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

Students read a story or poem carefully, then back up their answers with exact words or sentences from the text. They learn to spot what the author states outright and what they need to figure out on their own.

Students find the main idea of a story and explain how the details build on it. They also write a short summary that covers what matters most, without retelling every scene.

Students track how characters, events, and ideas change as a story moves forward, noticing how one moment shapes the next. The focus is on connection and cause, not just what happened.

Students figure out what words mean based on how they're used in a story or poem. That includes slang, metaphors, and words that carry an emotional charge beyond their dictionary meaning.

Students look at how a story or poem is built, noticing how a single sentence or paragraph connects to the rest of the piece. They explain why the author put the parts together in that order.

Students figure out who is telling the story and how that choice changes what details get shared and how the writing sounds. A hero telling their own story sounds different from a stranger watching from the outside.

Students look at a story told in different ways, such as a book and a film, and explain what each version shows that the other doesn't. They judge which format does the better job of bringing a scene or idea to life.

Students find the main argument in a story or article, then decide whether the reasons given actually back it up. They ask: does this make sense, and does the evidence fit the claim?

Students read two stories or poems on the same topic and look at how each one handles it differently. They notice what the authors chose to include, what they left out, and what that reveals about the theme.

Students read stories, poems, and other texts on their own at the fourth-grade level without stopping to ask for help. The focus is building the habit of reading longer, more challenging books independently.

Students read a nonfiction passage closely, then back up their answers with specific sentences or details pulled directly from the text. They also make reasonable guesses about things the author implies but does not say outright.

Students identify the main point of a nonfiction text and explain how details across the passage back it up. Then they summarize what they read in their own words, leaving out minor details.

Students track how a person, event, or idea changes from the beginning of a nonfiction text to the end. They explain how one thing affects another as the text moves forward.

Students figure out what words mean based on how they're used in a nonfiction passage. That includes everyday words used in surprising ways, subject-specific terms, and phrases that don't mean exactly what they say.

Students look at how a paragraph or section fits into the whole article, and how individual sentences connect to the bigger idea around them.

Students figure out who wrote a text and why, then look at how that shapes what the author chose to include and how they said it. A science textbook and a newspaper opinion piece can cover the same topic very differently.

Students read about a topic, then connect what they learned to a video, map, chart, or photo covering the same subject. They explain how each source adds something the others don't.

Students read a nonfiction passage and decide whether the author's argument holds up. They check if the reasons given actually support the point being made, or if the logic has a gap.

Students read two articles or books on the same topic and explain what each one says, then compare how the authors cover it differently or focus on different details.

Grade 4 students read nonfiction passages on their own, without help, at a level that matches what fourth grade demands. They work through articles, textbooks, and other real-world writing well enough to understand and learn from them.

By fourth grade, students already know how print works. This standard checks that foundational knowledge is still solid, covering how words, sentences, and paragraphs are organized on a page.

By fourth grade, most phonics work happens inside real reading and writing. This standard checks that students can still hear and break apart the sounds and syllables inside spoken words when needed.

Students use phonics rules to sound out and read unfamiliar words on the page. In fourth grade, that means breaking longer words into syllables, recognizing prefixes and suffixes, and reading them without stopping to puzzle over each letter.

Students read grade-level text smoothly and accurately enough to focus on meaning, not just decoding. Reading at the right pace with few errors is what makes comprehension possible.

Students write a paragraph or short piece that takes a clear position on a topic and backs it up with real reasons and details from what they have read or learned.

Students write a report or explanation that breaks down a complicated topic so a reader can follow and understand it. The focus is on clear organization and details that actually explain, not just describe.

Students write a story, either made-up or drawn from real life, with a clear sequence of events and enough detail to pull a reader through from beginning to end.

Students write paragraphs and essays that fit the situation: the right structure for a report, the right tone for a story, the right level of detail for the reader. Form and content work together.

Students plan, draft, revise, and edit their writing to make it clearer and stronger. The goal is a finished piece that says what they actually mean.

Students use a computer or tablet to write, edit, and share their work. They also use digital tools to respond to classmates or get feedback from others.

Students pick a focused question and research it, gathering information from more than one source. This applies to both quick one-day projects and longer ones that stretch over several days.

Students find facts from more than one book or website, then put those facts into their own words when they write. Using someone else's exact words without credit is off-limits.

Students pull quotes or details from a book or article to back up their ideas in writing. They show which part of the text supports what they think.

Students practice writing often, on both quick tasks and longer projects, for different reasons and readers. The goal is to make writing feel like a normal part of the school day, not a rare event.

Students read or review material ahead of time, then join a group discussion by listening closely and connecting their own comments to what classmates have already said.

Students listen to or watch a presentation, then explain what they learned and whether the information makes sense. The source might be a video, a speech, or a chart.

Students listen to a speaker and decide whether the speaker's argument makes sense. They look at the reasons given and ask whether the facts actually back up what the speaker is claiming.

Students organize what they want to say so a listener can follow along from point to point. They back up each idea with specific details or examples before moving to the next one.

Students add photos, charts, or simple graphics to a presentation to make an idea clearer. The visuals support what students are saying, not just decorate the slide.

Students learn when to speak formally and when casual language fits. In a class presentation, they use proper grammar and complete sentences; talking with a partner, they can relax their word choice.

Students apply correct grammar when writing sentences and speaking aloud. This includes using the right verb tenses, pronouns, and word order so their meaning comes through clearly.

Students learn the rules for capitalizing words, using commas and quotation marks correctly, and spelling grade-level words. This standard covers the mechanical side of writing, not the ideas.

Students choose words and sentence structures on purpose, picking language that makes writing clearer or more interesting for the reader.

Students figure out the meaning of unfamiliar words by reading the surrounding sentences for clues and by looking at roots, prefixes, and suffixes.

Students learn to spot figurative language like similes and metaphors, and explain what words have in common. When a poem says the wind "howled," students can explain why that word fits and how it connects to others like it.

Students learn and correctly use the words that show up in textbooks, science lessons, and social studies class. These are the precise terms that help students read, write, and talk about what they're learning across subjects.