Common Core Grade 4 Ela

Browse through the list of common core standards for Grade-4 Ela. Click on the common core topic title to view all available worksheets.

• [l-4-1]  Language: Conventions of Standard English

  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• [l-4-1a]  Language: Conventions of Standard English

  Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

• [l-4-1b]  Language: Conventions of Standard English

  Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

• [l-4-1c]  Language: Conventions of Standard English

  Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• [l-4-1d]  Language: Conventions of Standard English

  Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

• [l-4-1e]  Language: Conventions of Standard English

  Form and use prepositional phrases.

• [l-4-1f]  Language: Conventions of Standard English

  Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

• [l-4-1g]  Language: Conventions of Standard English

  Correctly use frequently confused words (e.g., to, too, two; there, their).*

• [l-4-2]  Language: Conventions of Standard English

  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• [l-4-2a]  Language: Conventions of Standard English

  Use correct capitalization.

• [l-4-2b]  Language: Conventions of Standard English

  Use commas and quotation marks to mark direct speech and quotations from a text.

• [l-4-2c]  Language: Conventions of Standard English

  Use a comma before a coordinating conjunction in a compound sentence.

• [l-4-2d]  Language: Conventions of Standard English

  Spell grade-appropriate words correctly, consulting references as needed.

• [l-4-3]  Language: Knowledge of Language

  Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• [l-4-3a]  Language: Knowledge of Language

  Choose words and phrases to convey ideas precisely.*

• [l-4-3b]  Language: Knowledge of Language

  Choose punctuation for effect.*

• [l-4-3c]  Language: Knowledge of Language

  Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

• [l-4-4]  Language: Vocabulary Acquisition and Use

  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

• [l-4-4a]  Language: Vocabulary Acquisition and Use

  Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

• [l-4-4b]  Language: Vocabulary Acquisition and Use

  Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

• [l-4-4c]  Language: Vocabulary Acquisition and Use

  Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

• [l-4-5]  Language: Vocabulary Acquisition and Use

  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• [l-4-5a]  Language: Vocabulary Acquisition and Use

  Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

• [l-4-5b]  Language: Vocabulary Acquisition and Use

  Recognize and explain the meaning of common idioms, adages, and proverbs.

• [l-4-5c]  Language: Vocabulary Acquisition and Use

  Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

• [l-4-6]  Language: Vocabulary Acquisition and Use

  Acquire and use accurately grade-appropriate general academic and domain-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).

• [rf-4-3]  Reading Foundational Skills: Phonics and Word recognition

  Know and apply grade-level phonics and word analysis skills in decoding words.

• [rf-4-3a]  Reading Foundational Skills: Phonics and Word recognition

  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.

• [rf-4-4]  Reading Foundational Skills: Fluency

  Read with sufficient accuracy and fluency to support comprehension.

• [rf-4-4a]  Reading Foundational Skills: Fluency

  Read on-level text with purpose and understanding.

• [rf-4-4b]  Reading Foundational Skills: Fluency

  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

• [rf-4-4c]  Reading Foundational Skills: Fluency

  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• [ri-4-1]  Reading Informational: Key Ideas and Details

  Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

• [ri-4-10]  Reading Informational: Range of Reading and Level of Text Complexity

  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• [ri-4-2]  Reading Informational: Key Ideas and Details

  Determine the main idea of a text and explain how it is supported by key details; summarize the text.

• [ri-4-3]  Reading Informational: Key Ideas and Details

  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

• [ri-4-4]  Reading Informational: Craft and Structure

  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

• [ri-4-5]  Reading Informational: Craft and Structure

  Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

• [ri-4-6]  Reading Informational: Craft and Structure

  Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

• [ri-4-7]  Reading Informational: Integration of Knowledge and Ideas

  Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

• [ri-4-8]  Reading Informational: Integration of Knowledge and Ideas

  Explain how an author uses reasons and evidence to support particular points in a text.

• [ri-4-9]  Reading Informational: Integration of Knowledge and Ideas

  Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

• [rl-4-1]  Reading Literature: Key Ideas and Details

  Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

• [rl-4-10]  Reading Literature: Range of Reading and Complexity of Text

  By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• [rl-4-2]  Reading Literature: Key Ideas and Details

  Determine a theme of a story, drama, or poem from details in the text; summarize the text.

• [rl-4-3]  Reading Literature: Key Ideas and Details

  Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

• [rl-4-4]  Reading Literature: Craft and Structure

  Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

• [rl-4-5]  Reading Literature: Craft and Structure

  Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

• [rl-4-6]  Reading Literature: Craft and Structure

  Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

• [rl-4-7]  Reading Literature: Integration of Knowledge and Ideas

  Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

• [rl-4-8]  Reading Literature: Integration of Knowledge and Ideas

  (Not applicable to literature)

• [rl-4-9]  Reading Literature: Integration of Knowledge and Ideas

  Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

• [sl-4-1]  Speaking and Listening: Comprehension and Collaboration

  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

• [sl-4-1a]  Speaking and Listening: Comprehension and Collaboration

  Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• [sl-4-1b]  Speaking and Listening: Comprehension and Collaboration

  Follow agreed-upon rules for discussions and carry out assigned roles.

• [sl-4-1c]  Speaking and Listening: Comprehension and Collaboration

  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.

• [sl-4-1d]  Speaking and Listening: Comprehension and Collaboration

  Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• [sl-4-2]  Speaking and Listening: Comprehension and Collaboration

  Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

• [sl-4-3]  Speaking and Listening: Comprehension and Collaboration

  Identify the reasons and evidence a speaker provides to support particular points.

• [sl-4-4]  Speaking and Listening: Presentation of Knowledge and Ideas

  Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

• [sl-4-5]  Speaking and Listening: Presentation of Knowledge and Ideas

  Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

• [sl-4-6]  Speaking and Listening: Presentation of Knowledge and Ideas

  Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

• [w-4-1]  Writing: Text Types and Purposes

  Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• [w-4-10]  Writing: Range of Writing

  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• [w-4-1a]  Writing: Text Types and Purposes

  Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.

• [w-4-1b]  Writing: Text Types and Purposes

  Provide reasons that are supported by facts and details.

• [w-4-1c]  Writing: Text Types and Purposes

  Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

• [w-4-1d]  Writing: Text Types and Purposes

  Provide a concluding statement or section related to the opinion presented.

• [w-4-2]  Writing: Text Types and Purposes

  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• [w-4-2a]  Writing: Text Types and Purposes

  Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

• [w-4-2b]  Writing: Text Types and Purposes

  Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

• [w-4-2c]  Writing: Text Types and Purposes

  Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

• [w-4-2d]  Writing: Text Types and Purposes

  d.Use precise language and domain-specific vocabulary to inform about or explain the topic.

• [w-4-2e]  Writing: Text Types and Purposes

  Provide a concluding statement or section related to the information or explanation presented.

• [w-4-3]  Writing: Text Types and Purposes

  Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

• [w-4-3a]  Writing: Text Types and Purposes

  Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

• [w-4-3b]  Writing: Text Types and Purposes

  Use dialogue and description to develop experiences and events or show the responses of characters to situations.

• [w-4-3c]  Writing: Text Types and Purposes

  Use a variety of transitional words and phrases to manage the sequence of events.

• [w-4-3d]  Writing: Text Types and Purposes

  Use concrete words and phrases and sensory details to convey experiences and events precisely.

• [w-4-3e]  Writing: Text Types and Purposes

  Provide a conclusion that follows from the narrated experiences or events.

• [w-4-4]  Writing: Production and Distribution of Writing

  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

• [w-4-5]  Writing: Production and Distribution of Writing

  With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

• [w-4-6]  Writing: Production and Distribution of Writing

  With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

• [w-4-7]  Writing: Research to Build and Present Knowledge

  Conduct short research projects that build knowledge through investigation of different aspects of a topic.

• [w-4-8]  Writing: Research to Build and Present Knowledge

  Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

• [w-4-9]  Writing: Research to Build and Present Knowledge

  Draw evidence from literary or informational texts to support analysis, reflection, and research.

• [w-4-9a]  Writing: Research to Build and Present Knowledge

  Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].).

• [w-4-9b]  Writing: Research to Build and Present Knowledge

  Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text).