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

Students find the exact lines in a story that back up their thinking, then use those lines as proof when they write or talk about what the text means.

Students find the big idea a story or poem keeps coming back to, then explain how details and events build that idea. They also sum up what happened without retelling every line.

Students track how a character changes, how a key event sets off another, or how one idea connects to the next as a story moves forward.

Students figure out what tricky or unusual words mean in a story or poem, including phrases that don't mean what they say literally. They also notice how an author's word choices change the feeling or message of the writing.

Students look at how a story or article is built. They explain how one paragraph connects to another and how the parts work together to make the whole piece hold together.

Students figure out who is telling the story and how that choice changes what gets included and how it sounds. A narrator who lived through an event writes differently than one reporting it from the outside.

Students compare what a story's words say to what an illustration, map, or other image shows. They explain what the picture adds or changes about their understanding of the text.

Students read a persuasive passage and decide whether the author's reasons actually support the main point. They look at whether the evidence given is relevant and whether the argument holds up.

Students read two stories or books on the same topic and compare what each author says and how they say it. Noticing those differences shows how one book can add to or push back on what another book teaches.

Students read full books, articles, and stories on their own at a fourth-grade level, understanding what they read without help. This standard is about reading stamina and the ability to work through harder texts independently.

Students read a nonfiction passage and back up their answers with exact words or sentences from the text. They point to proof on the page, not just what they remember or think.

Students read a nonfiction passage and figure out its main point, then trace how the author builds that point across the text. They also write a brief summary using the key details.

Students read nonfiction and explain how a person, event, or idea changes from the beginning of the text to the end. They look for what causes those changes and how different people or events push the story forward.

Students figure out what unfamiliar or tricky words mean in a nonfiction passage, including words with special subject-area meanings or hidden feelings behind them. They also look at how the author's word choices change the mood of the writing.

Students figure out how a nonfiction article is built. They look at how a single sentence supports a paragraph, and how that paragraph connects to the rest of the piece.

Students figure out who wrote a piece and why, then explain how that shapes what the author included and how the writing sounds. A nature magazine and a product ad might cover the same topic very differently.

Students look at a chart, photo, or graph alongside a written passage and explain what the visual adds to the text. Reading means using every format on the page, not just the words.

Students read a nonfiction passage and decide whether the author's main point holds up. They check if the reasons given make sense and if the facts or details actually support what the author is trying to prove.

Students read two nonfiction pieces on the same topic and compare what each author focuses on, what details they include, and how they explain ideas differently.

Students read grade-level nonfiction on their own, without help decoding or following along. The goal is building enough stamina and skill to work through a full article or chapter independently.

Most fourth graders already know how print works. This standard confirms they can read left to right, recognize letters and words, and understand basic punctuation marks like periods and question marks.

Students listen to spoken words and break them apart by syllables and individual sounds. This builds the foundation for reading and spelling more complex words in fourth grade.

Students use what they know about letter patterns, word parts, and spelling rules to read unfamiliar words on the page. This is the decoding work that makes reading faster and more independent.

Students read aloud smoothly and accurately enough that the words stop being a barrier and the meaning comes through. The goal is reading that sounds natural, not halting.

Students write a paragraph or short piece that takes a clear position on a topic or text, then back it up with reasons and details pulled from what they read.

Students pick a topic and write to explain it clearly, using facts and details a reader can follow and trust. No opinions, just organized information that helps someone understand something they didn't before.

Students write a story about something real or made up, using specific details and a clear order of events to make it feel complete.

Students write paragraphs and essays that match the job: a persuasive letter sounds different from a how-to guide. The words, structure, and details fit the topic and whoever will read it.

Students plan, draft, revise, and edit their writing until it says what they mean. That might mean fixing a few sentences or starting over with a fresh angle.

Students type, edit, and share their writing using a computer or tablet, which may include posting work online or giving feedback to a classmate through a shared document.

Students pick a focused question and research it across multiple sources, then show what they learned in a short project or report.

Students find facts from books and websites, check that each source can be trusted, and put the information together in their own words without copying.

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 support a point.

Students write often, for different reasons and in different formats. Some pieces take days to develop; others are quick responses to a prompt or question.

Students come to a discussion ready to talk and listen. They build on what classmates say and explain their own ideas clearly enough to bring others along.

Students listen to a speaker, study a chart or video, and pull the key ideas together into one clear picture. They judge whether the information holds up across different sources.

Students listen to a speaker and decide whether the argument makes sense. They check whether the reasons hold up and whether the evidence actually supports what the speaker is claiming.

Students organize their ideas before speaking and present them clearly enough that listeners can follow along. The words and structure they choose fit the topic and the people listening.

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

Students practice shifting how they talk depending on the situation. Answering a question in class calls for different words and tone than chatting with a friend, and students learn to tell the difference.

Students use correct grammar when writing sentences and speaking aloud. This means choosing the right verb forms, pronouns, and punctuation so their meaning comes through clearly.

Students use capital letters, punctuation, and correct spelling in their own writing. This standard covers the basics: where sentences start and end, when to capitalize a word, and how to spell grade-level words correctly.

Students learn to pick words and sentences that fit the situation, like knowing when to write formally for a report versus casually for a note to a friend. That same attention to word choice helps them understand more when reading.

When students hit an unfamiliar word, they figure out its meaning by reading the surrounding sentences, breaking the word into roots and prefixes, or looking it up in a dictionary or glossary.

Students learn what figurative language means in real sentences, like when a writer says someone "ran like the wind" instead of ran fast. They also study how words relate to each other and why some words feel stronger or softer than others.

Students build a working vocabulary of school and subject-specific words, the kind used across textbooks, class discussions, and written assignments. They use those words accurately when reading, writing, and talking about what they're learning.