How to learn Grade 4: English language arts

Minnesota academic standards: English language arts, Grade 4

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1. Grade 4 · Thoughtfully and safely access, analyze, and create written, oral and digital content applicable to task, purpose, audience and discipline.

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. Grade 4 · Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience and context.

1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing

3. Grade 4 · Support writing with evidence from sources, correctly citing those sources, and demonstrating an understanding of the rights and obligations of using intellectual property.

1. Evidence-Based Writing: Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction

4. Grade 4 · Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences.

1. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question

5. Grade 4 · Write narratives, poetry and other creative texts with details and effective technique to express ideas.

1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

6. Grade 4 · Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through use of informational and literary text, considering audience.

1. Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
2. 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

7. Grade 4 · Write arguments to support claims and to persuade in an analysis of topics or texts, using valid reasoning and evidence while considering audience.

1. Persuasive Writing: Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement

8. Grade 4 · Develop and strengthen writing by using a writing process including planning, drafting, revising, editing and publishing.

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

9. Grade 4 · Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing.

1. Grammar Terms: Pronouns and Determiners: Know and use Year 4 grammar terminology including determiner, pronoun, possessive pronoun, and adverbial

10. Grade 4 · Access and gather information from a variety of sources, representing diverse perspectives, and assessing relevancy and credibility of information.

1. Using Multiple Sources: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently

11. Grade 4 · Evaluate arguments and specific claims from complex informational texts.

1. Domain Vocabulary Across Subject Areas: 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
2. Literal vs Figurative Language: Distinguish literal from nonliteral (figurative) language in context and interpret common idioms and phrases
3. How authors support their points: 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

12. Grade 4 · Analyze influences on content, meaning and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in comple

1. Fact vs opinion: Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints
2. 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

13. Grade 4 · Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.

1. 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
2. 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
3. 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
4. Different viewpoints in texts: Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling

14. Grade 4 · Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts.

1. 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
2. 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
3. Finding Theme and Summarising: 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

15. Grade 4 · Read and comprehend independently A) both self- selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives and i

1. Wide Independent Reading Across Genres: Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader
2. 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

16. Grade 4 · Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.

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