# Grade 4: English Language Arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 42 concepts ready. In the app: https://ai.page/roadmap/ccss-ela-grade-4-english-language-arts Part of: [Common Core: English](https://ai.page/roadmap/ccss-ela.md) Goal: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Grade 4 ## 1. Language · Conventions of Standard English - [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 - [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 - [Modal Verbs and Possibility](https://ai.page/c/modal-verbs-and-possibility/index.md): 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 - [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 - [Expanded noun phrases (age 9+)](https://ai.page/c/expanded-noun-phrases-age-9/index.md): Form and use prepositional phrases (preposition + noun phrase) to add detail about time, location, or direction within sentences, recognising how they function as adjective or adverb phrases - [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) - [Homophones (age 9+)](https://ai.page/c/homophones-age-9/index.md): Distinguish and correctly spell homophones and commonly confused words at Y5-6 level (e.g., affect/effect, practice/practise, advice/advise, complement/compliment, aisle/isle, led/lead), including confused words such as to/too/two and there/their/they're - [Agreement in sentences](https://ai.page/c/agreement-in-sentences/index.md): Ensure subject-verb agreement and pronoun-antecedent agreement within and across sentences - [Punctuating Direct Speech](https://ai.page/c/punctuating-direct-speech/index.md): Punctuate direct speech using inverted commas (speech marks), understanding that direct speech records the exact words spoken and must be enclosed in punctuation marks - [Commas Before Joining Words](https://ai.page/c/commas-before-joining-words/index.md): Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence - [Apostrophes for possession (age 7+)](https://ai.page/c/apostrophes-for-possession-age-7/index.md): Use the possessive apostrophe accurately with both regular and irregular plural nouns (e.g., the girls' bags, the children's toys), distinguishing singular from plural possession ## 2. Language · Knowledge of Language - [Vivid Word Choices](https://ai.page/c/vivid-word-choices/index.md): Choose precise and vivid words and phrases to create specific effects in writing - [Formal and Informal English](https://ai.page/c/formal-and-informal-english/index.md): Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context ## 3. Language · Vocabulary Acquisition and Use - [Discussing and Questioning New Words](https://ai.page/c/discussing-and-questioning-new-words/index.md): 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](https://ai.page/c/greek-and-latin-roots-for-word-meaning/index.md): 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 - [Using a Dictionary to Check Spellings](https://ai.page/c/using-a-dictionary-to-check-spellings/index.md): Use the first two or three letters of a word to check its spelling in a dictionary; consult reference materials including beginning dictionaries to verify and correct spellings - [Similes & Metaphors](https://ai.page/c/similes-and-metaphors/index.md): Understand and identify similes (comparisons using like or as) and metaphors (direct comparisons stating something is something else) in texts, explaining how each creates imagery and conveys meaning - [Idioms & Proverbs](https://ai.page/c/idioms-and-proverbs/index.md): Recognise and interpret common idioms (break the ice, hit the nail on the head), adages (actions speak louder than words), and proverbs (a stitch in time saves nine), understanding their figurative meanings and when to use them - [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 ## 4. Reading · Phonics and Word Recognition - [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 ## 5. Reading · Key Ideas and Details - [Inferring Characters' Feelings and Motives](https://ai.page/c/inferring-characters-feelings-and-motives/index.md): Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text - [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 - [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 - [Finding Theme and Summarising](https://ai.page/c/finding-theme-and-summarising/index.md): Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions - [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 ## 6. Reading · Craft and Structure - [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 - [Firsthand and Secondhand Accounts](https://ai.page/c/firsthand-and-secondhand-accounts/index.md): Compare and contrast a firsthand account (autobiography, diary, letter) with a secondhand account (biography, textbook, news report) of the same event or topic, identifying differences in focus and information provided - [Cultural Allusions and Word Meaning](https://ai.page/c/cultural-allusions-and-word-meaning/index.md): Determine the meaning of words and phrases as used in literary texts, including understanding references to mythology and cultural allusions (e.g., Herculean, Achilles' heel) - [Poems, Drama & Prose](https://ai.page/c/poems-drama-and-prose/index.md): Explain major differences between poems, drama, and prose, identifying structural elements unique to each form: verse, rhythm, and meter in poetry; cast of characters, dialogue, and stage directions in drama; chapters and paragraphs in prose - [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 ## 7. Reading · Integration of Knowledge and Ideas - [Interpreting visual information in texts](https://ai.page/c/interpreting-visual-information-in-texts/index.md): Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text - [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 - [Combining information from texts](https://ai.page/c/combining-information-from-texts/index.md): Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes - [Text & Media Connections](https://ai.page/c/text-and-media-connections/index.md): Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text - [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 ## 8. Speaking & Listening · Comprehension and Collaboration - [Preparing for and Explaining in Discussions](https://ai.page/c/preparing-for-and-explaining-in-discussions/index.md): Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion - [Paraphrasing What You Hear](https://ai.page/c/paraphrasing-what-you-hear/index.md): Paraphrase portions of a text read aloud or information presented in diverse media and formats, capturing the key ideas accurately in one's own words - [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood - [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 ## 9. Speaking & Listening · Presentation of Knowledge and Ideas - [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 - [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 ## Health: 0 of 100 Of its 42 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): - Relative Clauses has no explanation yet - Progressive and Continuous Tenses has no explanation yet - Modal Verbs and Possibility has no explanation yet - Adjective Order in Sentences has no explanation yet - Expanded noun phrases (age 9+) has no explanation yet - Fixing Fragments & Run-Ons has no explanation yet - Homophones (age 9+) has no explanation yet - Agreement in sentences has no explanation yet - Punctuating Direct Speech has no explanation yet - Commas Before Joining Words has no explanation yet - Apostrophes for possession (age 7+) has no explanation yet - Vivid Word Choices has no explanation yet - Formal and Informal English has no explanation yet - Discussing and Questioning New Words has no explanation yet - Greek and Latin Roots for Word Meaning has no explanation yet - Using a Dictionary to Check Spellings has no explanation yet - Similes & Metaphors has no explanation yet - Idioms & Proverbs has no explanation yet - Antonyms & Synonyms has no explanation yet - Domain Vocabulary Across Subject Areas has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Inferring Characters' Feelings and Motives has no explanation yet - Main Topic & Key Details has no explanation yet - Explaining Events & Ideas has no explanation yet - Finding Theme and Summarising has no explanation yet - In-Depth Character and Setting Analysis has no explanation yet - Structure of information texts has no explanation yet - Firsthand and Secondhand Accounts has no explanation yet - Cultural Allusions and Word Meaning has no explanation yet - Poems, Drama & Prose has no explanation yet - Narrator's Point of View has no explanation yet - Interpreting visual information in texts has no explanation yet - How authors support their points has no explanation yet - Combining information from texts has no explanation yet - Text & Media Connections has no explanation yet - Themes Across Cultures and Traditions has no explanation yet - Preparing for and Explaining in Discussions has no explanation yet - Paraphrasing What You Hear has no explanation yet - Asking Questions has no explanation yet - Identifying Reasons Behind a Speaker's Points has no explanation yet - Reporting & Recounting has no explanation yet - Reciting Poetry has no explanation yet Credit: The structure of Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects; 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.