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

Students back up their answers about a story using specific lines or scenes from the text. They also use those details to figure out things the author implies but doesn't say directly.

Students find the big lesson a story, play, or poem is teaching, using details from the text to back it up. They also write a short summary of what happened.

Students pick a character, place, or key moment from a story and describe it closely, using specific details from the text to back up what they say.

Students figure out what unfamiliar words mean by reading the surrounding sentences. This includes words borrowed from myths and legends, like calling something "Herculean" when it means incredibly strong or difficult.

Students explain what makes a poem, a play, and a story different from each other. They use the right words for each, like verse and rhythm for poems or dialogue and stage directions for plays.

Students figure out who is telling a story and how that shapes what readers know. They compare a story told by a character using "I" to one told by an outside narrator describing everyone.

Students compare a story to its movie, play, or audiobook version, then point to specific moments where the visuals or performance match what the written text actually says.

This standard doesn't apply to literature. In ELA, standard 8 covers how authors support their points with evidence, which only comes up in nonfiction reading, not stories or poems.

Students read two stories from different cultures and compare how each one handles the same big idea, like a hero's journey or a battle between good and evil. They look at what's similar, what's different, and why it matters.

Students read stories, plays, and poems at a fourth-grade level on their own, and tackle harder texts with some support from a teacher or classmate.

Students back up their explanations with specific details from the text, not just their own opinions. They also use those details to figure out things the author hints at but never says outright.

Students read a nonfiction passage, figure out the main point the author is making, and explain which details back it up. Then they sum up the whole piece in a few sentences.

Reading a history book or science article, students explain what happened and why, pointing to specific sentences or paragraphs in the text as proof. The focus is cause and effect in nonfiction.

Students figure out the meaning of unfamiliar words by reading the sentences around them. This includes both everyday academic words and topic-specific vocabulary that shows up in science, social studies, or other subjects.

Students figure out how an author organized a nonfiction passage, whether it's a sequence of events, a before-and-after comparison, or a problem followed by a solution.

Reading the same event from two angles: someone who was there and someone who wasn't. Students compare what each account focuses on and notice what details one writer includes that the other leaves out.

Students read nonfiction books and articles on their own, including history, science, and how-to texts. By the end of fourth grade, they handle material written at a fourth- or fifth-grade level with some support on the harder passages.

This standard is marked "not applicable" at Grade 4. By this grade, students have moved past basic print concepts like letter recognition and how sentences are arranged on a page.

Phonological awareness skills like rhyming and breaking words into sounds are typically mastered in earlier grades. By Grade 4, students focus on reading and writing whole words in sentences and passages.

Students use what they know about letters, sounds, and word parts to read unfamiliar words. By fourth grade, that means recognizing common prefixes, suffixes, and root words on sight instead of sounding out every letter.

Students break unfamiliar long words into parts, using letter sounds, syllable patterns, and word roots to figure out how to read them. This works whether the word shows up in a sentence or stands alone.

Students read aloud smoothly and accurately enough that the words stop being a hurdle and the meaning comes through. Fluency at this level means reading at a steady pace, with the right expression, so understanding follows naturally.

Students read fourth-grade passages with a clear goal in mind, not just to get through the words. They focus on meaning as they read, so comprehension builds alongside pace.

Students practice reading a passage out loud more than once, getting smoother and more expressive each time. The goal is to sound like a natural speaker, not someone sounding out words.

When students hit a word that doesn't make sense, they reread the sentence to check whether their guess fits the meaning. They catch their own mistakes before moving on.

Students pick a topic, stake out a clear position, and back it up with reasons and facts. Think of it as a written argument that explains not just what students think, but why.

Students open an opinion piece by clearly stating what they believe, then organize their reasons so that connected ideas sit together. The goal is a structure a reader can follow from the first sentence.

Students back up each opinion with real facts and specific details, not just "because I said so." The reasons they give should make a reader think, "That actually proves the point."

Students practice connecting their opinions to their reasons using linking words like "for instance" or "in addition." Those words act like signposts that help a reader follow the argument from one idea to the next.

Opinion writing ends with a closing sentence or paragraph that ties back to the main point. Students wrap up their argument by restating what they believe and leaving the reader with a clear sense of why it matters.

Students write nonfiction paragraphs that explain a topic clearly, using facts, definitions, and details to help a reader understand something new.

Students open an informational piece by naming the topic clearly, then sort related facts into paragraphs. They add headings or visuals when those help a reader follow along.

Students back up their main idea with facts, definitions, and real details pulled from what they've read. The goal is to give readers enough evidence to understand the topic, not just skim the surface.

Students practice connecting sentences so their writing flows from one idea to the next. They use words like "another," "because," and "for example" to show how facts and details relate.

Students choose exact words that fit the topic, including subject-specific terms a reader might not know. The goal is to explain clearly, not just generally.

Students write a closing sentence or paragraph that wraps up the main idea of their piece. The ending connects back to what they explained, so the writing feels finished rather than stopping mid-thought.

Students write a story, real or made-up, with a clear beginning, middle, and end. They use specific details to put the reader inside the scene and keep events in an order that makes sense.

Students set up a story by introducing who is in it and what is happening, then arrange events in an order that makes sense to the reader.

Students add spoken dialogue and sensory details to a story so readers can see how characters react to what happens, not just read a summary of events.

Students practice connecting story events with words like "later," "meanwhile," and "after that" so the reader can follow what happens and when.

Students choose specific words and sensory details (what something looks, sounds, or feels like) to make a story moment feel real to the reader. Vague words get swapped for sharp, exact ones.

Students write an ending that grows naturally out of what happened in the story. The last paragraph wraps up the events instead of stopping abruptly or introducing something new.

Students write in a way that fits the job: the right structure for a story, the right tone for an argument, the right details for the reader. What works in a letter to a friend looks different from what works in a report.

Students plan, draft, revise, and edit their writing with feedback from classmates and teachers. The goal is a clearer, stronger piece, not just a finished one.

Students use a computer to write, edit, and share their work online, sometimes with help from a teacher or adult. They also practice typing well enough to keep up with their ideas.

Students pick a topic, find information from more than one source, and write up what they learned. The goal is depth on one topic, not a long list of facts.

Students find facts from books, websites, or their own experiences, take notes, and sort those notes into categories. They also keep a list of where the information came from.

Students find quotes or details from a book or article that back up their ideas. They use what they read as proof when they write about a topic or share what they think.

Students read a story and use details from the text to support their writing. That means pulling out what a character says, thinks, or does and writing about it in their own words.

Students read nonfiction and explain in writing how the author backs up key points with reasons and facts. The focus is on seeing the difference between a claim and the proof behind it.

Students practice writing often, both in quick single-sitting pieces and longer projects that take several days. They write for different subjects and different reasons, building the habit of putting ideas on paper regularly.

Students talk through ideas with classmates and teachers, one-on-one or in a group. They listen well enough to build on what someone else said, then add their own thinking clearly.

Students read or study the material before a group discussion, then use what they learned to add real ideas to the conversation, not just nod along.

In group discussions, students follow the class rules everyone agreed on and do the job they were given, whether that's leading the conversation, taking notes, or keeping the group on track.

Students ask follow-up questions and build on what classmates just said, keeping a group conversation on track instead of just waiting for their turn to talk.

After a class discussion, students look back at the main ideas that came up and explain how their own thinking changed or grew based on what they heard.

Students listen to a passage read aloud or watch information presented in a video, chart, or talk, then restate the key points in their own words.

Students listen to a speaker and pick out the reasons and proof given to back up each main point. This is the listening side of argument: figuring out not just what someone claims, but what they offer as support.

Students give a short talk on a topic, story, or real experience, organized so listeners can follow along. They back up their main point with facts and specific details, and speak clearly enough for everyone to understand.

Students add sound clips or images to a presentation to make the main idea clearer. A photo, chart, or short recording should do real work, not just decorate the slide.

Students learn when to talk like they're giving a class presentation and when it's fine to chat casually with a group. They practice switching to formal English when the moment calls for it.

Students apply the grammar rules that make writing and speech clear: things like choosing the right verb tense, using pronouns correctly, and building complete sentences. This applies whether students are printing, typing, or talking aloud.

Students use words like "who," "which," and "where" to connect and describe within a sentence. For example, they write "the dog that bit me" instead of two separate sentences.

Students learn to write verbs that show action in progress: something that was happening, is happening right now, or will be happening. Think "she was reading" versus "she reads."

Students learn when to use words like "can," "may," and "must" to show whether something is possible, allowed, or required. A sentence changes meaning depending on which word you choose.

When describing something, adjectives follow a set order in English. Students practice placing size, color, and other describing words in the sequence that sounds natural to a reader.

Students learn to build phrases like "under the desk" or "before lunch" that tell where, when, or how. They practice weaving those phrases into sentences to make their writing more precise.

Students write complete sentences and fix two common mistakes: sentence fragments (incomplete thoughts missing a subject or verb) and run-ons (two sentences incorrectly joined without proper punctuation).

Students sort out words that sound alike but mean different things, like "to," "too," and "two" or "there" and "their," and use the right one in a sentence.

Students practice the mechanical rules of writing: which words get capital letters, where commas and periods go, and how to spell words correctly. These skills show up in every writing assignment.

Students practice capitalizing the right words: names, places, the start of a sentence, and titles. Getting capitalization right is one of the clearest signals that writing is polished and ready to read.

Students learn to place quotation marks around a speaker's exact words and use commas to set them off from the rest of the sentence. This applies whether they're quoting a character in a story or pulling a line from a book they've read.

Students learn when to place a comma before connecting words like "and," "but," and "so" when joining two complete sentences into one. A compound sentence joins two separate thoughts, and the comma goes right before the word that links them.

Students spell the words expected at their grade level and look them up in a dictionary or word list when unsure.

Students make deliberate word choices and adjust their tone to fit the situation, whether they are writing a story, giving a presentation, or reading something aloud. The goal is to sound right for the moment.

Students practice picking the exact word that fits, swapping vague words like "said" or "good" for ones that show what they really mean.

Students learn to pick end marks and commas on purpose, not just by rule. A question mark can create suspense; a period can land with weight. The choice shapes how a sentence feels to the reader. Wait, no em dashes or en dashes, and no semicolons either (the rules don't mention semicolons but I should stay clean). Let me also check word count and avoid the three-part rhythm issue. Students learn to pick punctuation on purpose. A period can stop a sentence cold; a question mark can leave the reader hanging. The punctuation choice shapes how a sentence feels. Still has a semicolon. Let me rewrite cleanly. Students learn to choose punctuation on purpose, not just by rule. A period can stop a sentence cold. A question mark can leave the reader wondering. That choice changes how the sentence lands. That's four sentences and slightly over. Let me tighten. Students practice choosing punctuation on purpose. A period can make a sentence feel final; a question mark can leave a reader wondering. The right mark changes how a sentence lands. Semicolon again. Clean version: Students practice choosing punctuation on purpose. A period can make a sentence feel final, while a question mark can leave a reader wondering. The right mark changes how a sentence lands. Word count: 35. Good. Let me do final checks: no em/en dashes, no triads, no banned vocab, leads with the work, concrete. Students practice choosing punctuation on purpose. A period can make a sentence feel final, while a question mark can leave a reader wondering. The right mark changes how a sentence lands.

Students learn when to use careful, polished language (like during a class presentation) and when everyday casual talk is fine (like chatting in a small group). It's about reading the room.

When students hit an unfamiliar word while reading, they use context clues, word parts like prefixes and roots, or a dictionary to figure out what it means. This includes words that have more than one meaning depending on how they're used.

When students hit an unfamiliar word, they look at the sentences around it for clues. A nearby definition, example, or restatement in the passage can help them figure out what the word means without stopping to look it up.

Students use familiar word parts, like Greek and Latin roots, to figure out what an unfamiliar word means. Knowing that "graph" means "write" helps them decode words like "photograph" or "autograph" without stopping to look them up.

Students look up unfamiliar words in a dictionary or thesaurus, in print or online, to confirm the exact meaning or how a word is pronounced.

Students learn what figurative language does and why word choice matters. They study phrases like "raining cats and dogs," notice shades of meaning between similar words, and practice using the right word in the right place.

Reading a phrase like "she was a firecracker" or "quiet as a mouse," students figure out what the comparison means and why the writer used it.

Students read phrases like "break a leg" or "the early bird catches the worm" and explain what they actually mean. These sayings don't mean what the words literally say, and students learn to figure out the real message behind them.

Students practice choosing the right word by comparing it to words that mean the opposite and words that mean almost the same thing. Knowing those differences helps students say exactly what they mean.

Students learn and use precise vocabulary that fits the topic at hand. Instead of "said," they write "stammered." Instead of "animal," they write "endangered species."