What does a student learn in
New York, Grade 4, English Language Arts ?

Students apply what they know about grammar, word choice, and sentence structure to make their writing clearer and their speaking more precise. This standard shows up across reading, writing, and conversation.

Students figure out what an unfamiliar word means by using context clues, word parts, or a dictionary. They also recognize when a word has more than one meaning and decide which meaning fits the sentence.

Students learn to spot figurative language like similes and metaphors, and explore how words relate to each other in meaning. They notice shades of difference between similar words, like the gap between "annoyed" and "furious."

Students build vocabulary for school subjects by learning precise words that show exactly how someone acts or feels, like "stammered" instead of "talked," and topic-specific words needed to discuss subjects like science or history.

Students pick the exact word that says what they mean, not just a word that's close enough. They practice swapping vague words like "nice" or "big" for ones that fit the sentence better.

Students learn that a period, question mark, or comma can change how a sentence sounds to a reader. They practice picking the right punctuation to make a sentence land the way they intended.

Students learn when to use formal language, like in a presentation, and when casual language is fine, like talking with a small group. It's the difference between how you'd address a class and how you'd chat with a friend.

When students run into an unfamiliar word, they look at the sentences around it for clues. A nearby definition, example, or repeated idea can reveal what the word means without a dictionary.

Students use familiar Greek and Latin word parts, like "graph" or "auto," to figure out the meaning of an unfamiliar word. Seeing those parts as clues helps students decode new vocabulary without stopping to look every word up.

Students look up unfamiliar words in a dictionary or thesaurus to check how a word is pronounced and what it means. They use these tools to pin down the exact meaning, not just a rough guess.

Students spot comparisons like "the wind is a broom" or "her smile is as bright as the sun" and explain in their own words what the writer meant.

Students read phrases like "it's raining cats and dogs" or "don't cry over spilled milk" and explain what they actually mean. These sayings don't mean what the words literally say, and students learn to figure out the real message behind them.

Students practice matching words to others that mean the same thing or the opposite. This builds a stronger working vocabulary for reading and writing.

Reading closely, students pick out specific details from a story or article to describe a character, setting, or event, and explain what happened and why. The details come from the text itself, not from memory or guessing.

Students figure out what unfamiliar words and phrases mean while reading, including figurative language and subject-specific vocabulary. Context clues, word parts, and other tools help them work out meaning without stopping the story or article cold.

Students learn to name and explain how a text is built. In a poem, that means spotting rhythm and verses; in a story, characters and dialogue; in a nonfiction piece, how the author organized ideas using sequence, comparison, or cause and effect.

Students compare two stories to spot who's telling each one and how that shapes what readers learn, or look at a firsthand account of an event alongside a later retelling to see how the same topic can sound different.

Students look at charts, graphs, timelines, and illustrations in a text and explain what those visuals add that the words alone don't show.

Students find the main point an author is making, then explain which facts, details, or examples from the text back it up.

Students read two or more texts and explain what they have in common, connecting stories or articles to other books, historical periods, or their own experiences.

Students use phonics rules to sound out and read unfamiliar words on the page. This includes breaking words into syllables, spotting prefixes and suffixes, and recognizing spelling patterns they have learned in class.

Reading at grade level means more than sounding out words. Students read fourth-grade passages smoothly and accurately enough to focus on what the text means, not just how it sounds.

Students decode long unfamiliar words by using letter sounds, syllable patterns, and word parts like prefixes and suffixes. This works both inside a sentence and when the word stands alone.

Students break unfamiliar long words into parts, using letter sounds, syllables, and word pieces like prefixes and suffixes, to read them correctly. This works whether the word appears in a sentence or on its own.

Reading aloud gets smoother each time students practice. Students work on saying words correctly, keeping a steady pace, and letting their voice match the feeling of the text, whether it's a story or a nonfiction piece.

When students hit a word that doesn't make sense, they use the surrounding sentences to figure it out and reread if needed.

Students find the exact words in a story or poem that support what they think it means. They point to lines in the text, whether the answer is stated outright or they have to read between the lines.

Students figure out the big lesson a story or poem is teaching, then back it up with details from the text. For nonfiction, they find the main point the author is making and sum up the whole piece in their own words.

Students come to class discussions having already read or studied the material, then use what they know to add something real to the conversation, not just agree with whoever spoke last.

Students listen to or watch something, like a short video, a graph, or a spoken presentation, then put the key information into their own words.

Students listen to a speaker and decide whether the reasons and examples given actually back up the speaker's main point. They learn to tell the difference between a strong argument and a weak one.

Students give a short report, retell a story, or share a real experience out loud, picking details that matter and speaking at a pace and volume the audience can follow.

Students add photos, video clips, or charts to a presentation to make the main idea clearer. The visuals do real work, not just decoration.

Students learn when to switch between casual speech and more formal language, like the difference between talking with friends at recess and presenting to the class. They practice using formal English when the moment calls for it.

Students learn to take turns, listen to others, and fill a specific role in a group conversation, like note-taker or discussion leader.

Students ask follow-up questions when something is unclear and connect their own comments to what classmates just said. The goal is a real back-and-forth, not a series of separate answers.

At the end of a group discussion, students look back at what was said and explain what they think, using the conversation to sharpen their own ideas.

Students pick a position on a topic, back it up with reasons and evidence from what they've read, and wrap it up with a closing statement. The writing makes a clear case, not just a summary.

Students pick a topic and write a clear explanation of it, using facts and details that actually matter. Think book reports, how-things-work paragraphs, or any piece that teaches the reader something true.

Students write a story, real or made-up, with a clear beginning, middle, and end. They use details that put the reader inside the scene and keep events in an order that makes sense.

Students write or create something in response to a book, a theme, or a personal experience. That might mean a poem, a short story, a play, or another creative work.

Students pull quotes and details from a book or article to back up what they write. This could be answering a question about a story, reflecting on an idea, or supporting a research topic.

Students pick a question about a topic, then look through several sources to find answers and piece together what they've learned. The goal is to understand the topic more deeply, not just collect facts.

Students pick a topic, gather facts from books or websites, and take notes they can organize into categories. They also keep a list of where each fact came from.

Students pick a clear position on a topic, then back it up with facts arranged in a logical order so a reader can follow the thinking.

Students choose exact words that fit the topic, swapping vague words like "good" or "thing" for specific ones like "effective" or "evidence." Precise word choice makes an argument clearer and easier to follow.

Transitional words like "also," "for example," and "however" help connect one idea to the next. Students practice choosing and placing those words so a paragraph holds together instead of feeling like a list of unrelated sentences.

Students write a closing sentence or paragraph that wraps up their argument. It doesn't just stop mid-thought; it leaves the reader with a clear sense of what the student believes and why it matters.

Writing starts with a clear topic sentence, then groups related details into paragraphs so readers can follow the ideas. Students practice building that organized structure before adding evidence or explanation.

Students back up their writing about a topic with facts, definitions, and specific details. They may also add headings, diagrams, or other text features to help readers follow along.

Students choose exact words that fit the topic, swapping vague words like "good" or "thing" for specific ones that a reader could picture or use.

Transitional words and phrases link ideas inside a paragraph so writing doesn't jump from point to point. Students practice words like "also," "another," and "for example" to keep a reader from getting lost.

Students write a closing sentence or short paragraph that wraps up what they explained. The ending connects back to the main idea instead of just stopping.

Students open a narrative by setting up the situation and naming who the story is about, whether that's a narrator telling the tale or a character stepping into it.

Stories come alive through what characters say and do. Students write dialogue and describe what characters think and feel to show how people respond when something happens.

Transitional words and phrases (like "later," "after that," and "finally") keep a story's events in the right order. Students use these signal words to guide readers smoothly from one moment to the next.

Writing a story means choosing words that help readers see, hear, and feel what happened. Students pick specific details ("the cold metal swing" instead of "the swing") to make scenes come alive on the page.

Students write an ending that grows naturally out of what happened in their story, not one that feels tacked on or random.