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

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Alphabetizing First Grade English Language Arts
The Alphabet Kindergarten English Language Arts
Word Families Kindergarten English Language Arts
Word Families Kindergarten English Language Arts
Writing Readiness Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts

Ohio Standards for Fourth Grade English Language Arts

OH.10. Communications: Oral and Visual: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

10.D. Identify examples of facts and opinions and explain their differences.

OH.2. Acquisition of Vocabulary: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

2.1. Grade Level Indicator: Contextual Understanding: Determine the meaning of unknown words by using a variety of context clues, including word, sentence and paragraph clues.

2.2. Grade Level Indicator: Contextual Understanding: Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.

2.4. Grade Level Indicator: Conceptual Understanding: Identify and apply the meaning of the terms synonym, antonym, homophone and homograph.

2.5. Grade Level Indicator: Conceptual Understanding: Identify and understand new uses of words and phrases in text, such as similes and metaphors.

2.7. Grade Level Indicator: Structural Understanding: Identify the meanings of prefixes, suffixes and roots and their various forms to determine the meanings of words.

2.8. Grade Level Indicator: Tools and Resources: Identify the meanings of abbreviations.

2.A. Use context clues and text structures to determine the meaning of new vocabulary.

2.B. Infer word meaning through identification and analysis of analogies and other word relationships.

2.E. Use knowledge of roots and affixes to determine the meanings of complex words.

2.F. Use multiple resources to enhance comprehension of vocabulary.

OH.3. Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

3.2. Grade Level Indicator: Comprehension Strategies: Predict and support predictions using an awareness of new vocabulary, text structures and familiar plot patterns.

3.4. Grade Level Indicator: Comprehension Strategies: Summarize important information in texts to demonstrate comprehension.

3.5. Grade Level Indicator: Comprehension Strategies: Make inferences or draw conclusions about what has been read and support those conclusions with textual evidence.

3.B. Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.

OH.4. Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

4.1. Grade Level Indicator: Make inferences about informational text from the title page, table of contents and chapter headings.

4.2. Grade Level Indicator: Summarize main ideas in informational text, using supporting details as appropriate.

4.3. Grade Level Indicator: Locate important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.

4.4. Grade Level Indicator: Identify examples of cause and effect used in informational text.

4.5. Grade Level Indicator: Draw conclusions from information in maps, charts, graphs and diagrams.

4.6. Grade Level Indicator: Clarify steps in a set of instructions or procedures for completeness.

4.7. Grade Level Indicator: Distinguish fact from opinion.

4.A. Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.

4.B. Recognize the difference between cause and effect and fact and opinion to analyze text.

4.C. Explain how main ideas connect to each other in a variety of sources.

4.E. Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic.

OH.5. Literary Text: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

5.1. Grade Level Indicator: Describe the thoughts, words and interactions of characters.

5.2. Grade Level Indicator: Identify the influence of setting on the selection.

5.3. Grade Level Indicator: Identify the main incidents of a plot sequence, identifying the major conflict and its resolution.

5.5. Grade Level Indicator: Determine the theme and whether it is implied or stated directly.

5.6. Grade Level Indicator: Identify and explain the defining characteristics of literary forms and genres, including poetry, drama, fables, fantasies, chapter books, fiction and non-fiction.

5.7. Grade Level Indicator: Explain how an author's choice of words appeals to the senses and suggests mood.

5.8. Grade Level Indicator: Identify figurative language in literary works, including idioms, similes and metaphors.

5.A. Describe and analyze the elements of character development.

5.B. Analyze the importance of setting.

5.C. Identify the elements of plot and establish a connection between an element and a future event.

5.E. Demonstrate comprehension by inferring themes, patterns and symbols.

5.G. Explain how figurative language expresses ideas and conveys mood.

OH.6. Writing Process: Students' writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

6.1. Grade Level Indicator: Prewriting: Generate writing ideas through discussions with others and from printed material.

6.10. Grade Level Indicator: Drafting, Revising and Editing: Reread and assess writing for clarity, using a variety of methods (e.g., writer's circle or author's chair).

6.11. Grade Level Indicator: Drafting, Revising and Editing: Add descriptive words and details and delete extraneous information.

6.12. Grade Level Indicator: Drafting, Revising and Editing: Rearrange words, sentences and paragraphs to clarify meaning.

6.13. Grade Level Indicator: Drafting, Revising and Editing: Use resources and reference materials, including dictionaries, to select more effective vocabulary.

6.14. Grade Level Indicator: Drafting, Revising and Editing: Proofread writing and edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

6.15. Grade Level Indicator: Drafting, Revising and Editing: Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

6.2. Grade Level Indicator: Prewriting: State and develop a clear main idea for writing.

6.3. Grade Level Indicator: Prewriting: Develop a purpose and audience for writing.

6.5. Grade Level Indicator: Drafting, Revising and Editing: Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details.

6.6. Grade Level Indicator: Drafting, Revising and Editing: Vary simple, compound and complex sentence structures.

6.7. Grade Level Indicator: Drafting, Revising and Editing: Create paragraphs with topic sentences and supporting sentences that are marked by indentation) and are linked by transitional words and phrases.

6.8. Grade Level Indicator: Drafting, Revising and Editing: Vary language and style as appropriate to audience and purpose.

6.9. Grade Level Indicator: Drafting, Revising and Editing: Use available technology to compose text.

6.A. Generate ideas and determine a topic suitable for writing.

6.D. Spend the necessary amount of time to revisit, rework and refine pieces of writing.

6.E. Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.

6.F. Use a variety of resources and reference materials to select more effective vocabulary when editing.

6.G. Edit to improve sentence fluency, grammar and usage.

OH.7. Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

7.1. Grade Level Indicator: Write narratives that sequence events, including descriptive details and vivid language to develop plot, characters and setting and to establish a point of view.

7.3. Grade Level Indicator: Write formal and informal letters (e.g., thank you notes, letters of request) that follow letter format (e.g., date, proper salutation, body, closing and signature), include important information and demonstrate a sense of closure.

7.4. Grade Level Indicator: Write informational reports that include facts and examples and present important details in a logical order.

7.5. Grade Level Indicator: Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

7.C. Write formal and informal letters that include important details and follow correct letter format.

7.D. Write informational reports that include facts, details and examples that illustrate an important idea.

OH.8. Writing Conventions: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

8.10. Grade Level Indicator: Grammar and Usage: Use prepositions and prepositional phrases.

8.11. Grade Level Indicator: Grammar and Usage: Use objective and nominative case pronouns.

8.12. Grade Level Indicator: Grammar and Usage: Use subjects and verbs that are in agreement.

8.13. Grade Level Indicator: Grammar and Usage: Use irregular plural nouns.

8.2. Grade Level Indicator: Spelling: Spell high-frequency words correctly.

8.3. Grade Level Indicator: Spelling: Spell plurals and inflectional endings correctly.

8.4. Grade Level Indicator: Spelling: Spell roots, suffixes and prefixes correctly.

8.5. Grade Level Indicator: Punctuation and Capitalization: Use commas, end marks, apostrophes and quotation marks correctly.

8.6. Grade Level Indicator: Punctuation and Capitalization: Use correct capitalization.

8.7. Grade Level Indicator: Grammar and Usage: Use various parts of speech such as nouns, pronouns and verbs (e.g., regular and irregular, past, present and future).

8.8. Grade Level Indicator: Grammar and Usage: Use conjunctions and interjections.

8.9. Grade Level Indicator: Grammar and Usage: Use adverbs.

8.B. Spell grade-appropriate words correctly.

8.C. Use conventions of punctuation and capitalization in written work.

8.D. Use grammatical structures to effectively communicate ideas in writing.

OH.9. Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

9.2. Grade Level Indicator: Locate sources and collect relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

9.3. Grade Level Indicator: Identify important information found in the sources and summarize important findings.

9.5. Grade Level Indicator: Discuss the meaning of plagiarism and create a list of sources.

9.B. Select and summarize important information and sort key findings into categories about a topic.

9.C. Create a list of sources used for oral, visual, written or multimedia reports.

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

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