# Grade 4: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 49 concepts ready. In the app: https://ai.page/roadmap/ok-ela-grade-4 Part of: [Oklahoma: English language arts](https://ai.page/roadmap/ok-ela.md) Goal: Oklahoma academic standards: English language arts, Grade 4 ## 1. Independent Reading and Writing - [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 - [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 ## 2. Multimodal Literacies - [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 ## 3. Research - [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 - [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 - [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 ## 4. Language - [Punctuating Titles of Works](https://ai.page/c/punctuating-titles-of-works/index.md): Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles - [Colons and Semicolons in Lists](https://ai.page/c/colons-and-semicolons-in-lists/index.md): Use a colon to introduce a list and semi-colons to separate items within lists, particularly when list items contain internal commas or are complex phrases - [Commas with yes, no, and names](https://ai.page/c/commas-with-yes-no-and-names/index.md): Use commas to set off the words yes and no, to set off tag questions, and to indicate direct address in sentences - [Apostrophes for possession (age 7+)](https://ai.page/c/apostrophes-for-possession-age-7/index.md): Use the possessive apostrophe accurately with both regular and irregular plural nouns (e.g., the girls' bags, the children's toys), distinguishing singular from plural possession - [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 - [Pronouns for clarity](https://ai.page/c/pronouns-for-clarity/index.md): Choose pronouns for clarity and cohesion, avoiding ambiguity and repetition; use reflexive pronouns correctly (e.g., myself, ourselves, himself) - [Agreement in sentences](https://ai.page/c/agreement-in-sentences/index.md): Ensure subject-verb agreement and pronoun-antecedent agreement within and across sentences - [Varying Sentence Structure](https://ai.page/c/varying-sentence-structure/index.md): Expand, combine, and reduce sentences for meaning, reader interest, and style, using techniques such as embedding clauses, using appositives, and varying sentence length - [Conjunctions, Prepositions and Interjections](https://ai.page/c/conjunctions-prepositions-and-interjections/index.md): Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning - [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 ## 5. Vocabulary - [Vivid Word Choices](https://ai.page/c/vivid-word-choices/index.md): Choose precise and vivid words and phrases to create specific effects in writing - [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 - [Antonyms & Synonyms](https://ai.page/c/antonyms-and-synonyms/index.md): 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 - [Using a Thesaurus to Choose Words](https://ai.page/c/using-a-thesaurus-to-choose-words/index.md): Use a thesaurus to find synonyms and extend vocabulary choices, selecting the most appropriate word based on context, connotation, and register - [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 - [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 ## 6. Critical Reading and Writing - [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 - [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 - [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 - [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 - [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 - [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 - [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 - [Figurative Language and Literary Devices](https://ai.page/c/figurative-language-and-literary-devices/index.md): 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 - [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 - [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 ## 7. Reading and Writing Process - [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 - [Writing Process Vocabulary](https://ai.page/c/writing-process-vocabulary/index.md): Know and use the vocabulary of the writing process — compose, plan, draft, revise, edit, proofread, genre, audience, purpose, narrative, recount, instruction, paragraph, sequence, and detail — and understand that these words describe distinct steps and decisions that all writers make, not just tasks to tick off - [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 - [Retelling Stories with Structure](https://ai.page/c/retelling-stories-with-structure/index.md): Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending) - [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 - [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 ## 8. Reading and Writing Foundations - [Grammar Terms: Clauses and Conjunctions](https://ai.page/c/grammar-terms-clauses-and-conjunctions/index.md): Use and understand Year 3 grammatical terminology accurately when discussing reading and writing: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant letter, vowel letter, inverted commas/speech marks - [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 - [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 - [Word Families and Root Words](https://ai.page/c/word-families-and-root-words/index.md): Explore word families based on common root words, understanding how words are related in form and meaning through shared roots, prefixes and suffixes (e.g., solve → solution, solver, dissolve, insoluble) ## 9. Listening and Speaking - [Speaking Formally and Giving Presentations](https://ai.page/c/speaking-formally-and-giving-presentations/index.md): Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience - [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 - [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 - [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 - [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood - [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 ## Health: 0 of 100 Of its 49 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): - Sharing and Publishing Your Writing has no explanation yet - Wide Independent Reading Across Genres has no explanation yet - Using Multiple Sources has no explanation yet - Short Research Projects has no explanation yet - Research & Note-Taking has no explanation yet - Interpreting visual information in texts has no explanation yet - Punctuating Titles of Works has no explanation yet - Colons and Semicolons in Lists has no explanation yet - Commas with yes, no, and names has no explanation yet - Apostrophes for possession (age 7+) has no explanation yet - Starting and Ending Sentences has no explanation yet - Pronouns for clarity has no explanation yet - Agreement in sentences has no explanation yet - Varying Sentence Structure has no explanation yet - Conjunctions, Prepositions and Interjections has no explanation yet - Types of Sentences has no explanation yet - Vivid Word Choices has no explanation yet - Using New Vocabulary has no explanation yet - Antonyms & Synonyms has no explanation yet - Using a Thesaurus to Choose Words has no explanation yet - Greek and Latin Roots for Word Meaning comes before Word Families and Root Words, which it needs - Greek and Latin Roots for Word Meaning has no explanation yet - Vocabulary Strategies has no explanation yet - Structured Opinion Writing has no explanation yet - Basic Informational Writing has no explanation yet - Developed Informational and Explanatory Writing has no explanation yet - Narrative Writing has no explanation yet - Structure of information texts has no explanation yet - Why the author wrote it has no explanation yet - Fact vs opinion has no explanation yet - Supporting ideas with evidence has no explanation yet - Figurative Language and Literary Devices has no explanation yet - Literary Evidence in Writing has no explanation yet - Narrator's Point of View has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Writing Process Vocabulary has no explanation yet - Summarising Non-Fiction Main Ideas has no explanation yet - Retelling Stories with Structure has no explanation yet - Comparing Books has no explanation yet - Main Topic & Key Details has no explanation yet - Grammar Terms: Clauses and Conjunctions has no explanation yet - Syllables (age 6+) has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Word Families and Root Words has no explanation yet - Speaking Formally and Giving Presentations has no explanation yet - Adapting Speech to Context has no explanation yet - Discussing Texts as a Group has no explanation yet - Listening and responding has no explanation yet - Asking Questions has no explanation yet - Identifying Reasons Behind a Speaker's Points has no explanation yet Credit: The structure of Oklahoma academic standards: English language arts (https://sde.ok.gov/sites/default/files/documents/files/2021%20Oklahoma%20Academic%20Standards%20for%20English%20Language%20Arts.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.