What does a student learn in StateMinnesota,GradeGrade 4,SubjectEnglish Language Arts?

Reading accurately means students can sound out unfamiliar words, recognize word parts like prefixes and suffixes, and keep a steady pace while reading aloud. These are the building blocks of reading anything well.

Students break apart longer unfamiliar words by recognizing syllable patterns and common letter-sound pairings to figure out what the word says and means.

Students read fourth-grade passages smoothly, at a steady pace, and with expression so the meaning comes through clearly.

Students read on their own from books they pick and books their teacher assigns, including stories and nonfiction from writers with different backgrounds and points of view.

Students read grade-level books on their own and check whether the story or information is making sense. When something feels unclear, they use what they already know to figure it out instead of moving on.

Students pick books and articles at the right level for fourth grade and read them closely enough to answer questions, discuss ideas, and complete classroom work.

Students pick books on a topic they care about, using award lists or recommended reading lists to find good options. They read those books independently.

Students read stories and nonfiction about Dakota and Anishinaabe people on their own and with teacher guidance. The texts range from historical accounts to present-day perspectives.

Students pick books or passages that match what they need, whether reading for fun or for class, and those choices include stories and accounts from Dakota and Anishinaabe people, both historical and present-day.

Reading closely to figure out the main message or lesson in a story, article, or other text. Students go beyond surface-level details to explain what a piece is really about and why it matters.

Students back up their answers with details pulled directly from the text, and use those same details to figure out what the author implies but does not say outright. They can also sum up the whole piece in a few sentences.

Students read a story, play, or poem and figure out the big idea the author is getting at. They point to specific details in the text that show how that idea develops.

Students pick one element of a story, such as setting or character, and describe it in detail using specific lines or moments from the text.

Students read a nonfiction passage and explain not just what happened or how a process works, but why. They back up each explanation with specific details from the text.

Students learn to recognize how a story, article, or poem is built. That structure, whether it uses chapters, sections, or stanzas, helps them follow what the author is saying and judge whether it works.

Students look at who is telling a story and figure out how that choice shapes what readers know and feel. A first-person narrator shares only what one character sees; a third-person narrator can pull back and show more.

Students identify how a nonfiction passage is organized, such as whether the author walks through events in time order or groups ideas by topic. Recognizing that structure helps students follow the author's thinking.

Students study how pictures, charts, and other visuals add meaning to a text, then compare how different authors use those visuals to tell their stories or explain their ideas.

Students look at why a text says what it says: when it was written, who wrote it, and whether it's fact or story. That context shapes the words, the details, and the point of view on the page.

Students figure out why an author wrote a piece, to entertain, inform, or persuade, and point to the specific words or characters that reveal that purpose.

Students figure out when a text was written and decide whether that age matters for what they need to know. A book about smartphones from 1995 tells you less than one from last year.

Students sort texts by how much is real and how much is made up, placing them on a scale from pure fact to pure fantasy. A news article lands near one end; a dragon story lands near the other.

Students read a nonfiction passage and decide whether the author's argument holds up. They look at whether the reasons given actually support the point being made.

Students read a nonfiction passage and explain why the author believes something is true, pointing to the specific reasons and facts the author gives to back it up.

Students study how specific word choices shape the feel and meaning of a text. A single word can make a passage sound formal or casual, hopeful or grim, and change what readers take away.

Students learn to spot the difference between words meant literally and words used as comparisons or images. A phrase like "the sky cried all day" means it rained, not that the sky has feelings.

Students break apart words to figure out what they mean, using roots, prefixes, and suffixes as clues. This helps them read harder texts without stopping at every unfamiliar word.

Students find information from multiple sources, like books, websites, and articles, then decide which sources are trustworthy and actually answer the question they are researching.

Students gather facts and details about a topic from more than one source, such as books, websites, and videos. They look across different formats to build a fuller picture of what they're studying.

Students learn to ask whether a source is trustworthy and up to date before using it. They check who wrote the information and whether it fits the question they are trying to answer.

Students put spoken language into writing by spelling words correctly, using proper grammar, and following punctuation rules. The goal is writing that reads clearly and says what students mean.

Students use correct punctuation, spelling, and capitalization in their writing, including how to punctuate spoken dialogue and where commas belong in longer sentences.

Students spell words built from Old English roots, like "night," "knee," and "wrap," using the patterns those words follow. They apply those spelling rules in their own writing, not just on a worksheet.

Students write sentences where the subject and verb match ("The dogs run," not "The dogs runs") and where pronouns like "he," "she," or "they" clearly refer back to the right person or thing. This applies in short sentences and longer, connected ones.

Students practice writing often across different subjects, putting their own thoughts and point of view into their work rather than just summarizing facts.

Students write regularly for different reasons: to share something personal, to complete a school task, or just because they want to. The goal is to build the habit of putting thoughts on paper for any audience or purpose.

Students pick a character or real person from something they've read and write about how that person's life, views, or identity is similar to or different from their own.

Students plan what they want to say, write a first draft, fix and improve it, check for errors, and share the final piece. Writing gets better at each step.

Students write several rough drafts, then pick the one they want to polish and share. Practice writing more than one piece gives students real choice about what to finish.

Students choose exact words and punctuation to match what they mean, whether writing a formal report or an informal note. Vague words get replaced with specific ones that say what they actually mean.

Students write a paragraph or short piece that tries to convince a reader of something. They state a clear opinion, back it up with reasons and evidence from the text or topic, and keep the reader in mind as they write.

An argument essay has a clear opening that states the writer's position and a closing that wraps it up. Students write both, pulling together the writing skills they've built since earlier grades.

Persuasive writing has an opening that states a position and a closing that wraps it up. Students write to convince a reader, using what they learned in earlier grades to make the argument stronger.

Students write a short piece to explain a topic clearly, using facts and details pulled from books or articles. They think about who will read it and choose words and examples that make sense for that reader.

Students write a clear, organized piece that explains a topic using specific vocabulary for that subject, with an opening that introduces the topic and a closing that wraps it up.

Students read the ending of a story, then write a response explaining how the conclusion worked or what it meant. The focus is on the ending itself: what the author resolved, left open, or made the reader think about.

Students write stories, poems, and other creative pieces using specific details and word choices that bring their ideas to life.

Students write original stories, poems, or short plays that include real characters, a clear place and time, a problem, and how that problem gets solved. Details make each element feel specific and alive.

Students choose words that show what something looks, sounds, smells, or feels like, so a reader can picture the scene instead of just being told about it.

Students gather information on a topic, then use what they find to write a report or build a presentation. The goal shifts depending on who will read or hear it.

Students practice turning curiosity into a focused question worth investigating. A good inquiry question points toward real research, not a yes-or-no answer.

Students pick a topic, find trustworthy sources, and decide which information is worth using. Then they write up what they learned in their own words, giving credit to their sources.

Students find facts or quotes from books and articles to back up their writing, then name where each one came from. They also learn why copying someone else's work without credit is off-limits.

Students practice finding information from books, websites, or articles, then write about it in their own words or use direct quotes. They name where the information came from so they're not taking credit for someone else's work.

Students take turns listening and speaking in group discussions, making sure different voices get heard, including Native perspectives and their own experiences and stories.

Students share their own ideas in class discussions and storytelling while making room for the perspectives of Dakota, Anishinaabe, and other classmates whose experiences differ from their own.

Students help set the ground rules for a class discussion, like when to speak, how to listen, and how to make sure everyone feels respected.

Students listen to what classmates say and point out where ideas match up and where they differ. The goal is to notice what people agree on and what they see differently, then say so out loud.

Students share their own ideas or stories in a group discussion, then connect what they said to something a classmate already said. It practices the back-and-forth that makes a real conversation work.

Students practice giving up a little to gain a lot: listening to what others need, adjusting their own position, and finding a solution the group can live with.

Students work with a group to agree on a common goal and stay focused on it together during a discussion or project.

Students ask questions during class discussions to better understand what a classmate said, then answer questions about their own ideas. The goal is to keep the conversation clear and make sure every voice in the room is heard.

Students listen to feedback on their own work, think about what to improve, and give helpful feedback to classmates. They practice responding and reflecting in writing, in conversation, or through gestures and expression.

Students practice speaking clearly to a specific audience, choosing words and sentence structures that fit the situation, whether answering a question in class or presenting to a group.

Students choose words carefully when speaking in class discussions or everyday conversations, matching their language to the situation. A class presentation sounds different from a chat with a friend, and this standard is about knowing that difference.

Students learn to read, listen to, or watch something carefully before responding or creating their own version. They think about who the audience is and what form fits the task, whether that means writing a paragraph, giving a talk, or making something digital.

Students organize what they know into a clear presentation, whether written, spoken, or digital, using real facts and specific details to back up their main idea.

Students pick a digital tool to share their work, then explain why that tool fit the job. They also learn that what they post online leaves a trace that doesn't disappear.