# Grade 4: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 28 concepts ready. In the app: https://ai.page/roadmap/id-ela-grade-4 Part of: [Idaho: English language arts](https://ai.page/roadmap/id-ela.md) Goal: Idaho academic standards: English language arts, Grade 4 ## 1. Grammar and Conventions - [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 - [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation - [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 ## 2. Oral and Digital Communications Strand - [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 - [Fact vs opinion](https://ai.page/c/fact-vs-opinion/index.md): Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints - [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 - [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 - [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 - [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 ## 3. Writing Strand - [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 - [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 - [Building Writing Stamina](https://ai.page/c/building-writing-stamina/index.md): Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions) - [Organising Writing into Paragraphs](https://ai.page/c/organising-writing-into-paragraphs/index.md): Organise writing into paragraphs, grouping related material around a theme, and use simple organisational devices such as headings and sub-headings in non-narrative writing - [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 - [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 - [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 ## 4. Research Strand - [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 ## 5. Vocabulary Development - [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 - [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 - [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 - [Academic Vocabulary](https://ai.page/c/academic-vocabulary/index.md): Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects ## 6. Reading Comprehension - [Supporting ideas with evidence](https://ai.page/c/supporting-ideas-with-evidence/index.md): Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points - [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 - [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 - [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 - [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 - [Recommending Books](https://ai.page/c/recommending-books/index.md): Recommend books to peers, giving reasons for choices based on knowledge of a wide range of genres, authors, and themes, and making comparisons within and across books ## 7. Foundational Reading - [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 ## Health: 0 of 100 Of its 28 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): - Homophones (age 9+) has no explanation yet - Starting and Ending Sentences has no explanation yet - Listening and responding has no explanation yet - Interpreting visual information in texts has no explanation yet - Fact vs opinion has no explanation yet - Reporting & Recounting has no explanation yet - Identifying Reasons Behind a Speaker's Points has no explanation yet - Paraphrasing What You Hear has no explanation yet - Group discussions has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Revising and editing (age 7+) has no explanation yet - Building Writing Stamina has no explanation yet - Organising Writing into Paragraphs has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Short Research Projects has no explanation yet - Using New Vocabulary has no explanation yet - Domain Vocabulary Across Subject Areas has no explanation yet - Vocabulary Strategies has no explanation yet - Academic Vocabulary has no explanation yet - Supporting ideas with evidence has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Justifying Views About Texts has no explanation yet - Reading between the lines has no explanation yet - Discussing Texts as a Group has no explanation yet - Recommending Books has no explanation yet - Prefixes and suffixes has no explanation yet Credit: The structure of Idaho academic standards: English language arts (https://www.sde.idaho.gov/topics/admin-rules/files/negotiated-rulemaking/Idaho-K-12-State-Standards-for-ELA-Literacy.pdf); 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.