# Grade 4: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 33 concepts ready. In the app: https://ai.page/roadmap/hi-ela-grade-4 Part of: [Hawaii: English language arts](https://ai.page/roadmap/hi-ela.md) Goal: Hawaii academic standards: English language arts, Grade 4 ## 1. Language · Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: - [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 - [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 - [Advanced Figurative Language](https://ai.page/c/advanced-figurative-language/index.md): 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 · 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](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 - [Vocabulary Strategies](https://ai.page/c/vocabulary-strategies/index.md): 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 - [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 ## 3. Language · Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking: - [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 - [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 - [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 - [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 - [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 - [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. Speaking and Listening · Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas - [Listening and responding](https://ai.page/c/listening-and-responding/index.md): 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](https://ai.page/c/group-discussions/index.md): Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions - [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 - [Building on Others in Discussions](https://ai.page/c/building-on-others-in-discussions/index.md): Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others ## 5. Writing · Conduct short research projects that build knowledge through investigation of different aspects of a topic: - [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 ## 6. Writing · Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: - [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 ## 7. Writing · Write informative/explanatory texts to examine a topic and convey ideas and information clearly: - [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 - [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 ## 8. Writing · Write opinion/argumentative pieces on topics or texts, supporting a claim with reasons and information: - [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 ## 9. Writing Foundations · Demonstrate command of the conventions of English when writing, including multi-paragraph texts: - [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 - [Literary Evidence in Writing](https://ai.page/c/literary-evidence-in-writing/index.md): Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature ## 10. Writing Foundations · Know and apply phonics and word analysis skills when encoding words: - [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 - [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 - [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 - [Alternative Spellings for Sounds](https://ai.page/c/alternative-spellings-for-sounds/index.md): Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones ## 11. Writing Foundations · Demonstrate and apply correct handwriting skills: - [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 ## 12. Reading Literature · Describe story elements: - [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 ## 13. Reading Literature · Analyze literary text development: - [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 ## 14. Reading Informational · Analyze informational text development: - [Summarising Non-Fiction Main Ideas](https://ai.page/c/summarising-non-fiction-main-ideas/index.md): Determine two or more main ideas of an informational text and explain how they are supported by key details, then summarise the text without personal opinions - [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 ## Health: 0 of 100 Of its 33 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): - Figurative Language and Literary Devices has no explanation yet - Antonyms & Synonyms has no explanation yet - Advanced Figurative Language has no explanation yet - Discussing and Questioning New Words has no explanation yet - Vocabulary Strategies has no explanation yet - Greek and Latin Roots for Word Meaning has no explanation yet - Formal and Informal English has no explanation yet - Writing for an audience has no explanation yet - Using New Vocabulary has no explanation yet - Adjective Order in Sentences has no explanation yet - Modal Verbs and Possibility has no explanation yet - Progressive and Continuous Tenses has no explanation yet - Relative Clauses has no explanation yet - Listening and responding has no explanation yet - Group discussions has no explanation yet - Discussing Texts as a Group has no explanation yet - Building on Others in Discussions has no explanation yet - Short Research Projects has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing has no explanation yet - Developed Informational and Explanatory Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Commas Before Joining Words has no explanation yet - Literary Evidence in Writing has no explanation yet - Using a Dictionary to Check Spellings has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Syllables (age 6+) has no explanation yet - Alternative Spellings for Sounds has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - In-Depth Character and Setting Analysis has no explanation yet - Finding Theme and Summarising has no explanation yet - Summarising Non-Fiction Main Ideas has no explanation yet - Main Topic & Key Details has no explanation yet Credit: The structure of Hawaii academic standards: English language arts (https://docs.google.com/document/d/1IJBp5DMmlPSO2ftfvgPQ8dLJMMfq71XR1LLH4HIrtnQ/edit?pli=1&tab=t.0); 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.