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

Students practice taking turns, staying on topic, and paying attention while talking as a group. They follow the class rules for discussion, like listening without interrupting.

Students listen closely to what a speaker says, figure out why the speaker is saying it, and ask questions when something isn't clear.

Students take turns leading and listening in group work, share the tasks fairly, and give credit to teammates for what each person adds to the project.

Students talk through ideas about what they are reading or writing with a partner, a small group, or the whole class. They listen to others and share their own thinking clearly.

Students give short talks to the class or a small group, choosing what to say and organizing it so the audience can follow along. They speak loudly enough to be heard and in complete sentences.

Students practice writing words neatly in both print and cursive, leaving the right amount of space between letters, words, and sentences so the page is easy to read.

Students break apart longer words they don't recognize by using what they know about letter sounds and syllable patterns. This is the decoding work that keeps reading moving when an unfamiliar word shows up on the page.

Students break unfamiliar words apart by recognizing prefixes, suffixes, roots, contractions, and abbreviations. Knowing how words are built helps students figure out meaning without stopping to look every word up.

Students practice reading common words instantly, without sounding them out. Some of these words follow spelling rules; others just have to be memorized.

Students read fourth-grade passages out loud at a steady pace, with the kind of expression that shows they understand what the words actually mean, not just what they say.

Students spell longer, unfamiliar words by breaking them into syllables and applying what they know about how letters and sounds work together.

Students practice spelling tricky word parts: shortened words like "don't," abbreviations like "Dr.," and words built with prefixes and suffixes like "unhappy" or "careful."

Reading a nonfiction passage, students figure out the main point the author is making and pick out the specific details in the text that back it up.

Students sort books and passages into categories like stories, poems, and articles, then explain what makes each type different from the others.

Students read a story, then put the key events in the order they happened and sum up what the story was mostly about.

Students read a nonfiction passage and write a brief summary in their own words, leaving out opinions and sticking to the key facts the author included.

Students plan, draft, and revise their writing in stages, returning to earlier steps as needed. The finished piece, whether a story, a report, or an opinion, is organized into paragraphs.

Students practice revising a draft more than once, reordering sentences, adding transitions, and cutting anything that muddles the meaning until the writing flows clearly from one idea to the next.

Students fix punctuation, capitalization, and spelling in their own writing drafts, going back to revise more than once. They use dictionaries or other resources when they need help getting the details right.

Students take a piece of writing all the way from rough draft to a finished version meant for real readers, then share it by reading aloud, posting it online, or displaying it for others to see.

Students figure out why an author wrote a piece by looking at the details on the page. Is the author trying to make you laugh, teach you something, or change your mind?

Students identify who is telling the story. They decide if a character speaks as "I" (first person) or if an outside voice describes the characters as "he," "she," or "they" (third person).

Students read a story and point to specific lines that show where it takes place, what happens, and how the characters think and act. They also identify who drives the story forward and who creates the conflict.

Students find specific lines in a story or poem that show how the author used comparisons, exaggerated claims, or sound effects to bring writing to life. This includes recognizing phrases like "raining cats and dogs" as an idiom or "crash" as a word that sounds like what it means.

Students read a passage and answer questions about ideas the author implies but never says outright. They back up each answer with specific lines or details from the text.

Students read nonfiction passages and sort out which statements are facts and which are someone's opinion. They also explain how the facts an author uses back up the main points being made.

Students learn to spot how a nonfiction article or book is organized. Is the author explaining what caused something, solving a problem, describing a topic, or walking through steps in order? Recognizing the pattern helps students follow the writer's thinking.

Students write their own story, real or made-up, with a clear beginning, middle, and end. Characters face a problem, talk to each other, and solve it, using specific details and varied sentences to pull the reader in.

Students write a factual essay that opens with a clear topic, backs it up with real facts and examples, and uses transition words to move the reader from one idea to the next. Sentence variety and word choice keep it interesting.

Students write a short essay that states their opinion on a topic and backs it up with evidence from a text. They organize their thinking with transitions and vary their sentences to keep the reader engaged.

Words can be related in different ways. Students sort out which words mean the same thing, which mean the opposite, and which sound alike but mean something different, like "bare" and "bear."

Students use the words and sentences around an unfamiliar word to figure out what it means, without stopping to look it up.

Students break unfamiliar words into parts like prefixes, suffixes, and roots to figure out what the word means. Knowing that "re-" means again or "rupt" means break helps them read and write with a wider vocabulary.

Students look up unfamiliar words in a dictionary, glossary, or thesaurus to understand what they're reading. Finding the right meaning helps them make sense of the whole text.

Students learn new words by connecting them to what they already know, then practice using those words in reading, writing, and conversation throughout the school year.

Students practice choosing precise, grade-appropriate words when they write, so their sentences say exactly what they mean instead of settling for the first word that comes to mind.

Students choose words that fit the job: a strong verb or a sharp detail can change how a reader feels. This standard is about picking exact, colorful words on purpose, not just the first word that comes to mind.

Students learn to spot two kinds of sentences: a simple sentence with one main idea and a compound sentence that joins two related ideas with a word like "and," "but," or "so."

Students spot and name the building blocks of sentences: words that show ownership, verb tenses that signal when something happened, adjectives that compare, and connecting words that link ideas together.

Students write complete sentences in all four types: statements, questions, commands, and exclamations. They also learn to spot and fix incomplete sentences before they turn them in.

Students learn to choose the right words to make their writing clearer and more interesting. That means picking strong verbs, descriptive adjectives, and words like "behind" or "quickly" to give sentences more detail and variety.

Students learn to spot when a subject and verb don't match, like "the dogs runs" instead of "the dogs run," and fix the mistake so the sentence reads correctly.

Students practice when to use capital letters beyond the start of a sentence. That means words like Mom, American, Dear Sir, and the first word inside quotation marks all get capitalized.

Students learn which punctuation mark ends each type of sentence: a period for statements and commands, a question mark for questions, and an exclamation point for sentences that show strong feeling.

Students learn when an apostrophe shows ownership (the dog's leash, the girls' team) and when it doesn't belong at all. They also practice spotting and fixing apostrophes that were added by mistake to make a word plural.

Students learn when and where to place commas: after "Dear Aunt Maria" and "Sincerely" in a letter, between items in a list, and before or after the words a character speaks.

Students learn when to place a colon before a list in a sentence. Think of it as a signal that says "here comes the list."

Students put quotation marks around a character's spoken words, around words borrowed from another source, and around titles of short works like poems or articles.

Students learn to format book and movie titles correctly by underlining or italicizing them in their writing.

Students gather information from books, websites, and other sources to answer a question, including questions they came up with themselves. They use more than one source to make sure they understand the topic fully.

Students learn to read charts, captions, headings, and bold words as tools, not decoration. Those features help them understand what a nonfiction book or article is actually saying.

Students decide which facts and details they found actually matter for their topic and which ones to leave out.

Students pick a topic and write a question worth investigating, something specific enough to answer with real sources. The question drives the research from there.

Students learn to keep track of where they found their research by writing down the author, title, and year for each source. It's a simplified version of citing sources, the same skill they'll build on in middle school.

Students pull facts and quotes from at least two sources, then write a short informative piece that groups related ideas together. They finish the whole thing in one sitting or a couple of days.

Students find information across different sources, like maps, charts, audio, and written text, then compare how each one presents an idea or topic differently.

Students combine words with pictures, sound, or layout to share an idea or feeling. A project might pair a drawing with a caption, or a map with written labels.

Students pick books and articles that interest them and read on their own for stretches of time. Over the year, they branch out into new genres to grow their reading life beyond what they already know.

Students practice writing by hand or on a keyboard, picking the right format and style for whoever will read their work. They build stamina to keep writing for longer stretches over time.