Arkansas English Language Arts Standards — Grade 4


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L.4.1

Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 4 when writing or speaking.

L.4.1.A

This standard is taught at Grade 3 and should be reinforced as needed. Explain the function of nouns, pronouns, verbs, adjectives, prepositions, and adverbs in general and their functions in particular sentences..

L.4.1.B

This standard is taught at Grade 3 and should be reinforced as needed. Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood).

L.4.1.C

Form and use the progressive verb tenses. (e.g., I was walking; I am walking; I will be walking).

L.4.1.D

This standard is taught at Grade 3 and should be reinforced as needed. Ensure subject-verb and pronoun-antecedent agreement.

L.4.1.E

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag)

L.4.1.F

Explain the function of conjunctions and interjections in general and their function in particular sentences.

L.4.1.G

Form and use prepositional phrases.

L.4.1.H

Demonstrate command of simple and compound sentences, recognizing and correcting inappropriate fragments and run-ons. Use independent clauses and coordinating conjunctions when writing a compound sentence.

L.4.1.I

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.4.1.J

This standard is taught in Kindergarten and should be reinforced as needed. Understand and use question words (interrogatives) e.g., who, what, when, where, why, how).

L.4.1.K

This standard is taught in Grade 3 and should be reinforced as needed. Form all upper- and lowercase letters to write words legibly in cursive.

L.4.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 4 when writing.

L.4.2.A

Use correct capitalization.

L.4.2.B

Use correct spelling of plurals and possessives in writing.

L.4.2.C

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

L.4.2.D

Spell grade-appropriate words correctly, consulting references as needed, including frequently confused words (e.g., to, too, two; there, their).

L.4.3

Use knowledge of language and its conventions as appropriate for Grade 4 when writing, speaking, reading, or listening.

L.4.3.A

Choose words and phrases to convey ideas precisely. Choose punctuation for effect.

L.4.3.B

Demonstrate through writing and speech the impact that audience and purpose have on how a message is shaped (e.g., word choice, form).

L.4.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.4.A

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

L.4.4.B

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.C

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.D

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, as appropriate for grade level

L.4.5.A

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

L.4.5.B

Recognize and explain the meaning of common idioms and proverbs.

L.4.5.C

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

L.4.5.D

This standard is taught in Grade 1 and should be reinforced as needed. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

L.4.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, endangered).

RF.4.1

This standard is taught in Grade 1 and should be reinforced as needed. Demonstrate understanding of the organization and basic features of print.

RF.4.1.A

This standard is taught in Grade 2 and should be reinforced as needed. Recognize the distinguishing features of a paragraph including that multiple sentences may be used to form a paragraph and the author may indent or skip a line to signal a new paragraph

RF.4.1.B

This standard is taught in Kindergarten and should be reinforced as needed. Recognize that spoken words are represented in written language by specific sequences of letters and that print carries meaning.

RF.4.1.C

This standard is taught in Kindergarten and should be reinforced as needed. Understand that words are separated by spaces in print.

RF.4.1.D

This standard is taught in Kindergarten and should be reinforced as needed. Recognize and name all upper- and lowercase letters of the alphabet

RF.4.2

This standard is taught in Grade 1 and should be reinforced as needed. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.4.2.A

This standard is taught in Grade 2 and should be reinforced as needed. Distinguish vowels (long, short, variant) in spoken single-syllable words.

RF.4.2.B

This standard is taught in Grade 2 and should be reinforced as needed. Delete phonemes in the initial, medial, and final positions of spoken words including blends.

RF.4.2.C

This standard is taught in Grade 1 and should be reinforced as needed. Isolate and produce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

RF.4.2.D

This standard is taught in Grade 1 and should be reinforced as needed. Segment spoken one-syllable words into their complete sequence of individual sounds (phonemes).

RF.4.2.E

This standard is taught in Grade 1 and should be reinforced as needed. Delete a syllable from a word (e.g., say remember, now say it without the re).

RF.4.2.F

This standard is taught in Grade 1 and should be reinforced as needed. Add or substitute individual sounds (phonemes) in simple spoken words to make new words.

RF.4.2.G

This standard is taught in Grade 1 and should be reinforced as needed. Delete individual initial and final sounds (phonemes) in simple spoken words (e.g., say nice without the /n/, say lamp without the /p/.

RF.4.3

Know and apply grade-level phonics and word analysis skills in decoding words.

RF.4.3.A

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.B

This standard is taught in Grade 3 and should be reinforced as needed. Decode words with common Latin suffixes.

RF.4.3.C

This standard is taught in Grade 3 and should be reinforced as needed. Decode multi-syllable words.

RF.4.3.D

This standard is taught in Grade 3 and should be reinforced as needed. Read grade-appropriate irregularly-spelled words

RF.4.3.E

This standard is taught in Grade 2 and should be reinforced as needed. Decode words that follow the six syllable types. closed syllable, open syllable, vowel-consonant-e, vowel teams, r-controlled, consonant-le

RF.4.3.F

This standard is taught in Grade 2 and should be reinforced as needed. Decode regularly-spelled two-syllable words with long vowels

RF.4.4

Read grade-level text with sufficient accuracy and fluency to support comprehension.

RF.4.4.A

Read grade-level text with purpose and understanding.

RF.4.4.B

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

RF.4.4.C

Use context in grade-level text to confirm or self-correct word recognition and understanding, rereading as necessary.

RI.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.10

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.4.2

Examine a grade-appropriate informational text. Provide a summary. Determine the main idea of a text and explain how it is supported by key details.

RI.4.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text

RI.4.4

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area.

RI.4.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

RI.4.7

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.8

Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9

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

RL.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.4.2

Examine a grade-appropriate literary text. Provide a summary. Determine a theme of a story, drama, or poem from details in the text.

RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

RL.4.4

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

RL.4.5

Compare and contrast the structural elements of poems (e.g., verse, rhythm, meter), drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions), and prose.

RL.4.6

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

RL.4.7

Analyze the similarities and differences between the text of a story or drama and a visual or oral presentation of the same text citing specific details

RL.4.8

RL.4.8 is not applicable to literature based on anchor standard CCRA.R.8. Analyze and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RL.4.9

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events in stories and traditional literature from different cultures.

SL.4.1

Engage effectively in a range of collaborative conversations (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly.

SL.4.1.A

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.B

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

SL.4.1.C

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.D

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

SL.4.2

Paraphrase portions of information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, or diagrams; speeches).

SL.4.3

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

SL.4.4

Report on a topic or text, tell a story, or recount an experience to support main ideas or themes. Organize ideas logically. Use appropriate facts. Use relevant, descriptive details. Speak clearly at an understandable pace.

SL.4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

W.4.1

Write opinion pieces on topics or texts, supporting the opinion with reasons and information.

W.4.1.A

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

W.4.1.B

Provide reasons that are supported by facts and details.

W.4.1.C

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

W.4.1.D

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

W.4.1.E

This standard begins in Grade 6. Provide a concluding statement or section that follows from the argument presented.

W.4.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2.A

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

W.4.2.B

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

W.4.2.C

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

W.4.2.D

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

W.4.2.E

This standard begins in Grade 6. Establish and maintain a formal style.

W.4.2.F

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

W.4.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.3.A

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.4.3.B

Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations.

W.4.3.C

Use a variety of transitional words and phrases to manage the sequence of events.

W.4.3.D

Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.4.3.E

Provide a conclusion that follows from the narrated experiences or events.

W.4.4

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

W.4.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.4.6

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to produce writing in a single sitting

W.4.7

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8

Recall relevant information from experiences or gather relevant information from print and digital sources. Take notes and categorize information. Provide a list of sources.

W.4.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.4.9.A

Apply Grade 4 Reading standards to literature (e.g., 'Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].').

W.4.9.B

Apply Grade 4 Reading standards to informational texts (e.g., 'Explain how an author uses reasons and evidence to support particular points in a text.').