# Grade 4: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 48 concepts ready. In the app: https://ai.page/roadmap/al-ela-grade-4 Part of: [Alabama: English language arts](https://ai.page/roadmap/al-ela.md) Goal: Alabama academic standards: English language arts, Grade 4 ## 1. Literacy Foundations 4-5 · Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or - [Reporting & Recounting](https://ai.page/c/reporting-and-recounting/index.md): Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace ## 2. Literacy Foundations 4-5 · Present an opinion orally, sequencing ideas logically and using relevant facts. - [Structured Opinion Writing](https://ai.page/c/structured-opinion-writing/index.md): Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section ## 3. Literacy Foundations 4-5 · Demonstrate command of the conventions of standard English grammar and usage. - [Grammar Terms: Modal Verbs and Clauses](https://ai.page/c/grammar-terms-modal-verbs-and-clauses/index.md): Know and use Year 5 grammar terminology accurately when discussing reading and writing: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity - [Progressive and Continuous Tenses](https://ai.page/c/progressive-and-continuous-tenses/index.md): Form and use the progressive (continuous) verb tenses — past progressive (was walking), present progressive (am walking), and future progressive (will be walking) — to convey ongoing actions at different times - [Relative Clauses](https://ai.page/c/relative-clauses/index.md): Form and use relative clauses beginning with relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) to add detail, qualify nouns, and create complex sentences ## 4. Literacy Foundations 4-5 · Compose complete sentences with correct subject-verb agreement, punctuation, and usage. - [Revising and editing (age 7+)](https://ai.page/c/revising-and-editing-age-7/index.md): Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level - [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation - [Fixing Fragments & Run-Ons](https://ai.page/c/fixing-fragments-and-run-ons/index.md): Recognise and correct sentence fragments (incomplete sentences lacking a subject or predicate) and run-on sentences (two or more independent clauses joined without proper punctuation or conjunctions) - [Conjunctions, Prepositions and Interjections](https://ai.page/c/conjunctions-prepositions-and-interjections/index.md): Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning - [Adjective Order in Sentences](https://ai.page/c/adjective-order-in-sentences/index.md): Order adjectives within sentences according to conventional English patterns (opinion-size-age-shape-colour-origin-material-purpose) to produce natural-sounding descriptions ## 5. Literacy Foundations 4-5 · Use research to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. - [Research & Note-Taking](https://ai.page/c/research-and-note-taking/index.md): Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources - [Evidence-Based Writing](https://ai.page/c/evidence-based-writing/index.md): Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction - [Writing for an audience](https://ai.page/c/writing-for-an-audience/index.md): Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout ## 6. Literacy Foundations 4-5 · Synthesize information on a topic in order to write or speak knowledgeably about the subject. - [Synthesising across multiple texts](https://ai.page/c/synthesising-across-multiple-texts/index.md): Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising ## 7. Literacy Foundations 4-5 · Explain how an author uses reasons and evidence to support particular points and claims in an informational text or argument. - [How authors support their points](https://ai.page/c/how-authors-support-their-points/index.md): Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient - [Supporting ideas with evidence](https://ai.page/c/supporting-ideas-with-evidence/index.md): Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points ## 8. Literacy Foundations 4-5 · Evaluate how text features and structures contribute to the meaning of an informational text. - [Text Features & Presentation](https://ai.page/c/text-features-and-presentation/index.md): Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text - [Structure of information texts](https://ai.page/c/structure-of-information-texts/index.md): Describe the overall structure of an informational text (chronology, comparison, cause/effect, problem/solution) and explain how the author's chosen structure helps convey information and ideas - [Comparing Structure in Information Texts](https://ai.page/c/comparing-structure-in-information-texts/index.md): Compare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution ## 9. Literacy Foundations 4-5 · Analyze events, procedures, ideas, or concepts in informational texts, including what happened and why, based on specific information in the text. - [Explaining Events & Ideas](https://ai.page/c/explaining-events-and-ideas/index.md): Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process ## 10. Literacy Foundations 4-5 · Explain how relevant details support the implied or explicit main idea of a text. - [Inference vs Explicit Meaning](https://ai.page/c/inference-vs-explicit-meaning/index.md): Distinguish between what a text explicitly says and what you have inferred, assumed, or read in — knowing which is which is fundamental to honest comprehension - [Main Topic & Key Details](https://ai.page/c/main-topic-and-key-details/index.md): Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea ## 11. Literacy Foundations 4-5 · Use details and examples from a text to indicate what the text explicitly states. - [Fact vs opinion](https://ai.page/c/fact-vs-opinion/index.md): Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints - [Quoting Accurately from Texts](https://ai.page/c/quoting-accurately-from-texts/index.md): Quote accurately from literary and informational texts when explaining what the text says explicitly and when drawing inferences, using quotation marks and citations correctly ## 12. Literacy Foundations 4-5 · Compare and contrast the treatment of similar themes in stories, myths, and traditional literature from different cultures. - [Themes Across Cultures and Traditions](https://ai.page/c/themes-across-cultures-and-traditions/index.md): Compare and contrast the treatment of similar themes, topics, and story patterns (e.g., good vs evil, quest narratives, trickster tales) in stories, myths, and traditional literature from different cultures ## 13. Literacy Foundations 4-5 · Identify the point of view in a narrative and describe how the narrative would be different if told from the perspective of a different character or narrator. - [Narrator's Point of View](https://ai.page/c/narrator-s-point-of-view/index.md): Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding - [Different viewpoints in texts](https://ai.page/c/different-viewpoints-in-texts/index.md): Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling ## 14. Literacy Foundations 4-5 · Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text. - [In-Depth Character and Setting Analysis](https://ai.page/c/in-depth-character-and-setting-analysis/index.md): Describe in depth a character, setting, or event in a story or drama, drawing on specific details from the text such as a character's thoughts, words, actions, and interactions ## 15. Literacy Foundations 4-5 · Interpret words and phrases, including figurative language, as they are used in a text. - [Literary and Language Terminology](https://ai.page/c/literary-and-language-terminology/index.md): Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features - [How Language Choices Affect the Reader](https://ai.page/c/how-language-choices-affect-the-reader/index.md): Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader - [Figurative Language and Literary Devices](https://ai.page/c/figurative-language-and-literary-devices/index.md): Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony ## 16. Writing - [Consistent verb tense](https://ai.page/c/consistent-verb-tense/index.md): Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning - [Capitals for Names, Days and I](https://ai.page/c/capitals-for-names-days-and-i/index.md): Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I' - [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement - [Basic Informational Writing](https://ai.page/c/basic-informational-writing/index.md): Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section - [Narrative Writing](https://ai.page/c/narrative-writing/index.md): Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations ## 17. Comprehension - [Identifying Reasons Behind a Speaker's Points](https://ai.page/c/identifying-reasons-behind-a-speaker-s-points/index.md): Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant - [Reciting Poetry](https://ai.page/c/reciting-poetry/index.md): Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations - [Main Ideas & Note-Taking](https://ai.page/c/main-ideas-and-note-taking/index.md): Identify main ideas drawn from more than one paragraph and summarise them; retrieve and record information from non-fiction texts using notes, tables or other methods - [Characters, settings, and events](https://ai.page/c/characters-settings-and-events/index.md): Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence - [Reading between the lines](https://ai.page/c/reading-between-the-lines/index.md): Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do ## 18. Vocabulary - [Antonyms & Synonyms](https://ai.page/c/antonyms-and-synonyms/index.md): Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar meanings), using synonym and antonym relationships to refine vocabulary and improve precision in writing - [Domain Vocabulary Across Subject Areas](https://ai.page/c/domain-vocabulary-across-subject-areas/index.md): Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas ## 19. Fluency - [Reading High-Frequency Words by Sight](https://ai.page/c/reading-high-frequency-words-by-sight/index.md): Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns - [Reading with Expression and Accuracy](https://ai.page/c/reading-with-expression-and-accuracy/index.md): Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct ## 20. Phonics - [Verb Prefixes and Meaning](https://ai.page/c/verb-prefixes-and-meaning/index.md): Use verb prefixes (dis-, de-, mis-, over-, re-) to change verb meaning, understanding how each prefix modifies the action expressed by the root verb - [Prefixes and suffixes](https://ai.page/c/prefixes-and-suffixes/index.md): Read words containing common prefixes and suffixes from the Y3-4 programme, applying knowledge of root words, prefixes and suffixes (morphology and etymology) to read aloud and understand new words - [Syllables (age 6+)](https://ai.page/c/syllables-age-6/index.md): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together ## Health: 0 of 100 Of its 48 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Reporting & Recounting has no explanation yet - Structured Opinion Writing has no explanation yet - Grammar Terms: Modal Verbs and Clauses has no explanation yet - Progressive and Continuous Tenses has no explanation yet - Relative Clauses has no explanation yet - Revising and editing (age 7+) has no explanation yet - Starting and Ending Sentences has no explanation yet - Fixing Fragments & Run-Ons has no explanation yet - Conjunctions, Prepositions and Interjections has no explanation yet - Adjective Order in Sentences has no explanation yet - Research & Note-Taking has no explanation yet - Evidence-Based Writing comes before Main Topic & Key Details, which it needs - Evidence-Based Writing has no explanation yet - Writing for an audience has no explanation yet - Synthesising across multiple texts has no explanation yet - How authors support their points has no explanation yet - Supporting ideas with evidence has no explanation yet - Text Features & Presentation has no explanation yet - Structure of information texts has no explanation yet - Comparing Structure in Information Texts has no explanation yet - Explaining Events & Ideas has no explanation yet - Inference vs Explicit Meaning has no explanation yet - Main Topic & Key Details has no explanation yet - Fact vs opinion has no explanation yet - Quoting Accurately from Texts has no explanation yet - Themes Across Cultures and Traditions has no explanation yet - Narrator's Point of View has no explanation yet - Different viewpoints in texts has no explanation yet - In-Depth Character and Setting Analysis has no explanation yet - Literary and Language Terminology has no explanation yet - How Language Choices Affect the Reader has no explanation yet - Figurative Language and Literary Devices has no explanation yet - Consistent verb tense has no explanation yet - Capitals for Names, Days and I has no explanation yet - Persuasive Writing has no explanation yet - Basic Informational Writing has no explanation yet - Narrative Writing has no explanation yet - Identifying Reasons Behind a Speaker's Points has no explanation yet - Reciting Poetry has no explanation yet - Main Ideas & Note-Taking has no explanation yet - Characters, settings, and events has no explanation yet - Reading between the lines has no explanation yet - Antonyms & Synonyms has no explanation yet - Domain Vocabulary Across Subject Areas has no explanation yet - Reading High-Frequency Words by Sight has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Verb Prefixes and Meaning has no explanation yet - Prefixes and suffixes has no explanation yet - Syllables (age 6+) has no explanation yet Credit: The structure of Alabama academic standards: English language arts (https://www.alsde.edu/sec/sct/COS/2021%20Alabama%20English%20Language%20Arts%20Course%20of%20Study.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.