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

Word Families Kindergarten English Language Arts
Letter Sounds - Same & Different Kindergarten English Language Arts
Word Chains Kindergarten English Language Arts
Counting Syllables Kindergarten English Language Arts
Word Chains Kindergarten English Language Arts
Story Parts Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts

Washington Standards for Fourth Grade English Language Arts

WA.1. Communication: The student uses listening and observation skills and strategies to gain understanding.

1.1. Uses listening and observation skills and strategies to focus attention and interpret information.

1.1.2. Applies a variety of listening and observation skills/strategies to recall and interpret information.
1.1.2.g. Explains visual information gained through observation required in content areas (e.g., Health: uses a poster of the heart to describe blood flow).

1.2. Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

1.2.1. Applies strategies to comprehend auditory and visual information.
1.2.1.a. Makes inferences (e.g., Math: ''I think more people preferred pizza because the sample group had mostly teenagers in it.'').

WA.1. Reading: The student understands and uses different skills and strategies to read.

1.2. Use vocabulary (word meaning) strategies to comprehend text.

1.2.1. Apply reference skills to define, clarify, and refine word meanings.
1.2.1.a. Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.
1.2.2. Apply vocabulary strategies in grade-level text.
1.2.2.b. Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text.
1.2.2.c. Explain how to derive word meaning from knowledge of affixes and roots (e.g., port: transportation, porter, import, report).
1.2.2.d. Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.

1.3. Build vocabulary through wide reading.

1.3.1. Understand and apply new vocabulary.
1.3.1.a. Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication.
1.3.2. Understand and apply content/academic vocabulary critical to the meaning of the text. W
1.3.2.a. Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.
1.3.2.b. Explain that some words have a different meaning in different content areas (e.g., concept of shade in science and art).
1.3.2.d. Use new vocabulary in oral and written communication and content/academic text.

WA.1. Writing: The student understands and uses a writing process.

1.1. Prewrites to generate ideas and plan writing. (W)

1.1.1. Applies more than one strategy for generating ideas and planning writing.
1.1.1.a. Explains the difference between generating and organizing ideas and adjusts prewriting strategies accordingly (e.g., brainstorms list for generating ideas and narrowing topic, uses a graphic organizer for organizing ideas, story boards).
1.1.1.b. Records information or ideas at prewriting and/or drafting stages (e.g., notes, lists, free writing, webs, or graphic organizers).

1.2. Produces draft(s). (W)

1.2.1. Produces more than one draft of multiple paragraphs.
1.2.1.a. Uses a prewriting plan to draft text.
1.2.1.b. Works on more than one draft on a single topic over several days.

1.3. Revises to improve text. (W)

1.3.1. Revises text by adding, deleting, substituting, and moving text.
1.3.1.a. Rereads work several times and has a different focus for each reading (e.g., first reading -- adding specific details for support; second reading -- substituting words for clarity; third reading -- moving text by combining sentences for variety).
1.3.1.c. Makes decisions about writing based on feedback.
1.3.1.f. Uses more than one resource to revise (e.g., word wall or bank, writing guide, peer, adult, thesaurus).

1.4. Edits text. (W)

1.4.1. Applies understanding of editing appropriate for grade level (see 3.3).
1.4.1.c. Proofreads final draft for errors.

1.5. Publishes text to share with an audience. (W)

1.5.1. Publishes in more than one format for specific audiences and purposes.
1.5.1.b. Publishes for a wide range of purposes (e.g., to inform, to tell a story) in different forms and formats (e.g., letter, poem).

1.6. Adjusts writing process as necessary.

1.6.1. Applies understanding of the recursive nature of writing process.
1.6.1.a. Revises at any stage of process.
1.6.1.b. Edits as needed at any stage.
1.6.3. Uses knowledge of time constraints to adjust writing process.
1.6.3.a. Works on one draft over several days or weeks adjusting work to fit the time frame.
1.6.3.b. Allots amount of time for each stage of writing process for on-demand writing.

WA.2. Reading: The student understands the meaning of what is read.

2.1. Demonstrate evidence of reading comprehension.

2.1.3. Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
2.1.3.a. State the main idea of an informational/expository text passage and provide three or more text-based details that support it.
2.1.3.b. State the main idea of a literary/narrative text passage and support with three details from the story.
2.1.3.c. Select, from multiple choices, the main/major idea of a passage, poem, or selection.
2.1.3.d. State the theme/message in culturally relevant literary/narrative text and support with text-based evidence.
2.1.5. Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. W
2.1.5.a. Predict text content using prior knowledge and text features.
2.1.5.b. Use text and prior knowledge to make, confirm, or revise inferences and predictions.
2.1.5.c. Select, from multiple choices, a prediction, or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).
2.1.5.d. Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).
2.1.7. Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W
2.1.7.a. Summarize the events, information, or ideas in an informational/expository text (e.g., causes of an event like a war or a tornado, steps in building a snow cave).
2.1.7.b. Summarize culturally relevant literary/narrative text.
2.1.7.c. Select, from multiple choices, a sentence that best summarizes the story or informational selection.

2.2. Understand and apply knowledge of text components to comprehend text.

2.2.1. Understand sequence in informational/expository text and literary/narrative text. W
2.2.1.a. Explain ideas or events in sequential order. (Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)
2.2.1.c. Explain steps in a process (e.g., problem solving in mathematics, life cycle of a salmon).
2.2.1.d. Select, from multiple choices, the order of ideas, facts or events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).
2.2.2. Apply features of printed and electronic text to locate and comprehend text. W
2.2.2.a. Identify and use grade-level appropriate text features.
2.2.2.b. Explain how certain text features help you understand the selection. Interpret information from graphic features.
2.2.2.c. Identify, from multiple choices, where certain information/ideas might be found in the text.
2.2.3. Understand and analyze story elements. W
2.2.3.a. Use knowledge of situation and characters' actions, motivations, feelings, and physical attributes to determine characters' traits.
2.2.3.b. Identify the main events in a plot, including the cause and effect relationship in problem solving.
2.2.3.c. Describe the components of setting and explain how and why setting is important to the story.
2.2.3.e. Select, from multiple choices, the best description of a character or setting in a story or poem (e.g., character traits, feelings, character's problem, or importance of character).
2.2.4. Apply understanding of text organizational structures.
2.2.4.a. Recognize and use previously learned text organizational structures (simple listing, sequential order, description, compare and contrast) to aid comprehension.
2.2.4.b. Identify and use text written in the text organizational structure of chronological order to find and organize information and comprehend text.

2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.2. Apply understanding of systems for organizing information and analyze appropriate sources.
2.3.2.a. Use multiple organizational systems to locate information from reference and content area materials.
2.3.2.b. Select appropriate resources for locating information (e.g., thesaurus, website, directory) on a specific topic or for a specific purpose.
2.3.3. Understand literary/narrative devices. W
2.3.3.a. Explain the meaning of simile, personification, metaphor, idiom, and humor in literary/narrative passages.

2.4. Think critically and analyze author's use of language, style, purpose, and perspective in literary and informational text.

2.4.1. Apply the skills of drawing conclusions, providing a response, and expressing insights to informational/expository text and literary/narrative text. W
2.4.1.b. Draw conclusions from text, citing text-based information to support the conclusion (e.g., how the story or information might be useful; to whom a story or information might be useful).
2.4.2. Analyze the author's purpose for and style of writing in both informational/expository text and literary/narrative text. W
2.4.2.a. Determine the author's purpose and support decision with evidence/details from text.
2.4.2.b. Identify and explain how the author's use of word choice, sentence structure and length, and/or literary/narrative devices affects the reader, using a variety of texts.
2.4.3. Understand the difference between fact and opinion. W
2.4.3.a. Identify facts and opinions; provide evidence from the text to support your answer.
2.4.3.b. Select, from multiple choices, a statement that is a fact or an opinion.

WA.2. Writing: The student writes in a variety of forms for different audiences and purposes.

2.1. Adapts writing for a variety of audiences. (W)

2.1.1. Applies understanding of multiple and varied audiences to write effectively.
2.1.1.b. Writes to a diverse community audience (e.g., an informative newspaper article, a thank you letter after a field trip).

2.2. Writes for different purposes. (W)

2.2.1. Demonstrates understanding of different purposes for writing.
2.2.1.a. Writes for different purposes (e.g., to learn, to tell a story, to explain, to reflect, to respond to a question, to summarize, to analyze informational text and data).
2.2.1.b. Incorporates more than one purpose using a form (e.g., a letter can be used to explain, to request, or to persuade).
2.2.1.c. Includes more than one mode within a piece (e.g., descriptive or narrative anecdotes within an explanation to elaborate).

2.3. Writes in a variety of forms/genres. (W)

2.3.1. Uses a variety of forms/genres.
2.3.1.c. Produces a variety of new forms/genres. Examples: fictional stories (e.g., fantasy, realistic); procedures (e.g., process for problem solving in math); tables; newspaper articles; scientific explanations; multiparagraph explanatory letters; song lyrics for an established melody

WA.3. Reading: The student reads different materials for a variety of purposes.

3.2. Read to perform a task.

3.2.1. Understand information gained from reading to perform a specific task.
3.2.1.a. Interpret information from common environmental print to solve a problem or perform a task (e.g., use a catalog to choose items within a budget).

3.4. Read for literary experience in a variety of genres.

3.4.2. Understand contemporary and traditional literature written in a variety of genres.
3.4.2.a. Explain the characteristics of a variety of genres.

WA.3. Writing: The student writes clearly and effectively.

3.1. Develops ideas and organizes writing. (W)

3.1.1. Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
3.1.1.b. Selects details relevant to the topic to elaborate (e.g., adds detail to each main point using more than one sentence; uses specific words and phrases, reasons, anecdotes, facts, descriptions, and examples).
3.1.1.c. Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., collects, organizes, and uses data to support conclusions in math, science, or social studies).
3.1.1.d. Develops character, setting, and events within plot when writing a narrative.
3.1.2. Organizes writing using a logical organizational structure.
3.1.2.a. Writes in a logically organized progression of unified paragraphs.
3.1.2.c. Uses a variety of transitional words and phrases to make connections between and within paragraphs: chronological (e.g., next, after); spatial (e.g., over, under, next to); ordinal (e.g., first, second, third)
3.1.2.d. Structures plot in narratives using problem-solution-outcome.

3.2. Uses appropriate style. (W)

3.2.1. Understands that different audiences and purposes affect writer's voice.
3.2.1.c. Writes in own voice in personal narrative (e.g., ''spinach makes me gag'').
3.2.1.d. Writes in authentic voice in expository writing, i.e., the writing sounds real as opposed to stilted.
3.2.2. Uses language appropriate for a specific audience and purpose.
3.2.2.a. Uses precise words (e.g., vivid verbs -- screeched, hovered, absorbed; specific nouns -- granite, longhouse, cedar).
3.2.2.b. Uses specialized vocabulary in informational writing (e.g., tessellate, parallelogram, butte, carbohydrate).
3.2.2.c. Uses literary and sound devices (e.g., similes, personification, alliteration).

3.3. Knows and applies writing conventions appropriate for the grade level. (W)

3.3.2. Spells words appropriate for the grade level accurately.
3.3.2.a. Uses spelling rules and patterns from previous grades.
3.3.2.b. Spells high-frequency words correctly (e.g., people, water).
3.3.2.c. Recognizes and uses grade level appropriate spelling patterns. Examples: Affixes (e.g., -en, -in, -on, -an at end of words); Rules such as -ge after long vowel, -dge after short vowel (e.g., rage and edge)
3.3.2.e. Develops a personal spelling list.
3.3.3. Applies capitalization rules.
3.3.3.a. Uses capitalization rules from previous grades.
3.3.3.b. Capitalizes important words in a title of a book or article (e.g., Martin's Big Words: The Life of Dr. Martin Luther King, Jr.).
3.3.3.c. Capitalizes abbreviations correctly (e.g., Calif. or CA, Mr., Dr.).
3.3.4. Applies punctuation rules.
3.3.4.a. Uses punctuation rules from previous grades.
3.3.4.b. Uses comma to set off titles or initials (e.g., Dr. Smith, M.D.).
3.3.4.c. Uses comma in complete address (e.g., 12345 67th Ave., Spokane, WA).
3.3.4.d. Uses comma after an introductory phrase (e.g., After the scary movie, she wished she had read the book.) or clause (e.g., After she went to the movie, she wanted to read the book.).
3.3.4.e. Uses italics, underlining, or quotation marks for titles.
3.3.4.g. Uses hyphen between syllables at line breaks.
3.3.5. Applies usage rules.
3.3.5.a. Applies usage rules from previous grades.
3.3.5.b. Uses single/plural agreement between nouns and modifiers (e.g., one child and two children).
3.3.5.c. Uses correct placement of pronouns. Correct examples: Juanita and I went to the store. She gave candy to Juanita and me. Incorrect examples: Me and Juanita went to the store. She gave candy to me and Juanita. She gave the candy to Juanita and I.
3.3.5.d. Uses among (more than two) vs. between (two).
3.3.5.e. Uses conjunctions logically (e.g., I like dogs, but I am allergic to them.).
3.3.6. Uses complete sentences in writing
3.3.6.a. Does not use comma splices (e.g., They went to the store, they bought groceries.).
3.3.8. Applies conventional forms for citations.
3.3.8.a. Cites sources (e.g., lists titles and authors alphabetically).

WA.4. Reading: The student sets goals and evaluates progress to improve reading.

4.2. Develop interests and share reading experiences.

4.2.1. Evaluate authors, books, and genres to select favorites.
4.2.1.a. Discuss and share favorite authors, books, and genres with others. Explain reason for choices.

WA.4. Writing: The student analyzes and evaluates the effectiveness of written work.

4.1. Analyzes and evaluate others' and own writing. (W)

4.1.1. Analyzes and evaluates writing using established criteria.
4.1.1.a. Identifies professional authors' styles and techniques (e.g., word choice, introductions, endings, points of view).

4.2. Sets goals for improvement. (W)

4.2.1. Evaluates and adjusts writing goals using criteria.
4.2.1.c. Evaluates own use of writing process and sets goals (e.g., ''When I edit, I need to use a dictionary to check for spelling.'' ''When revising, I need to re-read my writing to see if it makes sense.'').

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