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

Students read a story carefully, then back up their answers with exact lines or details from the text. They don't just share an opinion; they point to the words on the page that show why they think what they think.

Students figure out the main message or lesson a story is really about, then explain how scenes and details build that idea. They also summarize what happens without retelling every word.

Students track how a character changes across a story and explain what causes those changes. They look at how one event leads to another and why the people or ideas in a story connect.

Students figure out what tricky words and phrases mean in a story or poem, including when a word is used figuratively. They also notice how an author's word choices change the mood or meaning of a passage.

Students look at how a story or poem is built, noticing how one paragraph connects to the next and how specific sentences support the bigger picture of the whole piece.

Reading the same event through different eyes changes everything. Students figure out who is telling the story and explain how that narrator's perspective shapes what gets included, what gets left out, and how the writing sounds.

Students compare a story or poem to its movie, audio, or illustrated version, then explain what the visual or audio version adds or changes. Reading the same content in different formats shows how the medium shapes the message.

Students read a nonfiction passage and decide whether the author's opinion makes sense. They check if the reasons are logical and if the facts given actually support the point being made.

Students read two stories or poems on the same topic and explain what each author does differently. They look at how the writers make different choices to get at the same idea.

Grade 4 students read full stories and books on their own, without help decoding or following along. The goal is real independence with texts that are genuinely challenging for this age.

Students read a nonfiction passage carefully, then back up their answers with specific sentences or details pulled directly from the text. They practice showing where in the passage they found their thinking.

Students find the main idea of a nonfiction passage and explain how the details back it up. Then they write a short summary that captures what the text is mostly about.

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

Students figure out what tricky or unusual words mean in a nonfiction passage, then notice how the author's word choices change the feeling or message of the writing.

Students look at how a nonfiction article is put together: how one paragraph leads into the next, how a single sentence supports a bigger idea, and how each piece fits the whole.

Students figure out who wrote a piece and why, then explain how that shapes what details the author included and the words they chose.

Students look at a chart, photo, or map alongside a written passage and explain what the visual adds to the text. Reading means using pictures and numbers, not just words.

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

Students read two texts on the same topic and explain what each author chose to focus on or leave out. They use both sources to build a fuller picture than either one gives on its own.

Grade 4 students read full-length nonfiction books, articles, and reference texts on their own, without support. The goal is steady, confident reading across science, history, and other subjects.

Grade 4 students already know how print works. This standard confirms they can still apply those basics, like reading left to right and recognizing how sentences and paragraphs are arranged on a page.

Students listen to spoken words and work with the parts inside them: syllables, individual sounds, rhymes, and blends. This is the ear-level groundwork that makes reading and spelling easier.

Students use spelling patterns and word parts, like prefixes and roots, to sound out and read unfamiliar words on their own.

Students read aloud smoothly and accurately enough that they can focus on what the words actually mean. Fluency is the bridge between decoding words and understanding a story or passage.

Students write a short argument about a book or topic, state their claim clearly, and back it up with reasons and details pulled from the text or their research.

Students write a report or explanation that lays out facts and ideas clearly, with enough detail that a reader can follow and trust what they wrote.

Students write a story about something real or made up, with a clear beginning, middle, and end. Details and word choices keep the reader following what happens and why it matters.

Students write pieces that fit the assignment: the right structure for a story, report, or argument, with a clear focus and a tone that matches who will read it.

Students learn to treat a first draft as a starting point, not a finished product. They plan, revise, and edit their writing, or scrap a draft and try again when something isn't working.

Students type and share their writing using a computer or tablet, and use the internet to work on writing with classmates or post it for others to read.

Students pick a focused question and research it, reading multiple sources to build real understanding of the topic. Short projects might take a few days; longer ones stretch over a week or more.

Students find facts from books and websites, check whether each source can be trusted, and combine what they learned in their own words without copying.

Students pick a quote or detail from a book or article, then use it to back up a point they're making in their writing. The evidence has to connect clearly to what they're arguing or explaining.

Students practice writing often, both in quick bursts and over several days. They write for different reasons and different readers, not just to complete an assignment.

Students come to a discussion ready to listen and add on to what others say, not just wait for their turn to talk. They build on a classmate's idea and say their own point clearly enough that others can follow it.

Students watch a video, study a chart, or listen to a speaker, then put together what each source says to get a clearer picture of the topic. The goal is to notice when sources agree, conflict, or fill in each other's gaps.

Students listen to a speaker and decide whether the speaker's argument makes sense. They notice what evidence the speaker uses, what the speaker seems to believe, and whether the reasoning actually holds up.

Students organize their ideas before speaking, then deliver them in a clear order with details that back up the main point. The goal is for listeners to follow along without getting lost.

Students add photos, charts, or simple slides to a presentation to make an idea easier for the audience to follow. The visual does real work; it shows something words alone can't.

Students practice shifting how they talk depending on the situation, using casual language with friends but switching to formal sentences when presenting to the class or talking with an adult.

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

Students practice the rules of capitalization, punctuation, and spelling in their own writing. That means knowing when to use a capital letter, where to put a comma, and how to spell words correctly.

Students choose words carefully to match their purpose, whether writing a story, a letter, or an explanation. Reading and listening with that same attention helps them understand what others mean and how they said it.

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

Students read phrases like "it's raining cats and dogs" and learn what they actually mean. They also explore how words connect to each other and why some words feel stronger or softer than others.

Students learn words that show up across subjects, like "analyze," "compare," or vocabulary specific to science or history. They use those words correctly when reading, writing, and talking in class.