Holidays

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

American Symbols & HolidaysLabor Day
Writing Readiness Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Writing Readiness Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts

Rhode Island Standards for Fourth Grade English Language Arts

RI.R-4-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R-4-1.1. Identifying multi-syllabic words by using knowledge of sounds, six syllable types/syllable division, or word patterns (including prefixes and suffixes) (Local)

R-4-1.2. Reading multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (Local)

R-4-1.4. Reading grade- appropriate words (including irregularly spelled words) (Local)

RI.R-4-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-4-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)

RI.R-4-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by:

R-4-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues) (Local)

RI.R-4-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to report information, or to formulate a judgment by:

R-4-15.4. Using evidence to support conclusions (Local)

RI.R-4-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-4-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State)

RI.R-4-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R-4-3.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning (State)

R-4-3.2. Selecting appropriate words to use in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (State)

RI.R-4-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of elements of literary texts by:

R-4-4.1. Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time (State)

R-4-4.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)

R-4-4.4. Identifying the characteristics of a variety of types of text (e.g., literary text: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction) (Local)

R-4-4.5. Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, description, or dialogue (Local)

RI.R-4-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-4-5.1. Making logical predictions (State)

R-4-5.2. Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality traits (State)

R-4-5.3. Making inferences about problem, conflict, or solution (State)

R-4-5.5. Identifying author's message or theme (State)

R-4-5.6. Identifying causes or effects, including possible motives of characters (Local)

RI.R-4-6. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret author's craft, citing evidence where appropriate by:

R-4-6.1. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to interpret intended meanings (Local)

RI.R-4-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-4-7.1a. Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State)

R-4-7.1b. Obtaining information from text features (e.g., maps, diagrams, tables, captions, timelines) (Local)

R-4-7.2. Using information from the text to answer questions related to explicitly stated main/central ideas or key details (State)

R-4-7.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing) (State)

R-4-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, encyclopedias, children's magazines, content trade books, textbooks, student newspapers; and practical/functional texts: procedures, instructions, book orders, announcements, invitations) (Local)

RI.R-4-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of informational Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret informational text, citing evidence as appropriate by:

R-4-8.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant (State)

R-4-8.4. Distinguishing fact from opinion (State)

R-4-8.5. Making inferences about causes or effects (State)

RI.W-4-1. NECAP (Writing) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures: Students demonstrate command of the structures of sentences, paragraphs, and text by:

W-4-1.2. Using the paragraph form: indenting, main idea, supporting details (State)

RI.W-4-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:

W-4-11.1. Writing with frequency, including in-school, out-of-school, and during the summer (Local)

W-4-11.3. Generating topics for writing (Local)

RI.W-4-3. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:

W-4-3.2. Making inferences about content, events, characters, setting, or common themes (State)

W-4-3.3. Using specific details and references to text to support focus (State)

W-4-3.4. Organizing ideas, using transition words/phrases and writing a conclusion (State)

RI.W-4-4. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:

W-4-4.3. Establishing transitions by using signal words/phrases (Local)

RI.W-4-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Applying Narrative Strategies: Students demonstrate use of narrative strategies by:

W-4-5.1. Using relevant and descriptive details (State)

W-4-5.3a. Identifying characters (State)

W-4-5.5. Writing about observations and experiences (Local)

W-4-5.6. Selecting and elaborating important ideas (Local)

RI.W-4-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Organizing Information: In informational writing (reports or procedures), students organize ideas/concepts by:

W-4-6.3a. Using transition words or phrases (State)

RI.W-4-8. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Using Elaboration Strategies: In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strategies by:

W-4-8.1. Including facts and details relevant to focus/controlling idea (State)

W-4-8.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (State)

RI.W-4-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-4-9.1. Identifying grammatical errors, when given examples (State)

W-4-9.2. Applying basic capitalization rules (State)

W-4-9.3. Using commas correctly in dates and in a series (Note: either form is correct - x, y, and z or x, y and z) (State)

W-4-9.4. Using end punctuation correctly in a variety of sentence structures (State)

W-4-9.5. Correctly spelling grade-appropriate, high-frequency words and recognizing syllables and affix patterns/rules that are characteristic of the English spelling system (State)

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

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado Common Core StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas Assessments Standards (STAAR)Texas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards