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

When answering a question about a story, students point to specific sentences or scenes from the text to back up what they say. They do this both for facts stated directly in the text and for conclusions they figure out on their own.

Students find the big lesson or message a story, play, or poem is teaching, then retell the most important parts in their own words.

Students pick one character, place, or moment from a story and describe it in detail using clues from the text, like what a character says, thinks, or does.

Students read stories, poems, and other texts to learn how different people live and think, then connect what they find to their own life and identity.

Students learn that tribal oral histories are real historical accounts passed down through spoken tradition, not made-up stories or invented characters. These histories carry the same weight as written records when it comes to understanding the past.

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

Students learn to tell apart poems, plays, and stories by looking at how each one is built. A poem has verses and rhythm, a play has character lists and stage directions, and a story has paragraphs.

Stories can be told by a character inside the story using "I," or by a narrator watching from the outside. Students identify which storytelling voice an author chose and explain how that choice changes the way the story feels.

Students compare a story to its movie, audiobook, or stage version and spot where the visuals or voices match what the author actually wrote on the page.

Students read two stories from different cultures and look at how each one handles the same big idea or type of plot. They explain what's similar and what's different about how each story tells it.

Students read grade-level stories, plays, and poems on their own by the end of the year. Harder texts get some support along the way.

Students back up their answers with specific details from the passage, not just a guess or a feeling. If the answer isn't spelled out directly, they use clues in the text to figure it out.

Students find the central point of a nonfiction passage, explain which details back it up, and then restate the whole thing in their own words.

Students read history, science, or how-to texts and explain not just what happened, but why it happened, pointing to specific details from the text to back up their explanation.

Students figure out the meaning of unfamiliar words in nonfiction reading, using clues in the surrounding sentences. This includes everyday school vocabulary and words tied to specific subjects like science or social studies.

Students identify how a nonfiction passage is organized, such as whether the author walks through events in time order, compares two things, or explains what caused something to happen.

Two accounts of the same event can tell very different stories depending on who wrote them. Students compare a firsthand account (written by someone who was there) with a secondhand account (written by someone who wasn't) and explain what each writer noticed or left out.

Students look at charts, graphs, timelines, or diagrams in a text and explain what those visuals add that the words alone don't. The goal is connecting what they see to what they read.

Students identify the main points an author is making, then explain what facts, examples, or details the author uses to back each one up.

Students read two nonfiction pieces on the same topic, then pull facts and details from both to write or talk about that subject with more depth than either source alone could give them.

Students read nonfiction books and articles at a 4th and 5th grade level, including science, history, and how-to texts. Some of the harder material may come with extra support from the teacher.

Students use spelling patterns and word parts (like prefixes, suffixes, and roots) to figure out unfamiliar words on their own.

Students use what they know about letter sounds, syllable patterns, and word parts like prefixes and suffixes to sound out long, unfamiliar words, whether those words appear in a sentence or on their own.

Students read aloud smoothly and accurately enough that understanding the meaning comes naturally. Stumbling over words slows down comprehension; this standard is about reading well enough that the words get out of the way.

Students read a full passage at grade level and show they understood it, not just that they made it through the words. The goal is reading with a reason, not just reading aloud.

Students practice reading a passage out loud multiple times until the words flow smoothly and the tone fits the text, whether the piece is a poem or a story.

When students hit a word that doesn't sound right or make sense, they reread the sentence to figure it out. They use the surrounding words to check their own reading and fix mistakes on the spot.

Students pick a topic, state what they think, and back it up with reasons drawn from what they've read or know. The goal is to persuade a reader, not just report facts.

Students open an opinion piece by stating their view clearly, then group related reasons together so the writing builds a case from start to finish.

Students back up each reason in their opinion writing with facts or specific details from what they read or researched, not just personal feelings.

Students practice connecting their opinion to their reasons using linking words like "for instance," "in order to," and "in addition." These words help readers follow the argument from one sentence to the next.

Students end an opinion piece with a closing sentence or paragraph that wraps up their argument. The conclusion ties back to their main opinion instead of stopping mid-thought.

Students pick a topic and explain it in writing, grouping related facts and details so a reader can follow along and learn something new.

Students open an informational piece with a clear topic sentence, then sort related facts into paragraphs. They add headings or visuals when those help a reader follow along.

Students back up the main topic with real facts, definitions, and specific details. The goal is to give readers enough information to actually understand the subject, not just a vague overview.

Students use connecting words like "another," "also," and "because" to stitch ideas together inside each section of an informational piece, so readers can follow the logic from one sentence to the next.

Students pick exact words that fit the topic, including subject-specific terms a reader needs to understand the explanation. A well-chosen word does more work than a vague one.

Students write a closing sentence or short paragraph that wraps up their main topic. It signals to the reader that the piece is finished, not just cut off.

Students write a story, real or made-up, with a clear beginning, middle, and end. They use specific details and action to bring characters and events to life.

Students open a narrative by setting up where and when the story takes place, then introduce who is in it. The events follow in an order that feels natural, not jumbled.

Students use spoken lines between characters and descriptive details to bring story events to life and show how characters feel or react in a scene.

Students use words and phrases like "later," "after a while," and "the next morning" to connect events in a story and show what happened in what order.

Students choose words that show what something looks, sounds, or feels like instead of just telling the reader it happened. Specific details make a moment in a story feel real.

Students wrap up a narrative story with an ending that fits what happened. The closing lines grow out of the events in the story, not a random stop or a new idea.

Students write pieces that fit the job. A story, an argument, and a how-to guide each need a different shape and tone, and students learn to match their writing to whichever one they're working on.

Students learn to plan before they write, then revise and edit with feedback from classmates and a teacher. The goal is a stronger final draft, not a perfect first one.

Students use a computer to write, edit, and share their work online, sometimes with help from an adult. They can type a full page in one sitting.

Students pick a topic, then research different angles of it across short projects. They pull together what they find to show a fuller picture than any single source gives.

Students find facts from books or websites, take notes on what they learn, sort those notes into categories, and keep a list of where the information came from.

Students find specific details or quotes from a book or article to back up their ideas in writing. They use what they read as proof, not just as background.

Students read a story and then write about a character, place, or event using specific details from the text, like what a character said, thought, or did. The writing shows they understood what they read.

Students read a nonfiction article or book, then write about how the author backed up their main points with facts and reasons. The focus is on spotting what evidence the author chose and explaining why it supports the argument.

Students pull facts and details from more than one source, such as a book, a website, or a person they interviewed, then use what they found to support their writing.

Students use websites, search tools, or other digital resources to find information, decide what's useful, and pull it into their writing.

Students use digital tools to research, write, and present what they've learned. The focus is on thinking through ideas and creating something new, not just copying information down.

Students practice writing often, sometimes spending days on a piece and sometimes finishing in one sitting. The goal is to write for different reasons and different readers across all subjects.

Students practice talking through ideas with classmates and teachers, listening well enough to respond to what others actually said, then adding their own thinking clearly.

Students read or study the material before a group discussion, then use what they learned to ask questions and build on what others say. Showing up prepared is the starting point.

Students follow the ground rules their class agreed on during group discussions and take on whatever role they were assigned, such as note-taker or discussion leader.

Students ask follow-up questions when something is unclear and connect their comments to what a classmate just said, keeping the conversation on track.

After a group discussion, students look back at the main ideas shared and explain how their own thinking changed or grew based on what others said.

Students listen to a passage read aloud or watch a short video or graph presentation, then restate the key information in their own words. They practice capturing what they heard or saw without copying it directly.

Students listen to a speaker and pick out the reasons and details used to back up each main point. It's the same skill as finding evidence in a book, but applied to someone talking out loud.

Students practice speaking in front of others by sharing facts, stories, or personal experiences in a clear order. They choose details that support their main point and speak slowly enough for the audience to follow.

Students add a recording, photo, or diagram to a presentation when it helps the audience understand the main idea better than words alone.

Students learn when to use careful, school-style English and when everyday conversational language fits. Presenting to the class calls for formal speech; chatting with a small group does not.

Students apply grammar rules in their writing and speech, choosing the right words, verb forms, and sentence structures to say what they mean clearly.

Students use words like "who," "which," "that," "where," and "when" to connect ideas within a sentence. For example, they write "the book that I borrowed" or "the place where we met" instead of two choppy separate sentences.

Students learn to write verbs that show ongoing action, like "I was walking," "I am walking," or "I will be walking." These forms help readers understand whether the action is happening in the past, present, or future.

Students learn to use helping words like "can," "may," and "must" to show whether something is possible, allowed, or required. A sentence shifts meaning depending on which word carries the condition.

When more than one adjective describes a noun, there is a conventional order they follow. Students learn to place adjectives in the right sequence, like writing "a small red bag" instead of "a red small bag."

Students learn to build phrases that show where, when, or how something happens, like "under the table" or "before lunch," and use them to add detail to sentences.

Students write complete sentences and fix two common mistakes: fragments (incomplete thoughts left dangling) and run-ons (two sentences crashed together without proper punctuation).

Words like "to/too/two" and "there/their/they're" look alike but mean different things. Students learn to pick the right one every time they write a sentence.

When writing, students use capital letters in the right places, add punctuation that makes sentences clear, and spell words correctly. It's the mechanical side of writing every reader depends on.

Students practice capitalizing the first word of a sentence, names, places, dates, and titles. Getting capitalization right is one of the basic rules that makes writing easy to read.

Students practice placing commas and quotation marks around a speaker's exact words or a line pulled directly from a book. This shows readers where someone else's words begin and end.

Students learn when to place a comma before connecting words like "and," "but," and "so" when joining two complete sentences into one. Each half of the sentence has to stand on its own for the comma rule to apply.

Students spell the words expected at this grade level correctly. When unsure, they look up the spelling in a dictionary or other reference before writing the final draft.

Students choose words and sentence structures that fit the situation, writing more formally for a report and more casually for a story. The goal is knowing when and how to adjust language for the task at hand.

Students pick the exact word that fits, not just a word that's close. A sentence about a "furious" character says more than a sentence about a "mad" one.

Students learn to pick punctuation on purpose. A period, question mark, or exclamation point each changes how a sentence lands, and students practice choosing the one that fits what they want the reader to feel.

Students learn when to use careful, polished language (like in a class presentation) and when casual, everyday talk is fine (like chatting with a group). The audience and setting decide which one fits.

Students figure out what unfamiliar words mean while reading by using context clues, word parts like prefixes and suffixes, or a dictionary. They pick whichever strategy works best for that word.

Students figure out what an unfamiliar word means by looking at the sentences around it. A definition, an example, or a restatement nearby can unlock the meaning without a dictionary.

Students use familiar word parts like Greek and Latin roots to figure out the meaning of an unfamiliar word. Knowing that "photo" means light, for example, helps them unlock words like "photograph" or "photosynthesis."

Students look up unfamiliar words in a dictionary or glossary, in print or online, to check pronunciation and pin down the exact meaning.

Students learn to spot figurative language like similes and metaphors, and to notice how shades of meaning separate a word like "chilly" from "freezing." Both skills help students read more closely and write with more precision.

Students read sentences that compare two things using "like," "as," or a direct swap, then explain what the comparison actually means. A phrase like "her smile is sunshine" is not about the weather; students say what the writer really meant.

Students learn what familiar sayings like "break a leg" or "the early bird catches the worm" actually mean. The words don't mean what they say literally, and students practice explaining the real idea behind each one.

Students sort words by meaning, pairing a word with its opposite or finding a close match that isn't quite the same. Knowing the difference between words like "happy," "cheerful," and "ecstatic" helps students choose the right word when reading and writing.

Students learn and correctly use topic-specific words, like "conservation" in a science discussion or "stammered" in a story. The goal is matching the right word to the right moment.