South Carolina Standards & Learning 4th Grade ELA Activities
Printable Fourth Grade English Language Arts Worksheets and Study Guides.
PluralsPlurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets: 4 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: 4 Graphic OrganizersA graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas. Read more...iWorksheets: 3 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: 4 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: 5Study Guides: 1 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: 5Study Guides: 1 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: 11Study 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: 9Study Guides: 1 Context CluesFreeContext 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: 7Study Guides: 1 Poetic DevicesStudents use the reading process to demonstrate understanding of literary and informational texts. Read more...iWorksheets: 5Study 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: 4Study Guides: 1 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: 16Study 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 SC.4.I. Inquiry-Based Literacy Standards (I)
4.I.1. Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
4.I.1.1. Formulate questions to focus thinking on an idea to narrow and direct further inquiry.
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.I.2. Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
4.I.2.1. Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations; consider alternative views.
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.I.4. Synthesize information to share learning and/or take action.
4.I.4.1. Draw logical conclusions from relationships and patterns discovered during the inquiry process.
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 :5Study 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.I.4.2. Reflect on findings to build deeper understanding and determine next steps.
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.I.5. Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.
4.I.5.2. Employ past learning to monitor and assess current learning to guide inquiry.
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 SC.4.RL. Reading – Literary Text (RL)
4.RL.P. Principles of Reading (P)
4.RL.P.3. Know and apply grade-level phonics and word analysis skills in decoding words.
4.RL.P.3.1. Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.
PhonicsPhonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3 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 Root WordsFreeWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :4Study 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 :9Study Guides :1 4.RL.MC. Meaning and Context (MC)
4.RL.MC.5. Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
4.RL.MC.5.1. Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.
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 :5Study 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.RL.MC.6. Summarize key details and ideas to support analysis of thematic development.
4.RL.MC.6.1. Determine the development of a theme within a text; summarize using key details.
Main IdeaThe main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets :5Study 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 :6Study 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 SummarizeWhen you summarize you put the main idea of the text into your own words. 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 :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 :5Study Guides :1 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.RL.MC.8. Analyze characters, settings, events, and ideas as they develop and interact within a particular context.
4.RL.MC.8.1. Use text evidence to:
4.RL.MC.8.1.a. Explain how conflicts cause the characters to change or revise plans while moving toward resolution.
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 4.RL.MC.8.1.b. Explain the influence of cultural, historical, and social context on characters, setting, and plot development.
GenreHistorical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3 Genre CharacteristicsFreeA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :7Study 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 4.RL.LCS. Language, Craft, and Structure (LCS)
4.RL.LCS.9. Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.
4.RL.LCS.9.1. Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone.
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 :8Study Guides :1 Opinion/Exaggeration/Missing InfoExaggeration is a representation of something in an excessive manner. It is the opposite of minimisation. Identify missing and irrelevant information. Distinguish between a fact and an opinion. Read more...iWorksheets :3 4.RL.LCS.10. Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
4.RL.LCS.10.2. Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.
Root WordsFreeWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :4Study 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 :9Study Guides :1 4.RL.LCS.11. Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style.
4.RL.LCS.11.2. Students are expected to build upon and continue applying concepts learned previously.
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 :5Study Guides :1 4.RL.LCS.12. Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.
4.RL.LCS.12.1. Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.
GenreHistorical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3 Genre CharacteristicsFreeA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :7Study 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 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 4.RL.LCS.12.2. Determine characteristics of crafted text structures and describe why an author uses these structure.
SC.4.RI. Reading – Informational Text (RI)
4.RI.P. Principles of Reading (P)
4.RI.P.3. Know and apply grade-level phonics and word analysis skills in decoding words.
4.RI.P.3.1. Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context.
PhonicsPhonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3 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 Root WordsFreeWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :4Study 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 :9Study Guides :1 4.RI.MC. Meaning and Context (MC)
4.RI.MC.5. Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
4.RI.MC.5.1. Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.
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 :5Study 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.RI.MC.6. Summarize key details and ideas to support analysis of central ideas.
4.RI.MC.6.1. Summarize multi-paragraph texts using key details to support the central 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 :6Study 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 SummarizeWhen you summarize you put the main idea of the text into your own words. 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 :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 :5Study Guides :1 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.RI.LCS. Language, Craft, and Structure (LCS)
4.RI.LCS.8. Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
4.RI.LCS.8.2. Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.
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.RI.LCS.9. Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
4.RI.LCS.9.1. Use definitions, examples, and restatements to determine the meaning of words or phrases.
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.RI.LCS.9.2. Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.
Root WordsFreeWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :4Study 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 :9Study Guides :1 4.RI.LCS.9.5. Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.
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.RI.LCS.11. Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
4.RI.LCS.11.1. Apply knowledge of text structures to describe how structures contribute to meaning.
4.RI.LCS.11.2. Explain how an author uses reasons and evidence to support particular points.
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. 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 :4Study Guides :1 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 SC.4.W. Writing (W)
4.W.MCC. Meaning, Context, and Craft (MCC)
4.W.MCC.1. Write arguments to support claims with clear reasons and relevant evidence.
4.W.MCC.1.1. Write opinion pieces that:
4.W.MCC.1.1.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.
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.W.MCC.1.1.b. Use information from multiple print and multimedia sources.
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.W.MCC.1.1.e. Develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others.
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.W.MCC.1.1.f. Use paraphrasing, quotations, and original language to avoid plagiarism.
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.W.MCC.2. 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.W.MCC.2.1. Write informative/explanatory texts that:
4.W.MCC.2.1.b. Use information from multiple print and multimedia sources.
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.W.MCC.2.1.c. Group related information in paragraphs and sections.
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 4.W.MCC.2.1.e. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
4.W.MCC.2.1.f. Develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others.
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.W.MCC.2.1.g. Use paraphrasing, quotations, and original language to avoid plagiarism.
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.W.MCC.2.1.h. Link ideas within categories of information using words and phrases.
4.W.MCC.2.1.j. Develop a style and tone authentic to the purpose.
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.W.MCC.2.1.k. Provide a concluding statement or section related to the information or explanation presented.
4.W.MCC.3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
4.W.MCC.3.1. Gather ideas from texts, multimedia, and personal experience to write narratives that:
4.W.MCC.3.1.a. Develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.MCC.3.1.d. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
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.W.MCC.3.1.e. Develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others.
4.W.MCC.3.1.f. Use a variety of transitional words and phrases to manage the sequence of events.
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.W.MCC.3.1.h. Provide a conclusion that follows from the narrated experiences or events.
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.W.L. Language (L)
4.W.L.4. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
4.W.L.4.1. When writing:
4.W.L.4.1.e. Order adjectives within sentences according to conventional patterns.
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 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 :6Study Guides :1 4.W.L.4.1.f. Explore using prepositional phrases in different positions within a sentence.
4.W.L.4.1.g. Use coordinating and subordinating conjunctions.
4.W.L.4.1.h. Use a variety of sentence types to produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
4.W.L.4.1.i. Use frequently confused homonyms correctly.
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 SpellingThere are some words that are difficult to remember how to spell: Plurals, Possessive Nouns (words that show ownership), Homophones (two or more words having the same pronunciation but different meanings, origins, or spelling). Read more...iWorksheets :6Study Guides :1 4.W.L.5. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
4.W.L.5.2. Use:
4.W.L.5.2.a. Apostrophes to form possessives and contractions.
NounsNoun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3 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 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 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 SpellingThere are some words that are difficult to remember how to spell: Plurals, Possessive Nouns (words that show ownership), Homophones (two or more words having the same pronunciation but different meanings, origins, or spelling). Read more...iWorksheets :6Study Guides :1 4.W.L.5.4. Use spelling patterns and generalizations.
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.W.RC. Range and Complexity (RC)
4.W.RC.6. Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
4.W.RC.6.1. Write routinely and persevere in writing tasks:
4.W.RC.6.1.a. Over short and extended 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 4.W.RC.6.1.b. For a range of domain-specific tasks.
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.W.RC.6.1.c. For a variety of purposes and audiences.
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.W.RC.6.1.d. By adjusting the writing process for the task, increasing the length and complexity.
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 Standards
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