New York Standards 4th Grade ELA Activities
Printable Fourth Grade English Language Arts Worksheets and Study Guides.
U.S. PresidentsU.S. Presidents Author's Purpose/Point of View Fifth Grade English Language Arts Text Features Fourth Grade English Language Arts Main Idea Fourth Grade English Language Arts Alphabetizing First Grade English Language Arts Alphabetizing First Grade English Language Arts Analogies Fourth Grade English Language Arts AnalogiesWorksheets :4Study Guides :1Cause/Effect, Fact/OpinionWorksheets :3Study Guides :1Extraneous DetailsWorksheets :3Study Guides :1High Frequency Words IWorksheets :6Study Guides :1High Frequency Words IIWorksheets :6Study Guides :1Labels/Captions for GraphicsWorksheets :3PluralsWorksheets :3Poetic DevicesWorksheets :4Study Guides :1PredictionsWorksheets :3Study Guides :1SpellingWorksheets :4Study Guides :1Syntactic/Semantic CuesWorksheets :3Title/Author in Well Known LiteratureWorksheets :3
NY.CC.4.L. Language Standards
Conventions of Standard English
4.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4.L.1.a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
4.L.1.d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
4.L.1.e. Form and use prepositional phrases.
4.L.1.g. Correctly use frequently confused words (e.g., to, too, two; there, their).
4.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
4.L.2.a. Use correct capitalization.
4.L.2.b. Use commas and quotation marks to mark direct speech and quotations from a text.
4.L.2.c. Use a comma before a coordinating conjunction in a compound sentence.
4.L.2.d. Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
4.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
4.L.3.a. Choose words and phrases to convey ideas precisely.
4.L.3.b. Choose punctuation for effect.
Vocabulary Acquisition and Use
4.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
4.L.4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
4.L.4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
4.L.4.c. 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.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4.L.5.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
4.L.5.c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
4.L.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
NY.CC.4.RF. Reading Standards: Foundational Skills
4.RF.4. Read with sufficient accuracy and fluency to support comprehension.
4.RF.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Phonics and Word Recognition
4.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.
4.RF.3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
NY.CC.4.RI. Reading Standards for Informational Text
Craft and Structure
4.RI.4. 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.RI.5. 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.
Integration of Knowledge and Ideas
4.RI.7. 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.RI.8. Explain how an author uses reasons and evidence to support particular points in a text.
Key Ideas and Details
4.RI.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.3. 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.
Range of Reading and Level of Text Complexity
4.RI.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
NY.CC.4.RL. Reading Standards for Literature
Craft and Structure
4.RL.5. 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.
Key Ideas and Details
4.RL.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.RL.3. 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).
Range of Reading and Level of Text Complexity
4.RL.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
NY.CC.4.SL. Speaking and Listening Standards
Comprehension and Collaboration
4.SL.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
NY.CC.4.W. Writing Standards
Production and Distribution of Writing
4.W.4. 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.W.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Range of Writing
4.W.10. 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.
Research to Build and Present Knowledge
4.W.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
4.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.W.9.a. 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 .'').
Text Types and Purposes
4.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
4.W.1.a. 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.W.1.b. Provide reasons that are supported by facts and details.
4.W.1.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4.W.2.a. 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.W.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
4.W.2.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4.W.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
4.W.2.e. Provide a concluding statement or section related to the information or explanation presented.
4.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4.W.3.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
4.W.3.c. Use a variety of transitional words and phrases to manage the sequence of events.
4.W.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
4.W.3.e. Provide a conclusion that follows from the narrated experiences or events.
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