Grade 4 • Language Arts What Your Child Will Learn

Grade 4 Language Arts

What Your Child Will Learn

Students who demonstrate knowledge of phonics and word recognition will:

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Use combined knowledge of all letter-sound correspondences, syllabication patterns (e.g., when two consonants come between two vowels in a word, divide syllables between the consonants, like bor-der) and morphology (e.g., roots, prefixes, and suffixes) to read unfamiliar words with multiple syllables.

Students who demonstrate fluency will:

Students who demonstrate comprehension of literature will:

Refer to details and examples in a text explaining what is directly stated in the text and making inferences.
Determine a theme of a story, drama, or poem and summarize the text.
Describe in depth a character, setting, or event in a text.
Compare and contrast the points of view from which different stories are narrated.
Compare and contrast texts that have similar themes and topics, including stories, myths, and traditional literature (e.g., folktales, legends) from different cultures.

Students who demonstrate comprehension of informational text will:

Refer to details and examples in a text when making inferences and explaining what is directly stated in the text.
Determine the main idea of a text and explain how key details support the idea. Summarize the text.
Describe the overall structure (e.g., sequential, cause/effect, problem/solution) of a text or part of a text.
Explain how an author uses reasons and evidence to support particular points in a text.
Combine information from two texts on the same topic in order to write or speak about the subject.

Students respond to text in writing in a variety of ways by:

Writing opinion pieces on topics or texts, supporting a point of view with reasons and information. They introduce the topic or text clearly, state an opinion, and organize the ideas to support the purpose for writing. They provide reasons that are supported by facts and details and provide a concluding statement or section.
Writing informative texts to examine a topic. They introduce the topic clearly and group related information. They develop the topic with facts, definitions, concrete details, quotations, and other information, and provide a concluding statement or section.
Writing narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. They introduce a narrator or characters and organize events naturally. They use dialogue and description, as well as concrete words, phrases, and sensory images to develop experiences. They provide a conclusion that follows from the narrated experiences and events.

Students who demonstrate comprehension and collaboration when listening will:

Engage effectively in a range of collaborative discussions.
Paraphrase portions of a text read aloud or information presented in diverse media and formats.
Identify the reasons and evidence a speaker provides to support particular points.

Students will present knowledge and ideas through speaking by:

Reporting on a topic or text, telling a story, or recounting an experience in an organized manner using appropriate facts and relevant and descriptive details.

Students who demonstrate knowledge of conventions of standard English when writing or speaking will:

Use correct capitalization.
Use commas and quotation marks to mark direct speech and quotations from a text.
Use a comma before a coordinating conjunction in a compound sentence.
Spell grade-appropriate words correctly, consulting references as needed.

Students who acquire and use vocabulary will:

Determine the meaning of unknown and multiple meaning words using context clues, common grade-appropriate Greek and Latin prefixes, suffixes and roots, and reference materials (e.g., dictionaries, glossaries, thesauruses).
Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings, including similes, metaphors, common idioms (e.g., raining like cats and dogs), adages, and proverbs (e.g., The early bird gets the worm).