# Grade 4: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 52 concepts ready. In the app: https://ai.page/roadmap/mo-ela-grade-4 Part of: [Missouri: English language arts](https://ai.page/roadmap/mo-ela.md) Goal: Missouri academic standards: English language arts, Grade 4 ## 1. Speaking/Listening · Speak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by: - [Adapting Speech to Context](https://ai.page/c/adapting-speech-to-context/index.md): Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences - [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 - [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 - [Summarising Spoken and Media Presentations](https://ai.page/c/summarising-spoken-and-media-presentations/index.md): Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally - [Describing Aloud](https://ai.page/c/describing-aloud/index.md): Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations - [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 ## 2. Speaking/Listening · Speak clearly and to the point, using conventions of language when presenting individually or with a group by: - [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. Speaking/Listening · Develop and apply effective listening skills and strategies in formal and informal settings by: - [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 ## 4. Language · In written text: - [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 - [Spelling -able & -ible](https://ai.page/c/spelling-able-and-ible/index.md): Spell words ending in -able/-ible and the corresponding adverb forms -ably/-ibly, applying patterns to determine which suffix to use based on the root word - [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 - [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 ## 5. Language · In speech and written form, apply standard English grammar to: - [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 - [Types of Sentences](https://ai.page/c/types-of-sentences/index.md): Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style - [Correlative Conjunctions](https://ai.page/c/correlative-conjunctions/index.md): Use correlative conjunctions correctly in sentences, pairing words such as either/or, neither/nor, both/and, not only/but also, and whether/or - [Past, Present and Progressive Tense](https://ai.page/c/past-present-and-progressive-tense/index.md): Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time - [Standard English Verbs](https://ai.page/c/standard-english-verbs/index.md): Use Standard English verb inflections in place of non-standard local forms - [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 - [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 ## 6. Writing · Apply research process to: - [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 - [Research & Note-Taking](https://ai.page/c/research-and-note-taking/index.md): Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources - [Using Multiple Sources](https://ai.page/c/using-multiple-sources/index.md): 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 ## 7. Writing · Write fiction or non-fiction narratives and poems that: - [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 ## 8. Writing · Write informative/explanatory texts that: - [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 ## 9. Writing · Write opinion texts that: - [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 ## 10. Writing · Reread, revise and edit drafts with assistance to: - [Planning, Revising and Editing Writing](https://ai.page/c/planning-revising-and-editing-writing/index.md): Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar ## 11. Writing · Appropriate to genre type, develop a draft from prewriting by: - [Planning Ideas Before Writing](https://ai.page/c/planning-ideas-before-writing/index.md): Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing - [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 ## 12. Reading Foundations · Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension. - [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 ## 13. Reading Foundations · Develop phonics in the reading process by: - [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 ## 14. Reading · Read to develop an understanding of media and its components by: - [Multimedia elements in texts](https://ai.page/c/multimedia-elements-in-texts/index.md): Analyse how visual and multimedia elements contribute to the meaning, tone, or beauty of a text such as graphic novels, multimedia presentations, or illustrated editions of fiction and poetry - [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 ## 15. Reading · Read, infer and draw conclusions to: - [Why the author wrote it](https://ai.page/c/why-the-author-wrote-it/index.md): Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose - [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 - [Inferring Characters' Feelings and Motives](https://ai.page/c/inferring-characters-feelings-and-motives/index.md): Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from 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 - [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 - [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 - [How Parts Build a Whole Text](https://ai.page/c/how-parts-build-a-whole-text/index.md): Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem, analysing how each part contributes to the whole ## 16. Reading · Read, infer, analyze, and draw conclusions to: - [Narrator's Point of View](https://ai.page/c/narrator-s-point-of-view/index.md): Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding - [Comparing Characters, Settings and Events](https://ai.page/c/comparing-characters-settings-and-events/index.md): Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details about how characters interact, settings influence action, or events connect - [Predicting what happens next](https://ai.page/c/predicting-what-happens-next/index.md): Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events ## 17. Reading · Read independently for multiple purposes over sustained periods of time by: - [Listening to Texts Read Aloud](https://ai.page/c/listening-to-texts-read-aloud/index.md): Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details - [Wide Independent Reading Across Genres](https://ai.page/c/wide-independent-reading-across-genres/index.md): 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 ## 18. Reading · Explain relevant connections between: - [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 - [Connecting Ideas in Texts](https://ai.page/c/connecting-ideas-in-texts/index.md): Describe connections between events, ideas, or concepts in informational text using time, sequence, cause-and-effect, and comparison language, and identify logical connections between sentences and paragraphs ## 19. Reading · Develop an understanding of vocabulary by: - [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 - [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 ## 20. Reading · Develop and demonstrate reading skills in response to text by: - [Self-Correcting While Reading](https://ai.page/c/self-correcting-while-reading/index.md): Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context - [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 ## Health: 0 of 100 Of its 52 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): - Adapting Speech to Context has no explanation yet - Listening and responding has no explanation yet - Paraphrasing What You Hear has no explanation yet - Summarising Spoken and Media Presentations has no explanation yet - Describing Aloud has no explanation yet - Reporting & Recounting has no explanation yet - Group discussions has no explanation yet - Building on Others in Discussions has no explanation yet - Using New Vocabulary has no explanation yet - Spelling -able & -ible has no explanation yet - Commas Before Joining Words has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Standard English has no explanation yet - Types of Sentences has no explanation yet - Correlative Conjunctions has no explanation yet - Past, Present and Progressive Tense has no explanation yet - Standard English Verbs has no explanation yet - Progressive and Continuous Tenses has no explanation yet - Adjective Order in Sentences has no explanation yet - Shared Research Projects has no explanation yet - Research & Note-Taking has no explanation yet - Using Multiple Sources has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing 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 - Structured Opinion Writing has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Planning Ideas Before Writing has no explanation yet - Writing for an audience 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 - Multimedia elements in texts has no explanation yet - Combining information from texts comes before Connecting Ideas in Texts, which it needs - Combining information from texts has no explanation yet - Why the author wrote it has no explanation yet - Reading between the lines has no explanation yet - Inferring Characters' Feelings and Motives has no explanation yet - Fact vs opinion has no explanation yet - Comparing Books has no explanation yet - Interpreting visual information in texts has no explanation yet - How Parts Build a Whole Text has no explanation yet - Narrator's Point of View has no explanation yet - Comparing Characters, Settings and Events has no explanation yet - Predicting what happens next has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Wide Independent Reading Across Genres has no explanation yet - Text & Media Connections has no explanation yet - Connecting Ideas in Texts has no explanation yet Credit: The structure of Missouri academic standards: English language arts (http://dese.mo.gov/sites/default/files/curr-mls-standards-ela-k-5-sboe-2016.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.