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K–12 Standards

Grade 4

Other Ohio English Language Arts sets

Reading LiteratureRL

  • 1

    Use text evidence to demonstrate understanding of a literary text (story, drama, or poem).RL.4.1

    1. a

      Provide details explicitly stated in the text.RL.4.1.a

    2. b

      Use explicitly stated details from the text to make and support inferences.RL.4.1.b

  • 2

    Analyze literary text development.RL.4.2

    1. a

      Determine a theme of a literary text using supporting details.RL.4.2.a

    2. b

      Summarize a literary text, including a theme and supporting details.RL.4.2.b

  • 3

    Describe the character(s), setting(s), or event(s) in a literary text, using explicit text evidence.RL.4.3

    1. a

      Explain how the main character changes based on their thoughts, words, or actions.RL.4.3.a

    2. b

      Make inferences about the character(s), setting(s), or specific event(s).RL.4.3.b

  • 4

    Determine the meaning of words and phrases as they are used in a literary text, including figurative language. RL.4.4

  • 5

    Explain how the structural elements of stories, dramas, and poems (such as chapters, scenes, and stanzas) contribute to the overall organization of a text. RL.4.5

  • 6

    Distinguish between point of view and perspective.RL.4.6

    1. a

      Identify the point of view in a literary text.RL.4.6.a

    2. b

      Explain the different perspectives of characters in a literary text.RL.4.6.b

  • 7

    Compare a written story or drama with a visual element (e.g., picture, video), multimedia performance, and/or oral reading, identifying details from the text that are shown, spoken, or acted out. RL.4.7

  • 8

    (Not applicable to literature)RL.4.8

  • 9

    Compare and contrast similar themes in stories and traditional literature (e.g., fables, myths, folktales, fairy tales) from different cultures.RL.4.9

    1. a

      Identify a shared theme or life lesson across texts.RL.4.9.a

    2. b

      Analyze a shared theme and explain its development across texts.RL.4.9.b

  • 10

    Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. RL.4.10

Reading InformationalRI

  • 1

    Use text evidence to demonstrate understanding of an informational text (e.g., historical, scientific, or technical texts).RI.4.1

    1. a

      Provide details explicitly stated in the text.RI.4.1.a

    2. b

      Use details explicitly stated in the text to make and support inferences.RI.4.1.b

  • 2

    Analyze development of ideas in an informational text.RI.4.2

    1. a

      Determine the main idea of a text using key details.RI.4.2.a

    2. b

      Summarize an informational text including the main idea and key details.RI.4.2.b

  • 3

    Analyze events, procedures, ideas or concepts in an informational text.RI.4.3

    1. a

      Explain what happens in an informational text.RI.4.3.a

    2. b

      Describe why it happens, based on specific information in the text.RI.4.3.b

  • 4

    Determine the meaning of both general academic or domain-specific words and phrases in an informational text.RI.4.4

  • 5

    Analyze the text structure (e.g., description, chronology/sequence, compare/contrast, cause/effect, problem/solution).RI.4.5

    1. a

      Identify the text structure of a section or full text.RI.4.5.a

    2. b

      Describe the text structure using information from a section or full text.RI.4.5.b

  • 6

    Compare and contrast the different perspectives in two texts on the same event or topic using the information provided.RI.4.6

  • 7

    Analyze text features.RI.4.7

    1. a

      Interpret information from text features presented (e.g., in charts, graphs, diagrams, timelines, multimedia elements).RI.4.7.a

    2. b

      Explain how the information supports understanding of the text in which it appears.RI.4.7.b

  • 8

    Explain how an author uses reasons and evidence to support particular points in an informational text.RI.4.8

  • 9

    Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.9

  • 10

    Read and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. RI.4.10

Reading FoundationsRF

  • 3

    Decode multisyllabic words, aligned with scope and sequence of adopted HQIM, using:RF.4.3

    1. 3.a

      Phoneme-grapheme correspondencesRF.4.3.a

    2. 3.b

      Syllabication patternsRF.4.3.b

    3. 3.c

      Morphological structures (e.g., roots and affixes)RF.4.3.c

  • 4

    Read texts with sufficient fluency to support comprehension.RF.4.4

    1. a

      Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from the text.RF.4.4.a

    2. b

      Orally read a variety of grade-level texts with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from the text, targeting 133 words correct per minute (wcpm) by the end of fourth grade.RF.4.4.b

    3. c

      Self-monitor word recognition and understanding, rereading as necessary.RF.4.4.c

Writing Foundations WF

  • 1

    Write legibly in manuscript and/or cursive.WF.4.1

    1. a

      Write letters legibly to focus attention on composing ideas rather than forming letters.WF.4.1.a

    2. b

      Write legibly at a pace that supports sustained composition and notetaking across sentences and paragraphs.WF.4.1.b

  • 2

    Encode words, aligned with scope and sequence of adopted HQIM, such as:WF.4.2

    1. a

      Multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, consonant -le, and schwaWF.4.2.a

    2. b

      Unfamiliar multisyllabic words, using knowledge of roots, prefixes, and suffixesWF.4.2.b

    3. c

      High-frequency words, using predictable, decodable phoneme-grapheme correspondencesWF.4.2.c

    4. d

      Homophones (e.g., to, two, too)WF.4.2.d

  • 3

    Write complete sentences that demonstrate knowledge of conventions.WF.4.3

    1. a

      Use relative pronouns who, whose, which and that, relative adverbs where, when, and how, and irregular possessive nouns.WF.4.3.a

    2. b

      Form and use the progressive verb tenses (e.g., she is talking, she was talking, she will be talking).WF.4.3.b

    3. c

      Use modal auxiliary verbs to convey various conditions (e.g., can, could, may, might, must, shall, should, will, and would).WF.4.3.c

WritingW

  • 1

    Write opinion pieces that include:W.4.1

    1. a

      An introduction with a clear topic sentence;W.4.1.a

    2. b

      A stated opinion;W.4.1.b

    3. c

      Reasons supported by evidence or examples from the text(s);W.4.1.c

    4. d

      A concluding statement;W.4.1.d

    5. e

      Organizational structure to support the writer’s purpose;W.4.1.e

    6. f

      Linking words and phrases;W.4.1.f

    7. g

      Relevant vocabulary;W.4.1.g

    8. h

      Sentence variety; andW.4.1.h

    9. i

      Grade-level phonics-based spelling.W.4.1.i

  • 2

    Write informative/explanatory pieces that include:W.4.2

    1. a

      An introduction with a clear topic sentence;W.4.2.a

    2. b

      Facts, definitions, details, quotations and/or examples from the text(s) to develop the topic;W.4.2.b

    3. c

      A concluding statement;W.4.2.c

    4. d

      Organizational structure to support the writer’s purpose;W.4.2.d

    5. e

      Linking words and phrases;W.4.2.e

    6. f

      Relevant vocabulary;W.4.2.f

    7. g

      Sentence variety; andW.4.2.g

    8. h

      Grade-level phonics-based spelling.W.4.2.h

  • 3

    Write narratives that develop real or imagined sequenced events including:W.4.3

    1. a

      An introduction;W.4.3.a

    2. b

      A situation with a narrator and/or characters;W.4.3.b

    3. c

      Dialogue and description of experiences and events;W.4.3.c

    4. d

      A conclusion;W.4.3.d

    5. e

      Organizational structure to support the writer’s purpose;W.4.3.e

    6. f

      Transitional words and phrases;W.4.3.f

    7. g

      Descriptive and/or sensory details;W.4.3.g

    8. h

      Sentence variety; andW.4.3.h

    9. i

      Grade-level phonics-based spelling.W.4.3.i

  • 4

    Produce clear and coherent writing, collaboratively and independently, in which the development and organization are appropriate to task, purpose, and audience. W.4.4

  • 5

    With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers. W.4.5

  • 6

    With gradually fading adult support, use a variety of digital skills (e.g., keyboarding) and tools (e.g., multimedia platforms) to produce and publish writing. W.4.6

  • 7

    Engage in brief research projects, collaboratively and independently, that investigate different aspects of a topic by:W.4.7

    1. a

      Gathering information from a variety of sources on a topic;W.4.7.a

    2. b.

      Recording observations; andW.4.7.b

    3. c

      Composing short reports using grade-level vocabulary and sentence variety.W.4.7.c

  • 8

    Recall relevant information from personal experiences or gather relevant information from sources to:W.4.8

    1. a

      Take notes;W.4.8.a

    2. b

      Categorize information;W.4.8.b

    3. c

      Answer a specific question in writing; andW.4.8.c

    4. d

      Provide a list of sources.W.4.8.d

  • 9

    Use evidence from grade-level literary or informational texts to support analysis, reflection, and research. W.4.9

  • 10

    Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences. W.4.10

Speaking and ListeningSL

  • 1

    Participate in discussions about fourth grade topics and texts in pairs, small groups, or whole-class settings, following agreed upon rules.SL.4.1

    1. a

      Come to discussions prepared (having read and/or studied materials).SL.4.1.a

    2. b

      Explicitly use the information known about the topic.SL.4.1.b

    3. c

      Complete assigned roles.SL.4.1.c

    4. d

      Make comments that further the discussion and link to the remarks of others.SL.4.1.d

    5. e

      Pose and respond to specific questions to clarify or follow up on information.SL.4.1.e

  • 2

    After a presentation (i.e., read-aloud, multimedia, oral), use speaking or writing to paraphrase ideas, including information shown in text features, such as charts, diagrams, graphs, tables, or images.SL.4.2

  • 3

    Identify the reasons and evidence a speaker provides to support particular points.SL.4.3

  • 4

    Tell a story or recount an experience in an organized manner, using relevant facts and details to support main ideas or themes, while speaking clearly at an understandable pace.SL.4.4

  • 5

    Create multimedia presentations of informational text; add visual displays when appropriate to enhance the development of main ideas or themes. SL.4.5

  • 6

    Differentiate between contexts that call for formal language (e.g., presenting ideas) and situations where informal language is appropriate (e.g., small-group discussion); use formal language when appropriate to the task or situation. SL.4.6

LanguageL

  • 1

    Know and apply formal American English grammar, usage, and mechanics when writing or speaking.L.4.1

    1. a

      Order cumulative adjectives within sentences (e.g., a small red bag vs. a red small bag).L.4.1.a

    2. b.

      Form and use prepositional phrases.L.4.1.b

    3. c

      Produce complete sentences by recognizing and correcting inappropriate fragments and run-ons.L.4.1.c

  • 2

    Know and apply the conventions of formal American English capitalization, punctuation, and spelling when writing.L.4.2

    1. a

      Use correct capitalization.L.4.2.a

    2. b

      Use commas and quotation marks to indicate direct speech and quotations from a text.L.4.2.b

    3. c

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

    4. d

      Spell words accurately using grade-level spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.L.4.2.d

  • 3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.4.3

    1. a

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

    2. b

      Choose punctuation for effect.L.4.3.b

    3. c

      Differentiate between contexts that call for formal language (e.g., presenting ideas) and situations where informal language is appropriate (e.g., small-group discussions).L.4.3.c

  • 4

    Use word analysis skills to break down and build grade-appropriate words to understand their meaning.L.4.4

    1. a

      Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases.L.4.4.a

    2. b

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

    3. c

      Use print and/or digital resources (e.g., dictionaries, glossaries, thesauruses) to support pronunciation and clarify the precise meaning of key words and phrases.L.4.4.c

  • 5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5

    1. a

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

    2. b

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

    3. c

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

  • 6

    Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through conversations, reading, and read-alouds.L.4.6

    1. a

      Use words that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered).L.4.6.a

    2. b

      Use words that are relevant to a topic (e.g., “wildlife,” “conservation,” and “endangered” when discussing animal preservation).L.4.6.b

Frequently asked questions

What grade levels do these standards cover?
Grade 4
Where can I read the official document?
2026 Revised ELA Standards K-12

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