How to learn Grade 4: English language arts

Ohio academic standards: English language arts, Grade 4

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1. Language Standards · Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Antonyms & Synonyms: 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
Figurative Language and Literary Devices: 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
Advanced Figurative Language: 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 Standards · 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: 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: 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
Vocabulary Strategies: 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

3. Language Standards · Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Formal and Informal English: Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context
Adapting Speech to Context: 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
Bullet Point Punctuation: Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items
Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing

4. Language Standards · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Commas Before Joining Words: Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence
Punctuating Direct Speech: Punctuate direct speech using inverted commas (speech marks), understanding that direct speech records the exact words spoken and must be enclosed in punctuation marks

5. Language Standards · Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Consistent verb tense: Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning
Standard English: 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
Adjective Order in Sentences: 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: 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: 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: 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

6. Speaking and Listening Standards · Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on ot

Listening and responding: 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: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
Building on Others in Discussions: Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

7. Writing Standards · Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

8. Writing Standards · Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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

9. Writing Standards · Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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
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

10. Writing Standards · Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Structured Opinion Writing: 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

11. Reading Standards for Foundational Skills · Read with sufficient accuracy and fluency to support comprehension.

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

12. Reading Standards for Informational Text · Analyze informational text development.

Main Topic & Key Details: 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

13. Reading Standards for Literature · Analyze literary text development.

Tracing Theme Across a Text: Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion
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

14. Language

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
Listening to Texts Read Aloud: 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
Sorting & Categorising Words: Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives
Shades of Meaning: Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use
Syllables (age 6+): 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
Word Parts as Clues: Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning
Similes & Metaphors: Understand and identify similes (comparisons using like or as) and metaphors (direct comparisons stating something is something else) in texts, explaining how each creates imagery and conveys meaning
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
Pronouns for clarity: Choose pronouns for clarity and cohesion, avoiding ambiguity and repetition; use reflexive pronouns correctly (e.g., myself, ourselves, himself)

15. Speaking and Listening

Multimedia Presentations: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes
Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
Engaging Listeners and Valuing Viewpoints: Gain, maintain and monitor the interest of listeners when speaking; consider and evaluate different viewpoints, attending to and building on others' contributions; begin to select appropriate language for different situations
Identifying Reasons Behind a Speaker's Points: 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: 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
Paraphrasing What You Hear: 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: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

16. Writing

Onsets & Rimes: Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words
Silent Letters in Words: Spell words containing silent letters that are remnants of earlier pronunciation or etymology, recognising common silent-letter patterns and using word origins to remember them
Planning Ideas Before Writing: 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
Choosing Form and Tone for Your Audience: Identify the audience for and purpose of writing before beginning, selecting the appropriate form, tone, and register to match the intended reader and communicative goal
Writing Across Genres: Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each
Writing for an audience: 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
Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question
Research & Note-Taking: 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: 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
Fact vs opinion: Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints
Starting and Ending Sentences: 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
Fixing Fragments & Run-Ons: Recognise and correct sentence fragments (incomplete sentences lacking a subject or predicate) and run-on sentences (two or more independent clauses joined without proper punctuation or conjunctions)
Planning, Revising and Editing Writing: 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

17. Reading Standards for Informational Text

Discussing Texts as a Group: Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities
Self-Correcting While Reading: Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context
Reading High-Frequency Words by Sight: Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns
Decoding unfamiliar words: Read Y3-4 exception words with unusual spelling-sound correspondences, applying growing knowledge of morphology and etymology to decode unfamiliar exception words
Vowel Digraphs: Read and spell words containing common vowel digraphs (ai, ay, ee, ea, oa, oe, oo, oi, oy) including where a digraph can represent more than one sound
Prefixes and suffixes: 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
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
Consonant Digraphs: Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/)
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
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
Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
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
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
Supporting ideas with evidence: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points
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
Firsthand and Secondhand Accounts: Compare and contrast a firsthand account (autobiography, diary, letter) with a secondhand account (biography, textbook, news report) of the same event or topic, identifying differences in focus and information provided
Multiple Accounts of Events: Analyse multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent
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

18. Reading Standards for Literature

Characters, settings, and events: Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence
Comparing Characters Across Stories: Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic
Recommending Books: 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
Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts
Text & Media Connections: 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
Character Traits and Motivation: Analyse character traits, motivations, and feelings using text evidence, and distinguish one's own point of view from that of the narrator or characters
In-Depth Character and Setting Analysis: 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
Comparing Characters, Settings and Events: 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
Narrator's Point of View: 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: 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
Poems, Drama & Prose: 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