# Grade 4: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 47 concepts ready. In the app: https://ai.page/roadmap/nc-ela-grade-4 Part of: [North Carolina: English language arts](https://ai.page/roadmap/nc-ela.md) Goal: North Carolina academic standards: English language arts, Grade 4 ## 1. Language · Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness lev - [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 - [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 ## 2. Language - [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 ## 3. Language · Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general an - [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 ## 4. Language · Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listenin - [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 ## 5. Language · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions cont - [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 ## 6. Speaking and Listening · Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. - [Multimedia Presentations](https://ai.page/c/multimedia-presentations/index.md): Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes ## 7. Speaking and Listening · Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to tas - [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 ## 8. Speaking and Listening · Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. - [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 - [Evaluating a Speaker's Argument](https://ai.page/c/evaluating-a-speaker-s-argument/index.md): Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support ## 9. Speaking and Listening · Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. - [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 ## 10. Speaking and Listening · Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and pe - [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 - [Preparing for and Explaining in Discussions](https://ai.page/c/preparing-for-and-explaining-in-discussions/index.md): Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion ## 11. Writing · Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. - [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 - [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 ## 12. Writing · Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. - [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 ## 13. Writing · Use digital tools and resources to produce and publish writing and to interact and collaborate with others. - [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 ## 14. Writing · Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured 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 ## 15. Writing · Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. - [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 ## 16. Writing · Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. - [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 - [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 - [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): 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 ## 17. Reading Foundational Skills - [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. Reading Informational Text · Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. - [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 ## 19. Reading Informational Text · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. - [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 ## 20. Reading Informational Text · Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. - [How authors support their points](https://ai.page/c/how-authors-support-their-points/index.md): 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 ## 21. Reading Informational Text · Assess how point of view, perspective, or purpose shapes the content and style of a text. - [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 ## 22. Reading Informational Text · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each o - [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 ## 23. Reading Informational Text · Analyze how and why individuals, events, and ideas develop and interact over the course of a 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 ## 24. Reading Informational Text · Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. - [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 - [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 ## 25. Reading Informational Text · Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusi - [Quoting Accurately from Texts](https://ai.page/c/quoting-accurately-from-texts/index.md): Quote accurately from literary and informational texts when explaining what the text says explicitly and when drawing inferences, using quotation marks and citations correctly ## 26. Reading Literature · Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text. - [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 ## 27. Reading Literature · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. - [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 ## 28. Reading Literature · Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. - [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 ## 29. Reading Literature · Assess how point of view, perspective, or purpose shapes the content and style of a text. - [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 - [Different viewpoints in texts](https://ai.page/c/different-viewpoints-in-texts/index.md): 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 ## 30. Reading Literature · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and - [Poems, Drama & Prose](https://ai.page/c/poems-drama-and-prose/index.md): Explain major differences between poems, drama, and prose, identifying structural elements unique to each form: verse, rhythm, and meter in poetry; cast of characters, dialogue, and stage directions in drama; chapters and paragraphs in prose ## 31. Reading Literature · Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. - [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 ## 32. Reading Literature · Analyze how and why individuals, events, and ideas develop and interact over the course of a text. - [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 - [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 ## 33. Reading Literature · Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas. - [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 ## 34. Reading Literature · Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions draw - [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 ## 35. READING: LITERATURE - [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 ## Health: 0 of 100 Of its 47 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): - Domain Vocabulary Across Subject Areas comes before Discussing and Questioning New Words, which it needs - Domain Vocabulary Across Subject Areas has no explanation yet - Academic Vocabulary comes before Vocabulary Strategies, which it needs - Academic Vocabulary has no explanation yet - Advanced Figurative Language has no explanation yet - Vocabulary Strategies has no explanation yet - Discussing and Questioning New Words has no explanation yet - Revising and editing (age 7+) has no explanation yet - Multimedia Presentations has no explanation yet - Reporting & Recounting has no explanation yet - Identifying Reasons Behind a Speaker's Points has no explanation yet - Evaluating a Speaker's Argument has no explanation yet - Summarising Spoken and Media Presentations has no explanation yet - Listening and responding has no explanation yet - Group discussions has no explanation yet - Preparing for and Explaining in Discussions has no explanation yet - Research & Note-Taking comes before Short Research Projects, which it needs - Research & Note-Taking has no explanation yet - Research & Source Evaluation comes before Literary Evidence in Writing, which it needs - Research & Source Evaluation comes before Developed Informational and Explanatory Writing, which it needs - Research & Source Evaluation has no explanation yet - Short Research Projects has no explanation yet - Sharing and Publishing Your Writing 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 - Justifying Views About Texts has no explanation yet - Persuasive Writing has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Interpreting visual information in texts has no explanation yet - Combining information from texts has no explanation yet - How authors support their points comes before Why the author wrote it, which it needs - How authors support their points has no explanation yet - Why the author wrote it has no explanation yet - Structure of information texts has no explanation yet - Comparing Structure in Information Texts has no explanation yet - Explaining Events & Ideas has no explanation yet - Main Topic & Key Details has no explanation yet - Summarising Non-Fiction Main Ideas has no explanation yet - Quoting Accurately from Texts has no explanation yet - Wide Independent Reading Across Genres has no explanation yet - Comparing Books has no explanation yet - Text & Media Connections has no explanation yet - Narrator's Point of View has no explanation yet - Different viewpoints in texts has no explanation yet - Poems, Drama & Prose has no explanation yet - Author's word choices has no explanation yet - Explaining Relationships in Texts has no explanation yet - Comparing Characters, Settings and Events has no explanation yet Credit: The structure of North Carolina academic standards: English language arts (http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/0417-adopted-ela-standards.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.