Grade 4

Other Massachusetts English Language Arts and Literacy sets

• Grade Pre-K
• Grade K
• Grade 1
• Grade 2
• Grade 3
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grades 9, 10
• Grades 11, 12

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.3.a

Read grade-level text with purpose and understanding.RF.4.4.a

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4.b

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RF.4.4.c

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped in paragraphs and sections to support the writer's purpose.W.4.1.a

Provide reasons that are supported by facts and details.W.4.1.b

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).W.4.1.c

Provide a concluding statement or section related to the opinion presented.W.4.1.d

Introduce a topic clearly and group related information in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.4.2.a

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2.b

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).W.4.2.c

Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2.d

Provide a concluding statement or section related to the information or explanation presented.W.4.2.e

Orient the reader by establishing a situation and introducing a speaker, narrator, and/or characters; organize an appropriate narrative sequence.W.4.3.a

Use dialogue and description to develop experiences or events or show responses to situations.W.4.3.b

Use a variety of transitional words and phrases to manage sequence.W.4.3.c

Use concrete words and phrases, figurative language such as similes and metaphors, and sensory details to convey experiences or events precisely.W.4.3.d

Provide a sense of closure appropriate to the narrated experiences or events.W.4.3.e

For poems, use patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) and visual patterns (e.g., line length, grouped lines as stanzas or verses) to create works that are distinctly different in form from prose narratives.W.4.3.f

Demonstrate command of standard English conventions.W.4.5.a

Demonstrate the ability to use general academic and domain-specific vocabulary appropriately.W.4.5.b

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1.a

Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1.b

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1.c

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.SL.4.1.d

Produce complete sentences, using knowledge of subject and predicate to recognize and correct inappropriate sentence fragments and run-on sentences.L.4.1.a

Correctly use frequently confused words (e.g., their/there).L.4.1.b

Use helping verbs, also known as auxiliaries (e.g., can, may, might, should), to convey various conditions of possibility, likelihood, obligation, or permission, choosing among helping verbs depending on the overall meaning of the sentence.L.4.1.c

Use relative pronouns and relative adverbs to add more information about a noun or verb used in a sentence.L.4.1.d

Form and use prepositional phrases in sentences to add more information about qualities such as location, time, agency, and direction.L.4.1.e

Form and use progressive verb tenses.L.4.1.f

Write legibly and fluently by hand, using either printing or cursive handwriting; write their given name signature in cursive.L.4.2.a

Use correct capitalization.L.4.2.b

Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2.c

Use a comma before a coordinating conjunction in a compound sentence.L.4.2.d

Spell grade-appropriate words correctly, consulting references as needed.L.4.2.e

Choose words and phrases to convey ideas precisely.L.4.3.a

Choose punctuation for effect.L.4.3.b

Differentiate between contexts that call for formal English (e.g., presenting research findings) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.3.c

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4.a

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.4.b

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L.4.4.c

Recognize and use appropriately abbreviations related to grade-level content or common in everyday life (e.g., hr., min., sec.).L.4.4.d

Recognize and use appropriately symbols related to grade-level content or common in everyday life (e.g., &, #, *).L.4.4.e

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L.4.5.a

Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5.b

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.5.c