How to learn Grade 4: English language arts

Arizona academic standards: English language arts, Grade 4

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1. Language Standards · Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Figurative Language and Literary Devices: 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
Advanced Figurative Language: Understand and interpret figurative language, word relationships, and nuances in word meaning — including allusion, irony, pun, oxymoron, and extended metaphor — and distinguish between connotation and denotation when analysing or choosing words

2. Language Standards · Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
Greek and Latin Roots for Word Meaning: Use knowledge of Greek and Latin affixes (prefixes and suffixes) and roots as clues to determine the meaning of unfamiliar words, building a bank of common roots and their meanings
Vocabulary Strategies: Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning

3. Language Standards · Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Formal and Informal English: Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context
Adapting Speech to Context: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences
Bullet Point Punctuation: Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items
Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing

4. Language Standards · Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Commas Before Joining Words: Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence
Punctuating Direct Speech: Punctuate direct speech using inverted commas (speech marks), understanding that direct speech records the exact words spoken and must be enclosed in punctuation marks

5. Language Standards · Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Standard English: Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech
Consistent verb tense: Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning
Adjective Order in Sentences: Order adjectives within sentences according to conventional English patterns (opinion-size-age-shape-colour-origin-material-purpose) to produce natural-sounding descriptions
Modal Verbs and Possibility: Understand and use modal verbs (can, may, must, might, shall, will, could, should, would) and modal adverbs (perhaps, surely, certainly) to indicate degrees of possibility, necessity, and permission
Progressive and Continuous Tenses: 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: 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

6. Speaking and Listening Standards · Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on ot

Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
Building on Others in Discussions: Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

7. Writing Standards: Foundational Skills · Demonstrate and apply handwriting skills.

Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

8. Writing Standards · Draw evidence from literary or informational texts to support analysis, reflection, and research.

Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature
Evidence-Based Writing: Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction

9. Writing Standards · Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

10. Writing Standards · Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
Developed Informational and Explanatory Writing: Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary

11. Writing Standards · Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Structured Opinion Writing: 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

12. Reading Standards: Foundational Skills · Read with sufficient accuracy and fluency to support comprehension.

Reading with Expression and Accuracy: Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct

13. Reading Standards: Foundational Skills · Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context.

Prefixes and suffixes: 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+): 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