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

This standard was fully covered in Kindergarten. By Grade 4, students have moved on to applying those early reading foundations in longer, more complex texts.

This skill was fully developed in earlier grades. By Grade 4, students have moved on to reading and spelling longer words using the patterns and sounds they mastered in K, 2.

Students use phonics rules to figure out unfamiliar words while reading. They look at letter patterns and word parts to decode words they haven't seen before.

Students use syllable patterns to break longer words into parts, then read or spell each part. Knowing how syllables work helps students figure out unfamiliar words without stopping to ask for help.

Students use familiar word parts, like prefixes, suffixes, and root words, to figure out how to read and understand unfamiliar words. Knowing that "un-" means "not" or "-ful" means "full of" helps students crack longer, harder words on their own.

Students read common grade-level words instantly, without sounding them out. This includes both words that follow normal spelling patterns and tricky words like "said" or "once" that don't.

Students read challenging nonfiction and stories to build knowledge, gather evidence, and pick up new vocabulary. When a passage gets confusing, students use fix-up strategies to get back on track.

Students practice reading grade-level passages smoothly and with expression, catching their own mistakes as they go. Reading the same text more than once helps them understand it better.

Students read a mix of stories and nonfiction at the expected difficulty level for fourth grade. The goal is steady, confident reading with real understanding, not just getting through the words.

Students pull several quotes or paraphrases from a text to back up a point they are making, then show exactly where in the text each piece of evidence came from.

Students read several books or articles on the same topic, one after another, to build up real knowledge and learn new words. That background knowledge helps them understand the next thing they read on that topic.

When a paragraph stops making sense, students pause and use a fix-up strategy: summarizing what they just read, asking a question about it, or looking at how the text is organized. The goal is to catch confusion and work through it, not just keep reading.

Students learn new words tied to what they are reading and studying in fourth grade. The focus is on building a working vocabulary they can use across subjects, not just memorizing definitions.

Reading vocabulary grows by taking words apart. Students learn to use prefixes, suffixes, root words, and context clues to figure out what unfamiliar words mean.

Students build up the words they need to read and talk about fourth-grade topics by listening, reading, and discussing nonfiction and stories across subjects like science and social studies.

Students talk through the meanings of tricky words they pick up from books and discussions. This builds the vocabulary they need to understand what they read and say what they mean.

Reading a new word and figuring out its meaning from familiar word parts. Students use roots they already know, plus endings like -s, -ing, and -ed, to work out what an unfamiliar word means.

Students figure out which spelling and meaning is correct when a word sounds like another word. Context clues in the sentence help them choose between words like "their" and "there."

Students use word parts, like prefixes and suffixes, along with similar and opposite words to figure out what an unfamiliar word means. This skill helps students read harder texts without stopping to look up every new word.

Students build vocabulary by reading and listening to challenging books and passages. The harder the text, the more new words students pick up and learn to use.

Students sort words that are close in meaning but not quite the same, like the difference between "said," "whispered," and "shouted." They pick the word that fits the exact feeling or action, not just the general idea.

Students figure out the meaning of an unfamiliar word by using clues from the surrounding sentences, the word's parts, or what they already know about the topic.

Students look up unfamiliar words in a dictionary, glossary, or thesaurus, in print or online, to figure out what the word means or how to use it.

Students practice using new words in class conversations, not just recognizing them on a page. The goal is to get comfortable saying unfamiliar words out loud until they stick.

Reading literary texts means understanding stories, poems, and historical fiction by pointing to specific lines or passages that support what students think or say about the text.

Students read a story and point to specific sentences or passages that back up their answers about what happened and why. They use the text itself as proof, not just memory or guesswork.

Students find the big lesson a story is teaching (like courage or loyalty) and explain how the characters' choices and struggles show that lesson.

Students identify the main problem in a story and explain how it gets solved, pointing to specific events from the plot as proof.

Students pick a character and study them closely, using that character's own words, choices, and thoughts from the story to explain what kind of person they are.

Reading closely to notice how an author uses word choice, sentence structure, and point of view to shape the feel and meaning of a story. Students identify what makes a piece of writing distinctive, not just what it says.

Students look at how a story's dialogue, descriptions, and setting work together to push the plot forward. They explain why an author made those choices, not just what happened.

Reading a poem looks and sounds different from reading a play or a short story. Students learn what makes each genre distinct and how to spot its building blocks, like stanzas in a poem or acts in a drama.

Students identify who is telling a story or speaking in a poem. In a novel, that might be a character; in a poem, it might be a voice with its own feelings and perspective.

Students learn to spot whether a story is told by a character inside it (using "I" and "me") or by a narrator standing outside looking in. That shift in storytelling voice changes what readers know and feel.

Students explain how a character's thoughts, feelings, or actions connect to the events around them. They trace how those choices move the story forward or change the outcome.

Before reading a new story or poem, students think about what they already know about the topic to help them read with a goal in mind.

Students read a story and a nonfiction article on the same topic, then explain how the two texts cover it differently. They look at what each author includes, leaves out, or handles in a different order.

Students look at how a story, poem, or play is built from beginning to end, and explain how each section sets up what comes next.

Reading real-world texts like articles, biographies, and history passages, then pointing to specific sentences as proof when answering questions or explaining what the text means.

Students read a nonfiction passage and point to the exact sentences that back up their answer. The evidence has to come from the text, not from memory or guesswork.

Students read a multi-paragraph article or passage, identify the main point, and explain how specific details from individual paragraphs back it up.

Students read history, science, or how-to texts and summarize what happened and why it happened. The summary stays focused on the main events or steps, not small details.

Students identify which statements in a text are facts and which are the author's opinions, then explain what reasons or evidence the author gives to back those opinions up.

Students study how an author chose to write a piece: the words they picked, the way sentences are organized, and why those choices make the writing clearer or more convincing.

Students look at how a nonfiction author arranges information, such as showing causes and effects or comparing two things, and notice the signal words (like "because" or "however") that guide readers through the piece.

Students use tools like headings, indexes, captions, and search bars to find and sort information across books and websites. Knowing where to look helps students read with purpose and pull out what actually matters.

Students read a nonfiction article or book section and figure out why the author wrote it. They look at how sentences and paragraphs connect to decide if the author is answering a question, explaining how something works, or describing a topic.

Students trace how events, ideas, or scientific concepts connect and change across a passage, explaining what caused each shift and what happened as a result.

Students connect what they already know from life and earlier lessons to make sense of new information in a text. A student who has visited a farm, for example, uses that memory to understand an article about crops.

Students read two or more articles about the same event and explain what each one focuses on, what details it includes, and how the two accounts differ.

Students read about historical events, science topics, or how-to steps, then explain how those things connect. They use words like "first," "because," or "unlike" to show order, cause, or comparison.

Students write neatly by hand in both print and cursive, spelling grade-level words correctly as they go.

Students practice forming clear, legible letters by hand. In fourth grade, this means writing in both print and cursive at a pace that keeps up with everyday classroom work.

Students write by hand clearly enough that a reader can follow without guessing at letters or words.

Students practice writing in connected cursive letters that are neat enough for others to read easily.

Students practice signing their full name in cursive, the way an adult would sign a check or a permission slip.

Students spell grade-level words correctly in their writing, including words with common patterns, irregular spellings, and the vocabulary they use most often.

Students spell words by applying what they know about letter sounds, syllable patterns, and word parts like prefixes and suffixes. Fourth grade is when those tools are expected to work together, not just in isolation.

Students read and spell common fourth-grade words quickly and correctly, matching sounds to letters without stopping to sound them out.

Grade 4 writing asks students to write different kinds of pieces, from stories to explanations, for real audiences and reasons. The writing connects to what students are reading and learning in class.

Students practice writing for different reasons and different readers, such as explaining a topic, telling a story, or making an argument. The purpose shapes how the piece is built.

Different types of writing are built differently. A story follows a sequence of events, an explanation walks through facts and ideas, and a persuasive piece builds a case for one side.

Students write a personal story or made-up story built around one clear problem or experience, with events that unfold in a sensible order from beginning to end.

Students write an informational paragraph about a real topic, using facts and details to support a clear focus. Linking words like "also," "for example," and "because" connect one idea to the next.

Students write a short piece trying to convince a reader to agree with them. They back up their opinion with facts and details pulled from what they've read or what they know.

Students read a text and then write about it, pulling in details and examples directly from what they read. Linking words like "because" and "for example" connect one idea to the next.

Students organize their writing with a clear beginning, middle, and end. They choose details that fit the purpose and audience, whether writing a story, an explanation, or an opinion piece.

Students practice turning ideas into clear, focused paragraphs, working through planning, drafting, and revising until the writing says what they mean.

Students write an opening sentence that tells readers exactly what the piece is about and sets up the main idea they will develop in the rest of the writing.

Students pick the details that fit their topic, then arrange them in an order that makes sense. They reach for specific words and descriptions that help readers see, hear, or feel what the writing is about.

Students practice connecting sentences with transition words like "first," "however," and "finally," and with phrases like "before lunch" or "after the storm" to make their writing flow from one idea to the next.

Students write a closing sentence or paragraph that wraps up their piece, giving readers a clear sense that the writing is finished rather than just stopping.

Students practice the grammar and punctuation rules that make writing clear to a reader: things like correct verb tense, comma placement, and spelling patterns taught in fourth grade.

Students revise their writing with help from a teacher or classmate, improving how ideas flow, how sentences read, and which words they choose.

Students read their own writing and a classmate's, fixing capital letters, spelling, punctuation, and sentence structure before turning in a final draft.

Students practice writing and speaking correctly, and they learn when to use formal language (like in a report) versus casual language (like texting a friend). The focus is on matching the words and tone to the situation.

Students apply grammar rules in their writing, things like matching subjects to verbs, using correct verb tenses, and forming sentences that hold together. It's the behind-the-scenes work that makes writing clear and easy to follow.

Students write and rearrange simple sentences, adding phrases like "after lunch" or "beside the door" to give their sentences more detail. They also connect two related sentences into one.

Students practice connecting two ideas in one sentence using joining words like "and," "but," "although," and "because." This keeps writing from sounding choppy and shows how ideas relate to each other.

Students practice picking the right comparing word, like "taller," "tallest," or "more vivid," to make descriptions sharper in sentences they write and say.

Modal words like "can," "may," and "must" change the meaning of a sentence by showing whether something is possible, allowed, or required. Students practice choosing the right one to say exactly what they mean.

Students match subjects and verbs so sentences sound correct: "the dogs run" not "the dogs runs." This applies to both writing and talking out loud.

When students write or speak, they match their pronouns to the nouns they replace. "The girl dropped her book" is right; "The girl dropped their book" needs a second look.

Students learn the rules for capitalizing words, using punctuation correctly, and spelling grade-level words. The goal is writing that's easy for any reader to follow.

Students practice placing commas in the right spots: between items in a list, inside a date, inside a mailing address, and after the greeting or closing of a letter.

Students punctuate spoken words in a story by placing them inside quotation marks and adding a comma to separate what was said from who said it.

Students practice two jobs for apostrophes: shrinking two words into one (like "do not" into "don't") and showing that something belongs to someone (like "Maria's backpack").

Students spell common words correctly from memory and use what they know about prefixes, suffixes, and word patterns to figure out the spelling of less familiar words.

Students look up words in a dictionary or spell-checker to fix spelling mistakes in their own writing.

Students practice speaking clearly and listening carefully in group conversations. They share ideas, ask questions, and build on what classmates say to make sense of what they're learning together.

Students listen to others, share their own ideas clearly, and work with classmates to build on what was said. The focus is on taking turns, staying on topic, and making group conversation useful for everyone.

Students take turns speaking and listening during group conversations about books, topics, and ideas they're studying in class. The goal is to stay on topic, build on what others say, and keep the conversation going.

Students listen without interrupting and take turns speaking during class discussions, following the rules the group agreed on beforehand.

Students listen to what classmates say, then add to those ideas or share their own view in a way that keeps the conversation going.

Students ask follow-up questions during discussions to clear up confusion and connect new ideas to what they already know.

Students back up their opinions with specific details or examples from what they read or heard. A statement like "the wolf was wrong" needs real evidence from the text to support it.

Students stay focused and take part during the full group activity, not just when it's their turn to speak.

Students practice saying ideas out loud clearly enough for a listener to follow. That means choosing words carefully, staying on topic, and adjusting how they speak depending on whether they are talking to a classmate or presenting to a group.

Students pick a topic, story, or real experience and present it out loud in a clear order, with a beginning, middle, and end.

Students back up the main point of a presentation with specific details and facts. A few well-chosen examples do more than a long list of vague ones.

Students practice speaking clearly at a steady pace, with the right volume and natural expression, so listeners can follow what they are saying.

Students choose words and tone to fit who they're talking to. A report to the class sounds different from a conversation with a friend, and students learn to notice that difference and adjust.

Students plan ways to get the audience involved during a presentation, such as asking a question, pausing for a short discussion, or inviting a show of hands.

Students combine words, images, and sound to share ideas, like pairing a drawing with a caption or adding audio to a presentation. They learn that meaning comes from more than just text on a page.

Students choose images, audio, or video to go with their words and put together a presentation that holds an audience's attention.

Students combine two or more ways of communicating, such as written words and images or sound and video, so each one reinforces the other and makes the main idea land harder than either would alone.

Students look closely at photos, videos, and ads to figure out who made the message, why they made it, and what ideas it's trying to push. Media isn't just information. It's always made by someone with a purpose.

Media messages come in different forms: a video, a podcast, a printed ad. Students learn to tell those forms apart and figure out whether each one is trying to explain something, share facts, or change your mind.

Students look at the same topic covered in two different formats, like a news photo and an animated video, and explain what each one highlights or leaves out.

Students read several books or articles on the same topic, then pull together what they learned to answer a question or solve a problem. The reading often connects to science, social studies, or other subjects.

Students find sources on a topic, decide which ones are trustworthy, and pull the key ideas together into a clear explanation in their own words.

Students come up with their own questions about a topic before and during research. This helps them figure out what they want to find out and where to look next.

Students choose useful search words to find information on a topic, then pull facts from books, websites, and other sources that actually relate to what they're researching.

Students sort through books, websites, and other sources to find the most trustworthy, useful information, then pull it together into a clear picture of what they've learned.

Students pull key ideas from sources, jot them down in their own words, and record where each piece of information came from.

Students gather research notes and present what they found, either by speaking, writing it out, or creating a visual like a poster or chart.

When students use someone else's words, facts, or images in a report or project, they write down where that information came from. That's a citation, and it keeps the work honest.