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CA ELA Standards (Grade 4)

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📌 Language Standards (L) 27 standards
L.4.1 Demonstrate command of grammar and usage 8 sub-parts
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1a
Use interrogative/relative pronouns/adverbs
Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). CA
L.4.1b
Form/use progressive verb tenses
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1c
Use modal auxiliaries
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1d
Order adjectives within sentences
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1e
Form and use prepositional phrases
Form and use prepositional phrases.
L.4.1f
Produce complete sentences, correct fragments/run-ons
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
L.4.1g
Correctly use frequently confused words
Correctly use frequently confused words (e.g., to, too, two; there, their).*
L.4.1h
Write fluidly and legibly in cursive
Write fluidly and legibly in cursive or joined italics. CA
L.4.2 Demonstrate command of capitalization/punctuation/spelling 4 sub-parts
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2a
Use correct capitalization
Use correct capitalization.
L.4.2b
Use commas/quotation marks for direct speech
Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2c
Use comma before coordinating conjunction
Use a comma before a coordinating conjunction in a compound sentence.
L.4.2d
Spell grade-appropriate words correctly
Spell grade-appropriate words correctly, consulting references as needed.
L.4.3 Use knowledge of language and conventions 3 sub-parts
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3a
Choose words/phrases to convey ideas precisely
Choose words and phrases to convey ideas precisely.*
L.4.3b
Choose punctuation for effect
Choose punctuation for effect.*
L.4.3c
Differentiate formal/informal English contexts
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
L.4.4 Determine meaning of unknown/multiple-meaning words 3 sub-parts
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.4.4a
Use context as a clue to meaning
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4b
Use Greek/Latin affixes and roots as clues
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4c
Consult reference materials to clarify meaning
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 and to identify alternate word choices in all content areas. CA
L.4.5 Demonstrate understanding of figurative language 3 sub-parts
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5a
Explain meaning of similes and metaphors
Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5b
Recognize meaning of idioms/adages/proverbs
Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5c
Relate words to antonyms and synonyms
Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
L.4.6
Acquire and use grade-appropriate vocabulary
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, and endangered when discussing animal preservation).
📌 Reading Standards for Foundational Skills (RF) 6 standards
RF.4.3 Apply grade-level phonics and word analysis 1 sub-part
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3a
Use combined knowledge to decode multisyllabic words
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.4.4 Read with accuracy and fluency 3 sub-parts
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4a
Read on-level text with understanding
Read on-level text with purpose and understanding.
RF.4.4b
Read on-level prose/poetry orally with accuracy
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4c
Use context to self-correct
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
📌 Reading Standards for Informational Text (RI) 10 standards
RI.4.1
Refer to details/examples for explicit and inferred meaning
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2
Determine main idea, summarize
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3
Explain events/procedures/ideas with specifics
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 meaning of academic/domain-specific words
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language standards 4-6 for additional expectations.) CA
RI.4.5
Describe overall text structure
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 firsthand and secondhand accounts
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
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 author uses reasons/evidence
Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9
Integrate information from two texts
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.10
Read and comprehend informational texts
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.
📌 Reading Standards for Literature (RL) 9 standards
RL.4.1
Refer to details/examples for explicit and inferred meaning
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.2
Determine theme, summarize the text
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3
Describe character/setting/event in depth
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 meaning including mythological allusions
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). (See grade 4 Language standards 4-6 for additional expectations.) CA
RL.4.5
Explain differences between poems/drama/prose
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.4.6
Compare/contrast point of view of narration
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
Make connections between text and visual/oral presentation
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
RL.4.9
Compare/contrast treatment of similar themes
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RL.4.10
Read and comprehend literature proficiently
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.
📌 Speaking and Listening Standards (SL) 11 standards
SL.4.1 Engage effectively in collaborative discussions 4 sub-parts
Engage effectively in a range of collaborative discussions (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.4.1a
Come to discussions prepared
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.4.1b
Follow discussion rules, carry out assigned roles
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1c
Pose/respond to specific questions
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.4.1d
Review key ideas, explain own understanding
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.4.2
Paraphrase portions of a text/media
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3
Identify reasons/evidence a speaker provides
Identify the reasons and evidence a speaker or media source provides to support particular points. CA
SL.4.4 Report on a topic, tell a story 1 sub-part
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.4a
Plan and deliver a narrative presentation
Plan and deliver a narrative presentation that: relates ideas, observations, or recollections; provides a clear context; and includes clear insight into why the event or experience is memorable. CA
SL.4.5
Add audio recordings/visual displays to presentations
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
SL.4.6
Differentiate formal/informal English contexts
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)
📌 Writing Standards (W) 26 standards
W.4.1 Write opinion pieces with reasons/information 4 sub-parts
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1a
Introduce topic, state opinion, organize ideas
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.4.1b
Provide reasons supported by facts/details
Provide reasons that are supported by facts and details.
W.4.1c
Link opinion and reasons using words/phrases
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.1d
Provide a concluding statement
Provide a concluding statement or section related to the opinion presented.
W.4.2 Write informative/explanatory texts 5 sub-parts
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2a
Introduce topic, group information, use formatting
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.4.2b
Develop topic with facts/definitions/quotations
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2c
Link ideas using words and phrases
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2d
Use precise language/domain-specific vocabulary
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.2e
Provide a concluding statement
Provide a concluding statement or section related to the information or explanation presented.
W.4.3 Write narratives with descriptive details 5 sub-parts
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3a
Orient reader, introduce narrator/characters
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3b
Use dialogue/description to develop events
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3c
Use transitional words to manage sequence
Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3d
Use concrete words and sensory details
Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.4.3e
Provide a conclusion
Provide a conclusion that follows from the narrated experiences or events.
W.4.4
Produce clear, coherent multi-paragraph writing
Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CA
W.4.5
Develop/strengthen writing via planning/revising/editing
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4.)
W.4.6
Use technology to produce/publish writing
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 type a minimum of one page in a single sitting.
W.4.7
Conduct short research projects
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8
Recall/gather information, take notes, paraphrase
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. CA
W.4.9 Draw evidence from texts to support analysis 2 sub-parts
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9a
Apply grade 4 Reading standards to literature
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.4.9b
Apply grade 4 Reading standards to informational texts
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").
W.4.10
Write routinely for various tasks
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.