Grade 4 ELA Arkansas Standards

Participate in collaborative conversations following class created guidelines to expand upon conversations.

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

Use relevant, descriptive details to orally report on a topic or text, tell a story, or recount an experience, speaking clearly at an understandable pace.

Use visual displays and/or audio appropriately to emphasize or enhance certain facts or details when presenting.

Speak audibly, using standard English as appropriate to the task and/or situation.

Decode words, using knowledge of Latin prefixes, bases, and suffixes and connectives.

Encode words with less common vowel teams (e.g., vein, ceiling; neighbor; thief; juice).

Encode words with silent letters (e.g., knit, gnat, wrap, comb, ghost).

Encode words, using knowledge of Latin prefixes, assimilated prefixes, bases, and suffixes and with the use of connectives as needed.

Write fluently and legibly in cursive, using correctly formed letters with appropriate slant, spacing, and line awareness.

Orally read texts with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.

Use plural possessive nouns with correct apostrophe placement (e.g., dogs' house vs. dog's house).

Use subordinating conjunctions to produce complex sentences.

Use interjections (e.g., eek, yikes).

Use prepositional phrases.

Use contractions.

Produce complex sentences, using dependent clauses and subordinating conjunctions.

Use correct capitalization.

Capitalize words for emphasis (e.g., WOW! NO!).

Capitalize dialogue.

Use end marks in dialogue.

Use commas in dialogue.

Use relative pronouns (e.g., who, which, that, whose, whom).

Use commas in quotations from a text.

Use commas to separate an introductory element.

Use quotation marks in dialogue.

Use quotation marks in quotations from a text.

Use possessive pronouns as adjectives (e.g., their house, her dog).

Use royal order when arranging adjectives (i.e., opinion-size-age-shape-color-origin-material-purpose noun).

Use comparative and superlative adjectives (e.g., funnier, funniest).

Use verb tense to convey various times, sequences, states, and conditions.

Use progressive verb tenses (i.e., helping verbs).

Use subject/verb agreement.

Use comparative and superlative adverbs (e.g., farther, farthest).

Ask questions about key details in a text.

Compare and contrast stories with similar central messages and topics.

Explain what information is gained from adding multimedia elements to the reading of a text.

Compare and contrast the perspectives of two texts, noting the differences between first and third person narrations.

Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.

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

Integrate information from two texts on the same topic when writing or speaking about the topic.

Describe the structure of a text or a portion of a text (e.g., chronology, comparison, cause/effect, description, problem/solution).

Explain how information presented visually, orally, or quantitatively (e.g., charts and graphs) contributes to a text.

Compare and contrast a firsthand and secondhand account of the same event or topic.

Answer explicit and inferential questions, using details from a text.

Summarize multi-paragraph texts, providing key details to demonstrate understanding of the central message or topic.

Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.

Use background knowledge and details, including illustrations, charts, and graphs, to make inferences about what happens in a text.

Demonstrate reading comprehension of age and grade-appropriate texts by speaking or writing.

Describe how a character changes throughout a story.

Explain how the setting contributes to the plot of a story.

Determine the theme of a story.

Determine or clarify the meaning of words and phrases in texts read aloud or independently.

Use context clues to infer the meaning of words or phrases.

Consult reference materials to clarify pronunciation and/or precise meaning of words.

Use the relationship between a word and its antonyms and synonyms to deepen understanding.

Determine the meaning of specific academic language, including words and phrases that signal precise actions or emotions.

Explain the meaning of figurative language, including similes, metaphors, and idioms.

Use knowledge of Latin prefixes, bases, and suffixes as clues to meaning (e.g., construct, instruct, deconstruction; structure, infrastructure; nation, nature, nativity).

Write an opinion (argument) to convince the reader to take action or adopt a position, including logical reasons supported by evidence from relevant sources.

Take notes, sort evidence into categories, and include a list of sources.

Write informative or explanatory pieces about a topic, using sources.

Write a narrative, using a logical plot (sequence of events, characters, and setting) and strong voice.

Produce clear and coherent writing, using precise language, relevant details, elaboration, and grade-appropriate conventions.

Organize writing logically, constructing an introduction, body, and conclusion.

Use transitional words, phrases, and clauses to connect ideas.

Plan and revise writing to convey ideas precisely.

Edit writing to include K-4 language conventions for publishing.

Conduct short research by gathering and paraphrasing information from relevant experiences and/or from sources to produce a written response.

Phonics Decoding (Word Reading)

Handwriting

Foundational Reading

Structures

Vocabulary

Fluency

Oral Language

Language

Collaborative Communication

Reading Literature

Conventions

Reading Comprehension

Phonics Encoding (Word Writing)

Writing

Style

Presentation

Reading Information

Production

Reading Fundamentals

An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

use a very limited set of strategies to from read-alouds, simple written texts, and oral presentations:

identify a few key words and phrases

use an emerging set of strategies to from read-alouds, simple written texts, and oral presentations.:

identify the main topic

retell a few key details

use a developing set of strategies to from read-alouds, simple written texts, and oral presentations:

determine the main idea or theme, and

retell a few key details

retell familiar stories

use an increasing range of strategies to from read-alouds, written texts, and oral presentations.:

determine the main idea or theme, and

explain how some key details support the main idea or theme

summarize part of a text

use a wide range of strategies to from read-alouds, written texts, and oral presentations:

determine two or more main ideas or themes

explain how key details support the main ideas or themes

summarize a text

An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.

with support (including context and visual aids),

recognize and use a small number of frequently occurring nouns, noun phrases, and verbs

understand and respond to simple questions.

with support (including visual aids and modeled sentences),

recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions

produce simple sentences in response to prompts.

with support (including modeled sentences),

use some relative pronouns (e.g., who, whom, which, that),

use some relative adverbs (e.g., where, when, why),

use some prepositional phrases

produce and expand simple and compound sentences.

Level 4

use relative pronouns (e.g., who, whom, which, that),

use relative adverbs (e.g., where, when, why),

use prepositional phrases

use subordinating conjunctions

produce and expand simple, compound, and a few complex sentences.

Level 5

use relative pronouns (e.g., who, whom, which, that),

use relative adverbs (e.g., where, when, why)

use prepositional phrases

use subordinating conjunctions

use the progressive and perfect verb tenses

produce and expand simple, compound, and complex sentences.

An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

about familiar topics.

participate in short conversations

participate in short written exchanges

actively listen to others

respond to simple questions and some whquestions

about familiar topics and texts.

participate in short conversations

participate in short written exchanges

actively listen to others

respond to simple questions and whquestions

about familiar topics and texts.

participate in short conversations and discussions

participate in short written exchanges

respond to others’ comments

add some comments of his or her own

ask and answer questions

about a variety of topics and texts.

participate in conversations and discussions

participate in written exchanges

build on the ideas of others

express his or her own ideas

ask and answer relevant questions

add relevant information and evidence

about a variety of topics and texts.

participate in extended conversations and discussions

participate in extended written exchanges

build on the ideas of others

express his or her own ideas clearly

pose and respond to relevant questions

add relevant and detailed information using evidence

summarize the key ideas expressed

An ELL can . . . speak and write about gradeappropriate complex literary and informational texts and topics.

about familiar texts, topics, events, or objects in the environment.

communicate simple information

about familiar texts, topics, and experiences.

deliver short oral presentations

compose written texts

including a few details, about familiar texts, topics, and experiences.

deliver short oral presentations

compose written narratives or informational texts

including some details, about a variety of texts, topics, and experiences.

deliver short oral presentations

compose written narratives or informational texts

including details and examples to develop a topic, about a variety of texts, topics, and experiences.

deliver oral presentations

compose written narrative or informational texts

An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

Level 1

express an opinion about a familiar topic.

Level 2

construct a simple claim about a familiar topic

give a reason to support the claim.

Level 3

construct a claim about familiar topics

introduce the topic

provide a few reasons or facts to support the claim.

Level 4

construct a claim about a variety of topics

introduce the topic

provide several reasons or facts to support the claim

provide a concluding statement.

Level 5

construct a claim about a variety of topics

introduce the topic

provide logically ordered reasons or facts to support the claim

provide a concluding statement.

An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.

Level 1

recall information from experience

gather information from a few provided sources

label some key information.

Level 2

recall information from experience

gather information from provided sources

record some information.

Level 3

recall information from experience

gather information from print and digital sources to answer a question

identify key information in orderly notes.

Level 4

recall information from experience

gather information from print and digital sources to answer a question

record information in organized notes, with charts, tables, or other graphics, as appropriate

provide a list of sources.

Level 5

recall information from experience

gather information from print and digital sources

summarize key ideas and information in detailed and orderly notes, with graphics as appropriate

provide a list of sources.

An ELL can analyze and critique the arguments of others orally and in writing.

Level 1

identify a point an author or speaker makes.

Level 2

identify a reason an author or speaker gives to support a main point

agree or disagree with the author or speaker.

Level 3

tell how one or two reasons support the specific points an author or speaker makes or fails to make.

Level 4

describe how reasons support the specific points an author or speaker makes or fails to make.

Level 5

explain how an author or speaker uses reasons and evidence to support or fail to support particular points

(at grade 5) identify which reasons and evidence support which points.

An ELL can adapt language choices to purpose, task, and audience when speaking and writing.

Level 1

recognize the meaning of some words learned through conversations, reading, and being read to.

with emerging control,

adapt language choices to different social and academic contents

use some words learned through conversations, reading, and being read to.

with developing control, in conversation, discussions, and short written text.

adapt language choices according to purpose, task, and audience

use an increasing number of general academic and content-specific words, phrases, and expressions

with increasing ease, in speech and writing.

adapt language choices and style (includes register) according to purpose, task, and audience

use a wider range of general academic and contentspecific words and phrases

in speech and writing.

adapt language choices and style according to purpose, task, and audience

use a wide variety of general academic and content-specific words and phrases

An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.

relying heavily on context, visual aids, and knowledge of morphology in his or her native language, in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions

using context, some visual aids, reference materials, and knowledge of morphology in his or her native language, in simple oral discourse, readalouds, and written texts about familiar topics, experiences, or events.

determine the meaning of some frequently occurring words, phrases, and expressions

using context, visual aids, reference materials, and a developing knowledge of English morphology, in texts about familiar topics, experiences, or events.

determine the meaning of frequently occurring words and phrases

determine the meanings of some idiomatic expressions

using context, reference materials, and an increasing knowledge of English morphology, in texts about a variety of topics, experiences, or events.

determine the meaning of general academic and content-specific words, phrases

determine the meaning of a growing number of idiomatic expressions

using context, reference materials, and knowledge of English morphology, in texts about a variety of topics, experiences, or events.

determine the meaning of general academic and content-specific words and phrases

determine the meaning of figurative language (e.g., metaphors, similes, adages, and proverbs)

An ELL can create clear and coherent grade-appropriate speech and text.

with support (including context and visual aids), and using non-verbal communication, with limited control.

communicate simple information about an event or topic

use a narrow range of vocabulary and syntactically simple sentences

with support (including visual aids and modeled sentences), with emerging control.

communicate simple information about a topic

recount a simple sequence of events in order

use frequently occurring linking words (e.g., and, then)

with support (including modeled sentences), with developing control.

introduce an informational topic

present one or two facts about the topic

recount a short sequence of events in order

use an increasing range of temporal and other linking words (e.g., next, because, and, also)

provide a concluding statement

with increasingly independent control.

introduce an informational topic

develop the topic with facts and details

recount a more detailed sequence of events, with a beginning, middle, and end

use transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result)

provide a conclusion

Level 5

introduce an informational topic

develop the topic with facts and details

recount a more detailed sequence of events, with a beginning, middle, and end

use a variety of linking words and phrases to connect ideas, information, or events

provide a concluding statement or section.