# Grade 4: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 38 concepts ready. In the app: https://ai.page/roadmap/ga-ela-grade-4 Part of: [Georgia: English language arts](https://ai.page/roadmap/ga-ela.md) Goal: Georgia academic standards: English language arts, Grade 4 ## 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 - [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 - [Research & Source Evaluation](https://ai.page/c/research-and-source-evaluation/index.md): 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 - [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 ## 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 - [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 - [Shared Research Projects](https://ai.page/c/shared-research-projects/index.md): Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question - [Short Research Projects](https://ai.page/c/short-research-projects/index.md): 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. - [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 - [Forms of Poetry and Performance](https://ai.page/c/forms-of-poetry-and-performance/index.md): 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. - [Author's word choices](https://ai.page/c/author-s-word-choices/index.md): Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader - [Justifying Views About Texts](https://ai.page/c/justifying-views-about-texts/index.md): 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. - [Developed Informational and Explanatory Writing](https://ai.page/c/developed-informational-and-explanatory-writing/index.md): 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 - [Pictures and Text Working Together](https://ai.page/c/pictures-and-text-working-together/index.md): Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension - [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 - [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 - [Explaining Relationships in Texts](https://ai.page/c/explaining-relationships-in-texts/index.md): 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. - [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 - [Planning Narratives](https://ai.page/c/planning-narratives/index.md): Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed - [Comparing Books](https://ai.page/c/comparing-books/index.md): 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. - [Revising and editing (age 8+)](https://ai.page/c/revising-and-editing-age-8/index.md): 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 - [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. 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 - [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 ## 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 - [Purpose, audience, and context](https://ai.page/c/purpose-audience-and-context/index.md): 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 - [Using New Vocabulary](https://ai.page/c/using-new-vocabulary/index.md): Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and 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 - [Standard English](https://ai.page/c/standard-english/index.md): 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 - [Punctuating Titles of Works](https://ai.page/c/punctuating-titles-of-works/index.md): 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 - [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 ## 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 - [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 ## 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 - [Sharing and Publishing Your Writing](https://ai.page/c/sharing-and-publishing-your-writing/index.md): Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing - [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 ## 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 - [Reviewing Own Writing](https://ai.page/c/reviewing-own-writing/index.md): 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 - [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 - [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 ## 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 - [Discussing Texts as a Group](https://ai.page/c/discussing-texts-as-a-group/index.md): 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 - [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 ## 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 - [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 38 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): - Revising and editing (age 7+) has no explanation yet - Research & Source Evaluation comes before Developed Informational and Explanatory Writing, which it needs - Research & Source Evaluation has no explanation yet - Evidence-Based Writing has no explanation yet - Combining information from texts has no explanation yet - Shared Research Projects has no explanation yet - Short Research Projects has no explanation yet - Reciting Poetry has no explanation yet - Forms of Poetry and Performance comes before Reading with Expression and Accuracy, which it needs - Forms of Poetry and Performance has no explanation yet - Author's word choices has no explanation yet - Justifying Views About Texts has no explanation yet - Developed Informational and Explanatory Writing comes before Writing for an audience, which it needs - Developed Informational and Explanatory Writing has no explanation yet - Pictures and Text Working Together has no explanation yet - Interpreting visual information in texts has no explanation yet - Explaining Events & Ideas has no explanation yet - Explaining Relationships in Texts has no explanation yet - Narrative Writing has no explanation yet - Planning Narratives has no explanation yet - Comparing Books has no explanation yet - Revising and editing (age 8+) comes before Sharing and Publishing Your Writing, which it needs - Revising and editing (age 8+) has no explanation yet - Structure of information texts has no explanation yet - Comparing Structure in Information Texts has no explanation yet - Text & Media Connections has no explanation yet - Purpose, audience, and context comes before Text Features & Presentation, which it needs - Purpose, audience, and context has no explanation yet - Using New Vocabulary has no explanation yet - Formal and Informal English has no explanation yet - Standard English has no explanation yet - Punctuating Titles of Works has no explanation yet - Conjunctions, Prepositions and Interjections has no explanation yet - Text Features & Presentation has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Writing for an audience has no explanation yet - Reviewing Own Writing has no explanation yet - Reading between the lines has no explanation yet - Synthesising across multiple texts has no explanation yet - Discussing Texts as a Group has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Prefixes and suffixes has no explanation yet - Syllables (age 6+) has no explanation yet Credit: The structure of Georgia academic standards: English language arts (https://case.georgiastandards.org/391c3abe-c1ec-4a4a-a942-c9e152b35102/81848a48-ee42-417b-ab91-b3c54ec40b99/68); 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.