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How to learn Grade 4: English language arts

Georgia academic standards: English language arts, Grade 4

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1. Texts (T) Students grow in their learning as they purposefully engage with texts. · Curating Sources & Evidence Integrate evidence from print and digital sources, assessing credibility and relevance a

  1. Revising and editing (age 7+): 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
  2. Research & Source Evaluation: Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail
  3. Evidence-Based Writing: Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction

2. Texts (T) Students grow in their learning as they purposefully engage with texts. · Research & Inquiry Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a

  1. Combining information from texts: 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
  2. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question
  3. Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes

3. Texts (T) Students grow in their learning as they purposefully engage with texts. · Poetic Techniques Explain, analyze, and use poetic techniques to shape understandings.

  1. Reciting Poetry: Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations
  2. Forms of Poetry and Performance: Recognise different forms of poetry (free verse, narrative poetry, haiku) and discuss their features; prepare poems and play scripts to read aloud and perform with understanding through intonation, tone, volume and action

4. Texts (T) Students grow in their learning as they purposefully engage with texts. · Opinion Techniques Explain, analyze, and use opinion techniques to shape understandings.

  1. Author's word choices: Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader
  2. Justifying Views About Texts: Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments

5. Texts (T) Students grow in their learning as they purposefully engage with texts. · Expository Techniques Explain, analyze, and use expository techniques to shape understandings.

  1. 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
  2. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
  3. Interpreting visual information in texts: 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
  4. Explaining Events & Ideas: 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
  5. Explaining Relationships in Texts: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information

6. Texts (T) Students grow in their learning as they purposefully engage with texts. · Narrative Techniques Explain, analyze, and use narrative techniques to shape understandings.

  1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
  2. Planning Narratives: Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed
  3. Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts

7. Texts (T) Students grow in their learning as they purposefully engage with texts. · Craft Use language to interpret meaning and craft engaging texts.

  1. Revising and editing (age 8+): Read back your own writing critically and independently — notice where meaning is unclear, where a word could be stronger, or where the reader might be confused; make revisions without needing teacher prompts, using your own judgment about what is and isn't working

8. Texts (T) Students grow in their learning as they purposefully engage with texts. · Organization Demonstrate and apply understanding of organizational structures and elements to create coherent and en

  1. Structure of information texts: 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
  2. Comparing Structure in Information Texts: 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. Texts (T) Students grow in their learning as they purposefully engage with texts. · Authors & Speakers Make connections between authors of texts, speakers in texts, varying perspectives, and the circu

  1. Text & Media Connections: 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

10. Texts (T) Students grow in their learning as they purposefully engage with texts. · Purpose & Audience Use knowledge of purposes and audiences, as well as the language that develops those relationship

  1. Purpose, audience, and context: Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone

11. Language (L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determi

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. Formal and Informal English: Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context
  3. 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
  4. Punctuating Titles of Works: Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles
  5. Conjunctions, Prepositions and Interjections: Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning

12. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Text Design Consider the impact of

  1. Text Features & Presentation: Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text

13. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing like a Reader Construct te

  1. 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
  2. Writing for an audience: 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

14. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing Processes Compose a range

  1. Reviewing Own Writing: Evaluate whether your own writing achieves the effect you intended on a reader — go beyond checking for correctness to asking whether it actually works

15. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Comprehension Strategies Engage wi

  1. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do
  2. Synthesising across multiple texts: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising

16. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Engagement & Intention Engage in w

  1. Discussing Texts as a Group: Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities

17. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Oral & Silent Reading Fluency Demonstrate oral and silent reading fluency to read g

  1. 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

18. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Decoding & Encoding with Phonics Use knowledge of phonics to decode and encode grad

  1. 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
  2. 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