity, completeness, and effectiveness
4.A.3.a.1. Eliminate words and ideas that do not support the main idea
4.A.3.a.2. Clarify meaning by adding modifiers and sensory words within a sentence
4.A.3.a.3. Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end
4.A.3.a.4. Provide sentence variety and length by combining sentences and correcting rambling sentences

4.A.4. Identify how language choices in writing and speaking affect thoughts and feelings

4.A.4.a. Select words appropriate for audience, situation, or purpose
4.A.4.b. Describe how listeners might respond differently to similar words such as nightmare/dream, loud/deafening, cute/gorgeous
4.A.4.c. Consider the effect of word choices on the audience

4.A.5. Assess the effectiveness of choice of details, organizational pattern, word choice, and use of figurative language in the student's own composing

4.A.5.a. Assess the effectiveness of word choice in student's own composing
4.A.5.a.1. Language suitable for a given purpose
4.A.5.a.2. Words/phrases that extend meaning
4.A.5.b. Explain how specific words/phrases used by the writer affects reader response
4.A.5.c. Examine and use spatial transitions such as ''near,'' ''far,'' ''on the left,'' and ''in the distance''

4.A.6. Explain how textual changes in a work clarify meaning, address a particular audience, or fulfill a purpose

4.A.6.a. Revise own text for word choice

4.A.7. Locate, retrieve, and use information from various sources to accomplish a purpose

4.A.7.d. Use information to fulfill a given purpose
4.A.7.e. Credit sources when paraphrasing and quoting to avoid plagiarism

MD.5.0. Controlling Language

5.A.1. Recognize elements of grammar in personal and academic reading

5.A.2. Recognize, recall, and use basic elements of grammar to express ideas clearly

5.A.2.a. Identify and use parts of speech such as prepositions, conjunctions, and interjections
5.A.2.c. Compose simple and compound sentences using coordinating conjunctions
5.A.2.d. Identify and use verb forms such as singular/plural, regular/irregular
5.A.2.e. Identify and use verb tenses such as present, past, and future

5.B.2. Comprehend and apply standard English USAge in oral and written language

5.B.2.a. Use singular subjects with singular verbs and plural subjects with plural verbs
5.B.2.b. Apply consistent and appropriate use of verb tenses such as past, present, and future; pronouns such as personal, possessive, and pronoun/antecedent agreement; and modifiers
5.B.2.c. Recognize and correct common USAge errors such as homophones, contractions, and commonly confused words
5.B.2.d. Use available resources to correct or confirm editorial choices
5.B.2.e. Explain editorial choices

5.C.1. Explain the purpose of mechanics to make and clarify meaning in academic and personal reading and writing

5.C.2. Apply standard English punctuation and capitalization in written language

5.C.2.a. Use correct and varied end punctuation
5.C.2.b. Use commas correctly in appositives, items in a series, and before a coordinating conjunction in a compound sentence
5.C.2.c. Use underlining, quotation marks, or italics to identify titles of documents
5.C.2.d. Use apostrophes in contractions and possessives
5.C.2.e. Use quotation marks and commas in simple dialogue and for direct quotations
5.C.2.f. Use capital letters correctly in titles and the first word in a direct quotation

5.D.1. Recognize conventional spelling in and through personal and academic reading

5.D.2. Apply conventional spelling in written language

5.D.2.a. Spell grade-appropriate high frequency and content words
5.D.2.b. Modify spellings when adding inflectional endings and suffixes
5.D.2.c. Spell one-syllable and multi-syllabic words with complex spelling patterns such as -tion, -ous, ph-, kn-, etc.
5.D.2.e. Use mnemonic devices to recall frequently misspelled words

5.D.3. Maintain a personal list of words to use in editing original writing

MD.7.0. Speaking

7.A.2. Make oral presentations

7.A.2.a. Speak in a variety of situations to inform and/or relate experiences, including retelling stories

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