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

Students read a story closely, then back up their ideas with specific lines or details from the text. They don't just say what they think; they point to the sentences that show it.

Students find the main message of a story and track how it builds from beginning to end. They can also summarize the key details that support that message.

Students explain how a character changes across a story and why those changes happen. They look at how one event sets off the next, connecting what characters do to what they feel or decide later.

Students figure out what words mean based on how they're used in a story, including when words carry extra feeling or stand in for something else. They also look at how an author's word choices change the mood of a passage.

Students look at how a story or poem is built. They figure out how one paragraph connects to the next and how those pieces work together to shape the whole piece of writing.

Students figure out who is telling a story and how that narrator's perspective changes what gets shared, what gets left out, and how the writing sounds.

Students compare a story to a film, audio recording, or illustrated version of the same text. They explain what each version shows best and what it leaves out.

This standard does not apply to literary texts at Grade 4. If you're seeing it listed, it likely refers to a reading informational standard by mistake.

Students read two stories or poems on the same topic and explain what each author does differently. They might compare how two books handle friendship, courage, or loss, and use those differences to deepen their understanding of the subject.

Students read stories, poems, and other texts at their grade level on their own, without help. The goal is steady, confident reading across different kinds of books and passages.

Students find exact lines from a nonfiction passage that back up their answer, then explain what those lines prove. They also read between the lines to draw conclusions the author hints at but never states directly.

Students find the main point of a nonfiction passage and explain how the details support it. Then they summarize what they read in their own words, leaving out the small stuff.

Students read a nonfiction passage and explain how a person, event, or idea changes from beginning to end. They look for connections: what caused something to happen, or how one idea led to another.

Students figure out what specific words mean in a nonfiction passage, including words used in a special or surprising way. They also look at how an author's word choices change the feeling or message of what they're reading.

Students read nonfiction passages and explain how individual sentences and paragraphs connect to the bigger idea of the whole piece. It's the difference between spotting a single fact and understanding why the author put it there.

Students figure out who wrote a piece and why, then explain how that shapes what the author included and what the writing sounds like. A news report and a company ad can cover the same topic very differently.

Students read the same information in different formats, such as a video, a chart, and an article, then explain how each one adds to or changes what they understand.

Students read a nonfiction passage and decide whether the author's argument actually holds up. They check if the reasons make sense and if the facts given really connect to the point being made.

Students read two articles or books on the same topic and notice how each author explains it differently. They look at what details each writer chooses and how those choices shape what readers learn.

Students read nonfiction books and articles on their own, without help, at a level that matches what fourth grade requires. The goal is real comprehension, not just getting through the words.

Grade 4 students already know how print works. This standard confirms they can still apply those basics: reading left to right, recognizing sentence boundaries, and understanding how punctuation guides meaning on the page.

Students listen to spoken words and identify how syllables and individual sounds fit together. This is the building-block work that sharpens reading and spelling.

Students use what they know about letter patterns, syllables, and word parts to sound out and read unfamiliar words on the page.

Students read aloud smoothly and accurately enough to understand what they're reading, not just say the words. At this grade, the goal is reading that sounds natural, with the right pace and expression.

Students write a paragraph or short piece that takes a clear position on a topic, then back it up with reasons and specific details from a text or source. The argument has to hold together, not just state an opinion.

Students write to explain a topic clearly, using facts and details to help a reader understand something they may not know. The focus is accuracy and organization, not opinion.

Students write a story, real or made-up, with a clear sequence of events and details that make the scene feel vivid. The focus is on structure and word choice, not just getting ideas down.

Students write paragraphs and essays that fit the job: the right structure for a story, the right tone for a persuasive letter, the right level of detail for the reader who will read it.

Students plan, draft, and revise their writing to make it clearer and stronger. That might mean fixing sentences, reordering ideas, or starting a section over when something isn't working.

Students use a computer or tablet to write, edit, and share their work, sometimes collaborating with classmates online. The goal is a finished piece ready to publish, not just typed notes.

Students pick a focused question, then research and write about it until they actually understand the topic, not just collect a few facts.

Students find facts from books and websites, check that each source can be trusted, and put the information into their own words instead of copying it.

Students find sentences or details from a book or article that back up their thinking, then use those details in their own writing to explain or prove a point.

Students write often, for different reasons and different readers. Some pieces take days to develop; others get done in a single sitting.

Students come to a discussion ready to talk, listen to what classmates say, and build on those ideas with their own thoughts. The goal is to say what they think clearly enough that others follow the reasoning.

Students listen to or watch something (a video, a chart, a speech) and figure out what it's saying and whether it holds up. They pull that information together with what they already know.

Students listen to a speaker and decide whether the argument makes sense. They look at the reasons given and whether the examples actually back them up.

Students organize their ideas and facts into a clear, logical order before presenting to a group. The explanation stays focused and fits the situation, whether sharing a report, arguing a point, or describing a process.

Students add charts, images, or short videos to a presentation to make their point clearer. The visuals aren't decoration; they help the audience understand something words alone don't show as well.

Students learn when to switch from casual talk to more formal language, like adjusting how they speak when presenting to the class versus chatting with a friend.

Students apply the rules of standard English when they write sentences or speak aloud. That means using correct verb tenses, pronouns, and word order so their meaning comes through clearly.

Students use correct capitalization, punctuation, and spelling in their writing. That means capitalizing proper names, placing commas in the right spots, and spelling grade-level words correctly.

Students learn to choose words and sentences that fit the moment, whether writing a story or explaining an idea. Reading and listening get sharper too, because students notice how word choice shapes meaning.

When students hit an unfamiliar word, they use clues from the surrounding sentences, break the word into roots or prefixes, or look it up in a dictionary. The goal is to figure out what the word means well enough to keep reading.

Students learn to spot phrases that don't mean what they literally say, like "it's raining cats and dogs," and to notice how word choices shade meaning. They practice explaining why two words that seem similar aren't quite the same.

Students build a working vocabulary of precise, subject-specific words they can actually use when reading, writing, and discussing ideas. The focus is on words that appear across subjects, not just in one class.