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

Students back up their answers with sentences or details straight from the story. When the text doesn't say something directly, students use clues in the words to figure it out.

Students read a story, poem, or play and figure out the lesson or message the author is trying to send, pointing to specific lines from the text to back it up. They can also retell the key events in order, including how any conflict gets worked out.

Students pick a character, place, or moment from a story and describe it in detail using specific lines from the text, like what a character says, thinks, or does.

Students figure out what words and phrases mean in a story, including language that paints a picture or makes a comparison, like "the sky was a gray blanket" or "she ran like the wind."

Students learn what makes a poem, a play, and a story each look and sound different on the page. They use the right words for each, like verse or dialogue, when talking or writing about what they read.

Stories can be told through different eyes. Students compare what changes when a narrator says "I" versus when an outside voice describes the characters, and they notice how that choice shapes what readers think and feel about what happens.

Students compare a story to its movie, play, or audiobook version, then point to specific moments where the two match up or differ based on what the written text actually says.

This standard doesn't apply to literature. Reading standards for literature skip this one because analyzing an author's argument or evidence is covered in the nonfiction and informational reading standards instead.

Students read two stories on the same theme, like good versus evil, and explain what each author did the same and what each did differently with the plot and characters.

Students read stories, poems, and myths from different cultures throughout the year. The books get harder as the year goes on, and teachers help students work through the tougher ones.

Students find sentences in a nonfiction passage that directly state a fact, then use those same sentences to back up a conclusion the text hints at but never quite says outright.

Students find the central point of a nonfiction passage and explain which details back it up. They can also retell what they read in their own words, keeping the steps or events in the right order.

Students read history or science passages and explain how one event leads to another. They point to specific details in the text to show what happened and why.

Students figure out what unfamiliar words mean using the sentences and paragraphs around them. This skill covers both everyday academic words and subject-specific terms found in science, social studies, and other nonfiction reading.

Students figure out how a nonfiction text is organized. Is the author comparing two things, showing a cause and its effect, or walking through steps in order? Spotting that pattern helps students follow the author's thinking.

Two accounts of the same event can look very different depending on who's telling it. Students read one written by a witness and one written by someone who wasn't there, then explain what each writer chose to focus on and why.

Students read charts, graphs, timelines, and diagrams alongside a passage, then explain in their own words what those visuals add that the written text alone doesn't show.

Students read a nonfiction passage and explain how the author backs up each main point with reasons and facts. The focus is on seeing the connection between a claim and the proof the author offers for it.

Students read two nonfiction texts on the same topic, then combine what they learned from both to write or talk about the subject. The goal is to use details from each source, not just one.

By the end of fourth grade, students can read nonfiction books and articles on topics like history, science, and how things work. Some texts will be harder and may need a little support from a teacher.

Students use what they know about letter patterns, word parts, and spelling rules to read unfamiliar words on their own. This is the decoding work that makes reading longer, harder texts possible by fourth grade.

Students break longer, unfamiliar words into parts by looking at prefixes, suffixes, and syllables, then use what they know about letter sounds to read the whole word correctly.

Students read aloud smoothly and accurately enough that decoding words doesn't get in the way of understanding what the text means. The goal is reading that sounds natural, not halting.

Students read grade-level passages with a clear reason in mind, not just to get through the words. They show they understood what they read.

Students practice reading a passage out loud more than once, getting smoother and more expressive with each read. The goal is accuracy and a natural pace, not just speed.

When students read a sentence and a word doesn't make sense, they pause, use the surrounding words as clues, and reread to fix their understanding before moving on.

Students pick a topic or book and write their opinion, then back it up with facts or details from the text. The goal is to give readers real reasons to agree, not just say "I think" and stop there.

Students open an opinion piece with a clear statement of what they believe, then group their reasons together so the writing builds a case from start to finish.

Students back up each opinion with facts, not just feelings. They find specific details from a source or their own knowledge and use those details to explain why their thinking makes sense.

Students practice connecting their opinion to their reasons using linking words like "for instance" or "in addition." These words act like signposts, helping readers follow the argument from one point to the next.

Students end an opinion piece with a closing sentence or paragraph that brings the argument back around to their main point. It signals to the reader that the case has been made.

Students pick a topic and write to explain it clearly, using facts, details, and examples a reader wouldn't already know. The goal is a piece that informs, not one that argues or tells a story.

Students open an informational piece with a clear topic, then organize related facts into paragraphs. They add headings, labeled diagrams, or images when those help a reader follow along.

Students back up their main idea with facts, definitions, and specific details pulled from what they've read or researched. Every detail they include connects directly to the topic they're explaining.

Students practice using connecting words like "another," "because," and "for example" to tie sentences together inside a paragraph. These words help readers follow how one idea leads to the next.

Students choose exact words that fit the topic, the way a scientist says "evaporate" instead of "go away." Specific word choices help readers understand what students mean without guessing.

Students wrap up an informational piece by restating the main idea in their own words. The ending should feel like a summary, not a repeat of the opening sentence.

Students write a story, real or made-up, with characters who talk, feel, and move through events in order. They use details, dialogue, and descriptive language to bring the story to life.

Students start a story by setting up where and when it happens, then introduce who's in it. The events that follow happen in an order that makes sense.

Students use conversation between characters, vivid description, and telling details to bring a story's events and characters to life. The goal is to show how characters think, act, and react when something goes wrong or gets hard.

Students connect story events using words like "later," "after a while," or "meanwhile" so readers can follow what happens and when.

Stories get specific here. Students choose words that show what something looks, sounds, or feels like, so readers can picture the moment instead of just reading past it.

Students write an ending that feels like a natural finish to the story, not an abrupt stop. The conclusion connects back to what happened, so readers feel the narrative is complete.

Students write paragraphs and longer pieces that fit the job: the right structure for a story, a report, or an argument, aimed at the right reader. The writing stays on track from start to finish.

Students plan, revise, and edit their writing with feedback from classmates and teachers. They fix grammar, spelling, and punctuation until the piece says what they mean.

Students use a computer to write, revise, and share their work online, sometimes with adult help. They can also type a full page in one sitting without stopping.

Students pick a topic and dig into it from more than one angle, reading different sources to piece together a fuller picture. It's focused research, not a deep dive, but more than a single article.

Students find facts from books or websites, take notes, sort those notes into groups, and write down where the information came from.

Students pull quotes or details from a story or nonfiction book to back up a point they are making in writing. The evidence has to connect clearly to the idea they are trying to support.

Students read a story and then write about a character, place, or event using specific details from the text. The writing shows they understood what they read, not just what they remember from the cover.

Students read a nonfiction book or article, then write about how the author backs up key points with reasons and facts. The writing shows students can think about what makes an argument convincing, not just what the text says.

Students write often, in short bursts and over longer projects, for different reasons and different readers. Practice across both keeps writing skills sharp across every subject.

Students practice talking through ideas with a partner, a small group, or the whole class. They listen closely enough to build on what someone else said, then share their own thinking in clear sentences.

Students read or study the material before a group discussion, then use what they learned to ask questions and share ideas. Showing up prepared means the conversation goes further than it would otherwise.

Students take on a specific role in a group discussion, like note-taker or timekeeper, and follow the rules the class agreed on for how conversations should run.

Students ask follow-up questions when something is unclear and connect their own comments to what a classmate just said, keeping the conversation moving forward.

After a group discussion, students look back at the main ideas shared and explain how their own thinking changed or grew because of what others said.

Students listen to a passage or watch a video, then restate what they learned in their own words. This shows they understood the information, not just memorized it.

Students listen to a speaker and pick out the reasons and proof given to back up each main point. They might map those connections on a simple chart to see how the argument holds together.

Students pick a topic, story, or personal experience and present it out loud in a clear, organized way. They back up their main point with real facts and specific details, speaking slowly enough for the audience to follow.

Students add sound clips or images to a presentation to make the main idea clearer and keep the audience interested. A photo, chart, or recorded narration should do real work, not just decorate the slide.

Students learn when to speak formally, like during a class presentation, and when casual conversation fits, like talking in a small group. They practice switching between the two based on the situation.

Students apply the grammar rules that make writing and speech clear, things like verb tense, pronoun choice, and sentence structure. This standard covers the building blocks of correct, readable English.

Students learn when to use words like "who," "whose," "which," and "that" to connect ideas in a sentence. They practice choosing the right type of word for the job, so sentences are clear and grammatically correct.

Students learn to write actions in progress: "I was walking," "I am walking," and "I will be walking." These forms show that something is happening over a stretch of time, not all at once.

Students learn to choose helping verbs like "can," "may," and "must" to show whether something is possible, allowed, or required. A sentence changes meaning depending on which word carries the condition.

Adjectives follow a set order in English. Students practice placing describing words in the right sequence, like writing "a small red bag" instead of "a red small bag."

Students learn to use phrases like "under the table" or "before school" to add detail to their sentences, showing where, when, or how something happens.

Students write complete sentences and fix ones that stop too early or run together without a break. This is the sentence-level editing work that shows up in every writing assignment.

Students learn which spelling to pick when words sound the same but mean different things. Think "there" vs. "their" or "to" vs. "too."

Students learn the rules for capitalizing words, using commas and quotation marks correctly, and spelling grade-level words. These skills apply every time they write a sentence, a paragraph, or a longer piece.

Students practice capitalizing the first word of a sentence, names of people and places, and titles. They fix capitalization errors in their own writing.

Students learn to use commas and quotation marks when writing what someone actually said or when copying words directly from a book. That punctuation signals to the reader: these are the exact words, not a summary.

Students learn when to place a comma before words like "and," "but," or "so" that join two complete sentences into one. A sentence like "I finished my homework, but I forgot my folder" follows this rule.

Students spell the words expected at fourth grade, looking up any they're unsure about in a dictionary or word list.

Students choose words carefully to fit the situation: a formal report sounds different from a casual story. They adjust their language depending on whether they are writing, speaking, or reading.

Students practice picking the exact right word for what they mean, not just the first word that comes to mind. A precise word says more than a vague one.

Students learn to use punctuation as a tool, not just a rule. A period slows a reader down; a question mark shifts the mood. Students practice picking the mark that does what they want the sentence to do.

Students learn when to use formal language, like in a speech or written report, and when casual everyday talk is fine, like chatting in a small group. It's the difference between "I would like to share" and "so basically here's the thing."

When students hit a word they don't know, they figure out what it means using context clues, word parts like prefixes and roots, or a dictionary. Grade 4 students practice this across everything they read.

Students use surrounding sentences and context clues in a passage to figure out what an unfamiliar word means, without stopping to look it up.

Students use familiar word parts like Greek and Latin roots to figure out what an unfamiliar word means. Knowing that "graph" means "write" helps crack open words like "photograph" or "autograph."

Students look up unfamiliar words in a dictionary or glossary, print or online, to confirm how to pronounce them and pin down exactly what they mean.

Students learn to spot figurative language like similes and idioms, and to notice how words relate to each other or carry slightly different shades of meaning. This helps them read more carefully and choose words with more precision when they write.

Students read sentences that compare two things using "like," "as," or a direct swap, then explain what the comparison means. A phrase like "she was a rock" means she was strong and steady, not made of stone.

Students learn that phrases like "under the weather" or "the early bird catches the worm" are not meant literally. They explain what those sayings actually mean in everyday speech.

Students practice choosing the right word by comparing it to words that mean the opposite and words that mean nearly the same thing. Knowing the difference between "angry" and "furious," for example, helps students say exactly what they mean.

Students learn and use precise vocabulary tied to the subjects they're studying. That means knowing words like "stammered" instead of "talked" or "conservation" instead of "saving" when those exact words fit better.