4th Grade ELA (Alaska Standards)

Reading Standards for Literature

• RL.4.1 Refer to details and examples when explaining what a story says explicitly and when drawing inferences.
• RL.4.2 Find a theme or message from text evidence and summarize events in order, including how conflicts are resolved.
• RL.4.3 Describe a character, setting or event in depth, drawing on specific details such as thoughts, words or actions.
• RL.4.4 Work out the meaning of words and phrases, including imagery, metaphors and similes.
• RL.4.5 Explain major differences in structure between poems, drama and prose (verse, rhythm, meter, cast, stage directions).
• RL.4.6 Compare points of view in stories and how first- or third-person narration shapes what readers see.
• RL.4.7 Connect a story or drama text with a visual or oral presentation of it, noting where each reflects the other.
• RL.4.9 Compare how stories from different cultures treat similar themes and event patterns (e.g. good versus evil, quests).
• RL.4.10 By year's end, read literature from many cultures from the high end of grade 3 to grade 5 complexity, with support.

Reading Standards for Informational Text

• RI.4.1 Refer to details and examples when explaining what an informational text says explicitly and when inferring.
• RI.4.2 Find the main idea and key details and summarize ideas, events or procedures in order.
• RI.4.3 Explain cause/effect and other relationships in history, science or technical texts.
• RI.4.4 Work out the meaning of general academic and subject-specific words and phrases in a grade 4 text.
• RI.4.5 Describe the overall structure of a text or part of a text (chronology, comparison, cause/effect, problem/solution).
• RI.4.6 Find the author's purpose and compare firsthand and secondhand accounts of the same event.
• RI.4.7 Interpret information shown visually, orally or quantitatively (charts, timelines, web elements) and explain how it adds to the text.
• RI.4.8 Explain how an author backs up specific points with reasons and evidence.
• RI.4.9 Pull together facts from two texts on one topic to write or speak about it with knowledge.
• RI.4.10 By year's end, read history, science and technical texts from the high end of grade 3 to grade 5 complexity, with support.

Reading Standards: Foundational Skills

• RF.4.3 Know and apply grade-level phonics, word analysis and morphology to decode multisyllable words in and out of context. (being checked)
  • a. Use letter-sound, syllable and word-part (morphology) knowledge to read unfamiliar long words in and out of context.
• RF.4.4 Read with enough accuracy and fluency to support comprehension.
  • a. Read texts at grade level with a clear purpose and understanding.
  • b. Read grade-level prose and poetry aloud accurately, at a suitable rate and with expression, over repeated readings.
  • c. Use context to confirm or correct word recognition and understanding, rereading as needed.

Writing Standards

• W.4.1 Write opinion pieces backed by fact- or text-based reasons.
  • a. Introduce the topic clearly, state an opinion and group related ideas logically.
  • b. Give reasons supported by facts and details.
  • c. Connect the opinion and reasons with linking phrases (e.g. for instance, in addition).
  • d. End with a conclusion related to the opinion.
• W.4.2 Write informative texts that examine a topic and convey ideas clearly.
  • a. Introduce a topic, group information into sections and add headings or captioned visuals when useful.
  • b. Build up the topic with facts, definitions, specific details, quotations or examples.
  • c. Link ideas within categories with words such as another, for example, also, because.
  • d. Use precise language and subject vocabulary.
  • e. End by restating the focus of the topic in other words.
• W.4.3 Write narratives of real or imagined experiences with descriptive details and a clear sequence.
  • a. Set up a situation, introduce a narrator or characters and let events unfold naturally.
  • b. Use dialogue, description and sensory details to show actions, thoughts and responses to conflict.
  • c. Use different transition words and phrases to keep the order of events clear.
  • d. Use concrete words, sensory details and elaboration to tell events precisely.
  • e. End with a conclusion that follows from the events.
• W.4.4 Produce clear, coherent writing whose development and organization suit the task, purpose and audience.
• W.4.5 With help from classmates and adults, improve writing by planning, revising and editing.
• W.4.6 With some help, use technology and the internet to create, share and collaborate on writing.
• W.4.7 Do short research projects that build knowledge by investigating different aspects of a topic.
• W.4.8 Recall or gather relevant information from experience and print or digital sources, take notes, categorize them and list sources.
• W.4.9 Use evidence from literature or informational texts to back up analysis, reflection and research.
  • a. Apply grade 4 reading standards to literature in writing.
  • b. Use the grade 4 informational reading skills when writing about nonfiction.
• W.4.10 Write often, in long projects and short sittings, for many tasks, purposes and readers.

Speaking and Listening Standards

• SL.4.1 Take part effectively in one-on-one, group and teacher-led discussions, building on others' ideas and expressing one's own.
  • a. Come prepared and draw on that preparation to explore ideas.
  • b. Follow agreed rules for discussion and carry out assigned roles.
  • c. Ask and answer specific questions and link comments to others' remarks.
  • d. Review the key ideas of the discussion and explain one's own ideas in light of it.
• SL.4.2 Put into own words parts of a read-aloud or information shown in different media.
• SL.4.3 Identify the reasons and evidence a speaker gives to support points.
• SL.4.4 Give an organized report, story or account of an experience with fitting facts and details, speaking clearly.
• SL.4.5 Add sound recordings and visuals to a presentation when they strengthen its main ideas or themes.
• SL.4.6 Tell apart situations that need formal English from those where informal talk fits, and use formal English when suitable.

Language Standards

• L.4.1 Use correct standard English grammar when speaking and writing.
  • a. Use nouns, pronouns, verbs, adjectives and adverbs well, including relative pronouns and relative adverbs.
  • b. Form and use the progressive verb tenses.
  • c. Use modal auxiliaries (can, may, must) to show different conditions.
  • d. Order adjectives in the usual pattern (e.g. a small red bag).
  • e. Form and use prepositional phrases.
  • f. Produce complete sentences, fixing fragments and run-ons.
  • g. Use frequently confused words correctly (e.g. to, too, two; there, their).
• L.4.2 Show command of capitalization, punctuation and spelling when writing.
  • a. Use correct capitalization.
  • b. Use commas and quotation marks for direct speech and quotations.
  • c. In a compound sentence, place a comma before the joining word (and, but, or).
  • d. Spell grade-level words correctly, checking references as needed.
• L.4.3 Apply what is known about language and its rules in writing, speaking, reading and listening.
  • a. Pick words and phrases that express ideas exactly.
  • b. Choose punctuation for effect.
  • c. Tell apart contexts for formal English and informal discourse.
• L.4.4 Work out unknown and multiple-meaning words using a range of strategies.
  • a. Use phonics, word structure, sentence structure and context (definitions, restatements) as clues to meaning.
  • b. Use familiar Greek and Latin word parts (roots, prefixes, suffixes) as meaning clues.
  • c. Use print and digital references (dictionaries, glossaries, thesauruses) to find pronunciation and meaning.
• L.4.5 Understand figurative language, how words relate and fine shades of meaning.
  • a. Explain simple similes and metaphors in context.
  • b. Recognize and explain common idioms, adages and proverbs.
  • c. Show what words mean by linking them to their opposites and to words that mean the same.
• L.4.6 Learn and use grade-level general academic and subject-specific words, including precise actions, emotions or states.