How to learn Grade 4: English language arts

Rhode Island 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.

1. 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
2. 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
3. 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.

1. 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
2. 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
3. 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
4. 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.

1. Formal and Informal English: Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context
2. 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
3. Bullet Point Punctuation: Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items
4. 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.

1. 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
2. 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
3. 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; retain and further develop language skills learned in previous grades.

1. Past, Present and Progressive Tense: 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
2. 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
3. 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

6. Speaking and Listening · 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 others' idea

1. 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
2. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
3. 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
4. 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 · Develop and strengthen writing as needed by planning, revising, and editing.

1. 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

8. Writing · Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.

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

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

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

1. 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.

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

12. Reading Standards for Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding words.

1. 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