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NY Next Generation ELA Learning Standards (Grade 4)

58 standards in this set. Click any domain to expand.

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📌 Language Standards — Knowledge of Language 4 standards
4L3 Use knowledge of language conventions 3 sub-parts
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
4L3a
Choose words/phrases to convey ideas precisely
Choose words and phrases to convey ideas precisely.
4L3b
Choose punctuation for effect
Choose punctuation for effect.
4L3c
Distinguish formal English/informal discourse contexts
Distinguish between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion).
📌 Language Standards — Vocabulary Acquisition and Use 9 standards
4L4 Determine meaning choosing flexibly from strategies 3 sub-parts
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
4L4a
Use context as clue to meaning
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
4L4b
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).
4L4c
Consult reference materials for meaning/pronunciation
Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
4L5 Demonstrate understanding of figurative language 3 sub-parts
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4L5a
Explain meaning of similes and metaphors
Explain the meaning of simple similes and metaphors in context.
4L5b
Recognize/explain meaning of idioms/adages/proverbs
Recognize and explain the meaning of common idioms, adages, and proverbs.
4L5c
Relate words to antonyms and synonyms
Demonstrate understanding of words by relating them to their antonyms and synonyms.
4L6
Acquire/use academic and content-specific words
Acquire and accurately use general academic and content-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 (Literary and Informational Text) — Craft and Structure 3 standards
4R4
Determine meaning of words/phrases/figurative language
Determine the meaning of words, phrases, figurative language, academic, and content-specific words. (RI&RL)
4R5
Identify structural elements / overall structure
In literary texts, identify and analyze structural elements, using terms such as verse, rhythm, meter, characters, settings, dialogue, stage directions. (RL) In informational texts, identify the overall structure using terms such as sequence, comparison, cause/effect, and problem/solution. (RI)
4R6
Compare points of view / primary and secondary sources
In literary texts, compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (RL) In informational texts, compare and contrast a primary and secondary source on the same event or topic. (RI)
📌 Reading Standards (Literary and Informational Text) — Integration of Knowledge and Ideas 3 standards
4R7
Identify info presented visually/orally/quantitatively
Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations), and explain how the information contributes to an understanding of the text. (RI&RL)
4R8
Explain how claims are supported by reasons/evidence
Explain how claims in a text are supported by relevant reasons and evidence. (RI&RL)
4R9
Recognize genres, make connections to other texts
Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RI&RL)
📌 Reading Standards (Literary and Informational Text) — Key Ideas and Details 3 standards
4R1
Locate details/evidence, make logical inferences
Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL)
4R2
Determine theme/central idea, summarize text
Determine a theme or central idea of text and explain how it is supported by key details; summarize a text. (RI&RL)
4R3
Describe character/setting/event / explain events
In literary texts, describe a character, setting, or event, drawing on specific details in the text. (RL) In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text. (RI)
📌 Reading Standards: Foundational Skills — Fluency 3 standards
4RF4 Read grade-level text with accuracy/fluency 2 sub-parts
Read grade-level text with sufficient accuracy and fluency to support comprehension.
4RF4a
Read grade-level text across genres orally
Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings.
4RF4b
Use context to self-correct word recognition
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
📌 Reading Standards: Foundational Skills — Phonics and Word Recognition 2 standards
4RF3 Apply grade-level phonics/word analysis skills 1 sub-part
Know and apply grade-level phonics and word analysis skills in decoding words.
4RF3a
Use letter-sound/syllabication/morphology knowledge
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.
📌 Speaking and Listening Standards — Comprehension and Collaboration 7 standards
4SL1 Engage effectively in collaborative discussions 4 sub-parts
Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas clearly, and building on those of others.
4SL1a
Come to discussions prepared, having read material
Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.
4SL1b
Follow agreed-upon norms, carry out assigned roles
Follow agreed-upon norms for discussions and carry out assigned roles.
4SL1c
Pose/respond to questions, link to remarks
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.
4SL1d
Review ideas expressed, explain own understanding
Review the relevant ideas expressed and explain their own ideas and understanding of the discussion.
4SL2
Paraphrase info presented in diverse formats
Paraphrase portions of information presented in diverse formats (e.g., including visual, quantitative, and oral).
4SL3
Identify/evaluate reasons and evidence a speaker provides
Identify and evaluate the reasons and evidence a speaker provides to support particular points.
📌 Speaking and Listening Standards — Presentation of Knowledge and Ideas 3 standards
4SL4
Report on topic with facts/details at understandable pace
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace and volume appropriate for audience.
4SL5
Include digital media to emphasize central ideas
Include digital media and/or visual displays in presentations to emphasize central ideas or themes.
4SL6
Distinguish formal/informal contexts, use formal English
Distinguish between contexts that call for formal English versus/or informal discourse; use formal English when appropriate to task and situation.
📌 Writing Standards — Research to Build and Present Knowledge 2 standards
4W6
Conduct research investigating multiple aspects of topic
Conduct research to answer questions, including self-generated questions, and to build knowledge through investigating multiple aspects of a topic.
4W7
Recall/gather info, take notes, list sources
Recall relevant information from experiences or gather relevant information from multiple sources; take notes and categorize information, and provide a list of sources.
📌 Writing Standards — Text Types and Purposes 19 standards
4W1 Write argument to support claims 4 sub-parts
Write an argument to support claim(s), using clear reasons and relevant evidence.
4W1a
Introduce precise claim, organize reasons/evidence
Introduce a precise claim, supported by well-organized facts and details, and organize the reasons and evidence logically.
4W1b
Use precise language/content-specific vocab
Use precise language and content-specific vocabulary.
4W1c
Use transitional words/phrases to connect ideas
Use transitional words and phrases to connect ideas within categories of information.
4W1d
Provide concluding statement related to argument
Provide a concluding statement or section related to the argument presented.
4W2 Write informative text conveying ideas/info 5 sub-parts
Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.
4W2a
Introduce topic, organize info in paragraphs
Introduce a topic clearly and organize related information in paragraphs and sections.
4W2b
Develop ideas with facts/definitions/details
Develop ideas on a topic with facts, definitions, concrete details, or other relevant information; include text features when useful for aiding comprehension.
4W2c
Use precise language/content-specific vocab
Use precise language and content-specific vocabulary.
4W2d
Use transitional words/phrases to connect ideas
Use transitional words and phrases to connect ideas within categories of information.
4W2e
Provide concluding statement related to information
Provide a concluding statement or section related to the information or explanation presented.
4W3 Write narratives with effective technique 5 sub-parts
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4W3a
Establish situation, introduce narrator/characters
Establish a situation and introduce a narrator and/or characters.
4W3b
Use dialogue/description of actions/thoughts/feelings
Use dialogue and description of actions, thoughts, and feelings to develop experiences and events or show the responses of characters to situations.
4W3c
Use transitional words to manage event sequence
Use transitional words and phrases to manage the sequence of events.
4W3d
Use concrete words/sensory details
Use concrete words and phrases and sensory details to convey experiences and events precisely.
4W3e
Provide conclusion following from experiences
Provide a conclusion that follows from the narrated experiences or events.
4W4
Create poem/story/play/artwork response
Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.
4W5
Draw evidence from texts to support analysis
Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the grade 4 Reading Standards.