# Grade 4: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 34 concepts ready. In the app: https://ai.page/roadmap/wi-ela-grade-4

Part of: [Wisconsin: English language arts](https://ai.page/roadmap/wi-ela.md)

Goal: Wisconsin academic standards: English language arts, Grade 4

## 1. Language · Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use s

- [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
- [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
- [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
- [Bullet Point Punctuation](https://ai.page/c/bullet-point-punctuation/index.md): Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items

## 2. Language · Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized 

- [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

## 3. Language · Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms an

- [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

## 4. Language · Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

- [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
- [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
- [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

## 5. Language · Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge to comprehend more fully when reading and listening, and make e

- [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
- [Dialects & Registers](https://ai.page/c/dialects-and-registers/index.md): Compare and contrast the varieties of English used in stories, dramas, or poems, including dialects and registers, understanding how language varies by region, context, and purpose

## 6. Speaking and Listening · Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on topics and texts, building on others' ideas and ex

- [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
- [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

## 7. Writing · Create writing that utilizes:

- [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
- [Cohesion and Transitions Across Writing](https://ai.page/c/cohesion-and-transitions-across-writing/index.md): Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting
- [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

## 8. Writing · Write text in a variety of modes:

- [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
- [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

## 9. Reading Foundational Skills · Read with sufficient accuracy and fluency to support 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

## 10. Reading Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding words.

- [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

## 11. Language · Demonstrate understanding of conventions of standardized English.

- [Alternative Spellings for Sounds](https://ai.page/c/alternative-spellings-for-sounds/index.md): Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones

## 12. Language · Demonstrate standardized English grammar and usage when communicating.

- [Prepositions](https://ai.page/c/prepositions/index.md): Understand and use the most frequently occurring prepositions of location and direction (e.g. to, from, in, out, on, off, for, by, with)
- [Comparatives & Superlatives](https://ai.page/c/comparatives-and-superlatives/index.md): Form and use comparative and superlative adjectives and adverbs, choosing correctly between them
- [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)

## 13. Language · Demonstrate understanding of word relationships and use.

- [Shades of Meaning](https://ai.page/c/shades-of-meaning/index.md): Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use
- [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

## 14. Language · Use language to achieve desired outcomes when communicating.

- [Choosing Tenses for Precise Meaning](https://ai.page/c/choosing-tenses-for-precise-meaning/index.md): Use verb tense to convey various times, sequences, states, and conditions, selecting tenses deliberately to express the precise timing and nature of actions and events
- [Formal and Informal English](https://ai.page/c/formal-and-informal-english/index.md): Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context

## 15. Speaking and Listening · Engage in collaborative discussions.

- [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
- [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

## 16. Writing · With guidance and support, use writing, dictation and/or drawing to compose:

- [Writing to inform](https://ai.page/c/writing-to-inform/index.md): Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it
- [Writing opinions](https://ai.page/c/writing-opinions/index.md): Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it

## 17. Reading Foundational Skills · Use letter-sound knowledge to read words.

- [Blending Sounds to Read Words](https://ai.page/c/blending-sounds-to-read-words/index.md): Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes
- [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

## Health: 0 of 100

Of its 34 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):

- Standard English has no explanation yet
- Starting and Ending Sentences has no explanation yet
- Punctuating Titles of Works has no explanation yet
- Bullet Point Punctuation has no explanation yet
- Adapting Speech to Context comes before Formal and Informal English, which it needs
- Adapting Speech to Context has no explanation yet
- Using New Vocabulary has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Figurative Language and Literary Devices has no explanation yet
- Advanced Figurative Language comes before Antonyms & Synonyms, which it needs
- Advanced Figurative Language has no explanation yet
- Writing for an audience has no explanation yet
- Dialects & Registers comes before Formal and Informal English, which it needs
- Dialects & Registers has no explanation yet
- Group discussions comes before Listening and responding, which it needs
- Group discussions has no explanation yet
- Building on Others in Discussions has no explanation yet
- Vivid Word Choices has no explanation yet
- Cohesion and Transitions Across Writing has no explanation yet
- Structured Opinion Writing comes before Writing opinions, which it needs
- Structured Opinion Writing has no explanation yet
- Narrative Writing has no explanation yet
- Basic Informational Writing comes before Writing to inform, which it needs
- Basic Informational Writing has no explanation yet
- Reading with Expression and Accuracy has no explanation yet
- Prefixes and suffixes has no explanation yet
- Alternative Spellings for Sounds has no explanation yet
- Prepositions has no explanation yet
- Comparatives & Superlatives has no explanation yet
- Pronouns for clarity has no explanation yet
- Shades of Meaning has no explanation yet
- Antonyms & Synonyms has no explanation yet
- Choosing Tenses for Precise Meaning has no explanation yet
- Formal and Informal English has no explanation yet
- Listening and responding has no explanation yet
- Discussing Texts as a Group has no explanation yet
- Writing to inform has no explanation yet
- Writing opinions has no explanation yet
- Blending Sounds to Read Words has no explanation yet
- Syllables (age 6+) has no explanation yet

Credit: The structure of Wisconsin academic standards: English language arts (https://dpi.wi.gov/sites/default/files/imce/standards/New%20pdfs/ELAStandards2020.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.