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

Students read stories, poems, articles, and other texts to build meaning. They think about what they read, connect it to the world around them, and learn from writing across many cultures and formats.

Students browse, discuss, and revisit books and other texts in a classroom built around reading. The goal is to build the habit of reading closely and talking about what words and stories mean.

Students choose books and articles on their own, picking titles that interest them or that a classmate, teacher, or family member suggested.

Students browse books, articles, poems, and other texts at their own pace, reading or listening without a specific assignment driving them. The goal is simply to spend time with words.

Students look at words, pictures, or both in a text and use what they notice to tell a story or explain what they see, drawing on their own ideas and imagination.

Reading a page means knowing where to start, how to follow text from left to right and top to bottom, and what punctuation marks signal. Students apply these basics every time they open a book.

Students learn to spot what makes each type of writing look different on the page: the chapters and paragraphs of a story, the lines and stanzas of a poem, or the stage directions and dialogue of a play.

Students recognize and work with the sounds inside words automatically, without stopping to think. This includes hearing syllables, noticing rhymes, and blending or breaking apart sounds in spoken words.

Students read grade-level words accurately and at a steady pace, using what they know about letter patterns, syllables, and word parts to figure out unfamiliar words.

Students break longer words into parts, using letter patterns, syllables, and word roots to read them accurately, whether they appear in a sentence or on their own.

Reading strategies are the moves readers make when a text gets hard. Students practice specific habits, like rereading a confusing sentence or using context clues, to understand what they read and explain what it means.

Before starting a book or article, students think about why they are reading it. Knowing their purpose helps them decide what to pay attention to as they read.

Before reading, students look at the cover, pictures, headings, and other clues to figure out what a book is about and how it is organized.

Students bring in what they already know and have experienced to picture what's happening in a story or article, helping them understand what they read.

Students read a story or passage, make reasonable guesses about what is happening or what comes next, then check those guesses against details in the text.

Students practice habits that keep them reading when a book gets hard or slow, like pausing to ask questions or connecting what they read to something they already know.

When reading gets confusing or loses its thread, students use specific strategies to find their place and pick up the meaning again.

Students look at photos, illustrations, charts, or other visuals in a text and explain what those images add to the meaning beyond what the words alone say.

Students read a passage and write a summary that pulls in specific details and examples from the text, not just a general idea of what happened.

Students read a story closely and explain in detail where and when it takes place, what happens, and how each character sees events differently, pointing to specific lines from the text as support.

Students retell a story or nonfiction passage in their own words, naming the key details and explaining how the events or ideas fit together from beginning to end.

Students look at how an author's word choices or an illustrator's images shape the way a story feels. They explain what those decisions do to a reader.

Students read a passage and put into words why it made them feel curious, sad, excited, or ready to act. The explanation connects the feeling back to specific words or moments in the text.

Students look at photos, charts, headings, and other visuals in a text and explain how those elements help a reader understand the topic better.

Students read a poem or play on the page, then watch or hear it performed, and explain what changed and what stayed the same between the two versions.

Students pick two stories and explain how their characters, settings, and plots are alike and different. They also look at who is telling each story and how that narrator's perspective shapes what readers see.

Students look at two sources covering the same topic and decide which one explains it more clearly or backs up its ideas with stronger details.

Students pick a character, topic, or event from a text and explain what they liked or didn't like about it, with a reason to back it up.

Students pick one element of a story or article (a scene, a character, a detail) and explain how well it grabs the reader's attention or sparks thinking. They back up their opinion with reasons from the text.

Students pick a book, article, or passage they have already read and use it for a real reason, like answering a question, supporting an opinion, or finding information they need.

Students explain why a character acts or feels a certain way by looking at what that character is dealing with in the story.

Students pull specific details and examples from what they read to back up their ideas in class discussions and written or group projects.

Students look at how an author or illustrator made choices in a text, then use those same moves as a starting point for their own writing or creative work.

Students write in more than one format, such as combining words with images, charts, or audio, across different types of writing like stories, reports, and arguments.

Students write to think: jotting observations, reacting to books, trying out new ideas, or making sense of something that happened. Not every piece needs to be polished or finished.

Students write texts that mix words with images, charts, or other visuals to share ideas with a real audience. The finished piece might be a report, a story, or a how-to guide that uses more than one way to communicate.

Students write about real experiences or invented ideas by grounding them in what they saw, heard, felt, smelled, or tasted. Specific sensory details make the writing feel real and help readers picture what happened.

Students pick a topic they have studied or noticed and write to explain what they found. The writing teaches readers something real about how or why that topic works.

Students write their own opinion on a topic and explain why they think or feel that way.

Students write to change someone's mind, settle a disagreement, or bring a group together around a shared idea.

Students write stories with a clear sequence of events, using details and dialogue to bring characters and moments to life.

Students pick a topic, plan what they want to say, and write a complete piece from start to finish. This standard covers the full writing process, from first ideas to a finished draft.

Students find a personal connection to the writing prompt before they start. They link the topic to something they care about, have seen, or have lived through.

Students plan out the steps to finish a writing project before they start, deciding what needs to happen first, second, and so on. It's the same thinking behind following a recipe or building something from instructions.

When writing a story, students learn to slow down on the most important moments and speed past the less important ones. That control over pacing is what keeps a reader engaged.

Students brainstorm ideas for their writing and decide which ones are worth keeping. This includes knowing when to use a dictionary, thesaurus, or other reference to help.

Students come up with ideas for writing by drawing on their own memories, books they have read, things they have seen or heard, and questions they want to explore. The idea can come from anywhere.

Students look at strong example texts and decide which writing moves to copy, which to tweak, and which to skip for their own piece.

Students figure out what background knowledge a reader might be missing, then decide what to explain so the writing actually makes sense to someone outside the classroom.

Students pick facts, images, or other media to back up their writing, and learn the basic rules for when it's okay to use someone else's work.

Students write a first draft in a chosen genre, putting their ideas on the page, finding their own voice, and keeping the reader interested as the piece takes shape.

Students back up their writing with facts, definitions, and real examples pulled from what they've read or studied. The goal is to give readers something concrete, not just the student's opinion.

Students practice sorting their ideas into paragraphs so each paragraph covers one clear topic, keeping related details together instead of scattered across the page.

Students write opinion pieces and back them up with facts and reasons, connecting ideas with words like "because," "for example," and "as a result."

Students write stories with a clear beginning, middle, and end. They use details and dialogue to show how characters think and feel as events unfold.

Students borrow formatting ideas from texts they have read, adding headings, labels, or dialogue layout to make their own writing clearer and easier to follow.

Students learn to give credit for information they borrow, matching how they do it to the type of writing. A research report cites sources differently than a poem or a story does.

Students write opening and closing paragraphs that pull readers in, sound like the student's own voice, and connect to the main ideas in the middle of the piece.

Students open a piece of writing with a question, a surprising fact, or a vivid detail to pull readers in. This standard is about the choices writers make at the start to make someone want to keep reading.

Stories need a clear opening that pulls the reader in. Students write an introduction that sets up where and what is happening, and tells readers whose voice or point of view will carry the story.

Students write an ending that wraps up their story or ideas and gives readers something to think about after they finish. The ending grows naturally from what came before it, not just stopping cold.

Students shape their writing to fit the genre they are working in. A persuasive letter looks different from a how-to guide, and students learn to use that structure on purpose.

Students read over their own writing and decide what's working and what needs to change. This is the step between a rough draft and a better one.

Students read their own draft to check that it actually says what they meant. If a sentence feels off or missing, they fix it before the writing is done.

Students read their own draft and look for spots where what they meant and what a reader would actually understand don't match. Then they revise to close the gap.

Students collect feedback on a piece of writing and decide which suggestions actually make it clearer or more interesting for a reader. They practice judging advice, not just following it.

Students reread their own writing and fix it: correcting spelling and punctuation, rearranging sentences that don't flow, and using tools like spell-check or a word processor to polish the final draft.

Students look back at their own writing, take feedback from a reader, and revise to make the piece clearer or stronger. The focus is on using what they noticed to improve the actual sentences and ideas on the page.

Students check their writing for consistent formatting, correct grammar, and proper credit given to any sources or quotes they used.

Students finish a piece of writing and share it with a real audience, such as classmates or family, in print or online. The way they share it matches what the writing is meant to do.

Students think about who will read or see their writing and how those readers might feel when they encounter it.

Students listen, discuss, and present ideas with classmates, whether face-to-face or in an online space a teacher oversees. The topics connect to what students are already studying in fourth grade.

Students take turns talking and listening in group conversations, asking questions and building on what others say. The focus is on staying on topic and responding to classmates with care.

Before speaking in a group, students think about who else is in the conversation and what each person already knows or cares about.

Students talk through the rules and roles their group agreed to follow, and adjust them when something isn't working.

When a class discussion picks up where it left off, students look back at what was already said before adding new ideas.

Students bring what they already know, or something they looked up, to add to a group conversation rather than just agreeing with what others say.

Students listen to what classmates say in a discussion, then explain it back in their own words and ask follow-up questions when something is unclear.

Students listen to what classmates say and then add on, agree, or push back in a way that moves the conversation forward. The goal is a real back-and-forth, not just a string of unconnected comments.

When a group discussion ends, students put into their own words what the group agreed on and where opinions differed.

Students listen to feedback on what they said or wrote, then think about why someone else might have understood it differently than they meant. It builds the habit of seeing their own words through someone else's eyes.

Students explain what changed their mind during a class discussion and why. They describe which new information or idea shifted how they think about a topic.

Students look back at a discussion or presentation and pick out the moments or ideas that stuck with them most, explaining why those parts mattered.

Students read or research a topic before a class discussion so they arrive with something real to say.

Students work with classmates to plan, discuss, and complete a shared project or task, taking turns contributing ideas and building on what others say.

Students agree on ground rules before a group discussion starts and adjust those rules if something isn't working. This covers setting roles, sharing time, and knowing when to speak.

Students tie their presentation or discussion topic back to something real in their own life or neighborhood. This helps them speak with more detail and gives the audience a reason to listen.

Students do their assigned part of a group project before the next meeting so the rest of the team can move forward.

Students look back at group work so far and talk about what the group should do next to stay on track.

Students give short speeches and presentations that hold the audience's attention and stay on point. Listeners can follow the ideas from start to finish.

Students practice finding things worth talking or writing about, drawing on books they have read, research they have done, or experiences from their own lives.

Students plan what to say by thinking about their topic and what their audience already knows, so they're not explaining things that are obvious or skipping things that need to be said.

Students choose images, video clips, or objects to go alongside a presentation, helping listeners follow along and stay interested in what's being shared.

Students choose how to stand, speak, and organize their thoughts before sharing ideas with a group. This includes decisions about tone, eye contact, and how to begin and end what they say.

Students learn to speak in a way that sounds like themselves. They draw on their own experiences and personality to make their ideas come across clearly in class discussions or presentations.

Students read the room in a group discussion: they think about who is speaking, what the group expects, and how to share their own ideas in a way that fits the moment.

Students choose whether to speak in English, their home language, or both, depending on what they are trying to say and who they are talking to.

Students decide what personal information or ideas are worth sharing in a group discussion and explain their reasoning for keeping some things private.

Students practice speaking clearly and at a steady pace, using gestures to hold the audience's attention. The goal is for the listener to follow along easily, not just hear the words.

Students practice the grammar, spelling, and word-choice skills that make their writing clear and their reading easier. Think of it as the toolkit behind every sentence they write or read in fourth grade.

Students learn that the words and tone you choose shift depending on where you are. Talking to a friend sounds different from writing a letter to a principal, and both are correct in the right setting.

Students learn when to write or speak formally (like in a letter to a principal) and when informal language is fine (like texting a friend). They practice reading the room and adjusting their words to fit the situation.

Students learn to tell the difference between what words mean literally and what they mean as figures of speech. When a friend says "it's raining cats and dogs," students know no animals are actually falling from the sky.

Reading a poem or passage aloud, students practice until their speed, expression, and understanding improve with each read-through.

Students use what they know about letter sounds, syllables, and word parts like prefixes and suffixes to figure out long, unfamiliar words on their own.

Students write and build on their own sentences, both in class discussions and on paper, describing real experiences and topics from fourth-grade subjects like science and social studies.

Students practice writing short sentences and building them into longer, more detailed ones by adding phrases like "after school" or "on the table." They learn to connect two ideas into a single sentence that flows clearly.

Students learn the unwritten rule that adjectives follow a set order in English. "A small red wooden box" sounds right; "a wooden red small box" sounds off. Students practice putting describing words in the right sequence so sentences read naturally.

Students learn to use helping verbs like "could," "would," "should," and "might" to show whether something is possible, necessary, or uncertain. A sentence like "We should finish before lunch" means something different from "We might finish before lunch."

Students learn which words in a title get a capital letter and which stay lowercase. Book, movie, and song titles follow specific rules, and this standard makes sure students can apply them correctly in their own writing.

Students practice placing commas between the street, city, and state when writing a mailing address.

When characters in a story talk, students use commas and quotation marks to show exactly who said what. They apply the same rules when copying someone's exact words in their writing.

Students figure out what unfamiliar words mean by paying attention during conversations, reading, and read-alouds, then use those words in their own speaking and writing.

When students hit an unfamiliar word, they use context clues from the surrounding sentences to figure out what it means. This skill also helps them sort out words that mean different things in different situations.

Students sort nouns into two buckets: things you can touch (a chair, a coin) and ideas you can't (freedom, courage). Then they practice choosing the right describing words for each kind.

Students learn words like "who," "which," "where," and "when" that connect one part of a sentence to another. They practice spotting these words in sentences they read and using them correctly in sentences they write.

Students learn words that sound alike but mean different things, such as "there," "their," and "they're," and use the right one when writing.

Students learn to spot figurative language like similes and metaphors, and to notice how closely related words differ in meaning. When reading or talking about everyday events and ideas, students choose words that carry exactly the right weight.

Students use familiar Greek and Latin word parts, like "bio" or "rupt," to figure out the meaning of an unfamiliar word without needing a dictionary.

Students study pairs of words that mean nearly the same thing or the opposite, noticing the small differences that make one word a better fit than another in a sentence.

Students sort words like "sure," "certain," and "positive" by how strong a feeling or belief they express. A word like "guess" carries less certainty than "know," and recognizing that difference sharpens both reading and writing.

Students learn what it means when a writer says "she ran like the wind" or "time flies." They practice spotting these figures of speech in what they read and explaining, in plain words, what the comparison or expression actually means.

Students pick a question they want to answer, find sources that actually help, and use what they learn to say or write something new. This standard is about the full research loop, from curious question to finished work.

Students look at photos, videos, ads, and articles and ask: who made this, why did they make it, and what effect is it meant to have. They practice deciding how much to trust a source before accepting what it says.

Students pick a topic they wonder about, write questions about it, and adjust those questions as they learn more. The goal is to keep curiosity focused as new information changes what they need to find out.

Students practice finding the answer to a question by looking it up in books, websites, or other sources, rather than guessing. They learn to choose sources that actually address what they need to know.

Students think about what they already know about a topic and use that to figure out where good information might be hiding, like a library, a website, or a person who knows the subject well.

Students find useful sources for a topic by searching books, websites, and library catalogs, then decide which ones actually answer their question.

Students practice searching the internet by trying different words and tools to see how the results change. Switching a search term or website can pull up a completely different set of sources.

Students find a person who knows the topic well, such as a family member, neighbor, or expert, and ask them questions to gather information for a research project.

Students search for information using more than one source, such as books, websites, and interviews, then decide which details actually answer their question.

Students take what they discovered during research and put it to use, whether by writing about it, presenting it, or passing it along to someone else.

Students look at a photo, ad, video, or news story and explain what feeling or idea it is designed to leave with the audience.

Students look at an ad, video, or news story and name the feeling it gives them, then think about why that feeling might push them to act a certain way.

Students look at an ad, a news story, or a social post and explain why someone might believe it and change their mind, or why they might not.

Students look at ads, news stories, and websites and figure out why they were made. Then they examine what words, images, or sounds the creator used to get that result.

Students look at a video, ad, or article and decide what it is really trying to do: teach something, change an opinion, sell a product, or just entertain.

Students look at two media sources covering the same topic and notice what each one includes, leaves out, or emphasizes differently.

Students look at a news story, ad, or video and decide whether a statement is someone's opinion or a fact that can be checked.

Students look at two or more sources on the same topic and check whether a fact in a news story, video, or post holds up when they cross-reference it.

Students look at a photo or ad and explain how swapping one word in the caption, or cropping the image, can shift what the whole message means.

Students look at a book, website, or video and figure out who made it and why they made certain choices, like what to include or leave out.

Students learn to ask who made or published something before trusting it. A news article, a website, or a book can look reliable, so knowing the person or group behind it helps students decide how much to believe.

Students learn that expertise on a topic can come from many places: a scientist who studies it, a doctor who treats it, or someone with years of hands-on experience. Not every expert has the same kind of knowledge.

Students look at a news article, website, or other source and notice what the creator chose to leave in and what they may have left out. Recognizing those choices helps students decide how much to trust what they read.

Students decide how to respond to a message they see or hear in media, whether by sharing it, ignoring it, or acting on it, based on what matters to them and their community.

Students look at ads, videos, or social posts and explain how the message might push them to act, buy, or believe something that has real effects on their life or neighborhood.

Students explain why certain ads, videos, or posts show up in their lives and how those messages are designed to grab attention so someone else makes money or gains influence.