Indiana – Language Arts: 4th Grade

4th Grade – Indiana State Standards for English/Language Arts
(for Indiana State Education Standards, click here)

Achieve100 supports these state standards by enabling students to practice and test their academic skills.  The following state state standards have been anzlyzed and the specific state standards are supported by Achieve100. Note: Where writing is an inherent part of a standard, Achieve100 supports the skill by providing students the opportunity to practice underlying foundation skills of writing.

READING: Word Recognition, Fluency, and Vocabulary Development

4.1 – Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, re-, -est, -ful), and context (the meaning of the text around a word). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.

4.1.1 – Decoding and Word Recognition: Read aloud grade-level-appropriate literary and informational texts with fluency and accuracy and with appropriate timing, changes in voice, and expression. (Core Standard)

4.1.2 – Vocabulary and Concept Development: Apply knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homographs (words that are spelled the same but have different meanings), and idioms (expressions that cannot be understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases. (Core Standard)

4.1.3 – Use knowledge of root words (nation, national, nationality) to determine the meaning of unknown words within a passage. (Core Standard)

4.1.4 – Use common roots (meter = measure) and word parts (therm = heat) derived from Greek and Latin to analyze the meaning of complex words (thermometer). (Core Standard)

4.1.6 – Distinguish and interpret words with multiple meanings (quarters) by using context clues (the meaning of the text around a word). (Core Standard)

4.1.7 – Use context to determine the meaning of unknown words. (Core Standard)

READING: Comprehension and Analysis of Nonfiction and Informational Text

4.2 – Students read and understand grade-level-appropriate material. The selections in the illustrate the quality and complexity of the materials to be read by students. At Grade 4, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online information.

4.2.1 – Structural Features of Informational and Technical Materials: Use the organization of informational text to strengthen comprehension. (Core Standard)

4.2.8 – Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) using sequence or chronology. (Core Standard)

4.2.2 – Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use appropriate strategies when reading for different purposes.

4.2.3 – Draw conclusions or make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations. (Core Standard)

4.2.4 – Evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas.

4.2.9 – Recognize main ideas and supporting details presented in expository (informational texts). (Core Standard)

4.2.5 – Compare and contrast information on the same topic after reading several passages or articles.

4.2.6 – Distinguish between cause and effect and between fact and opinion in informational text.

4.2.7 – Follow multiple-step instructions in a basic technical manual.

READING: Comprehension and Analysis of Literary Text

4.3 – Students read and respond to a wide variety of significant works of children’s literature. The selections in the illustrate the quality and complexity of the materials to be read by students. At Grade 4, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres.

4.3.1 – Structural Features of Literature: Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and other tales.

4.3.2 – Analysis of Grade-Level-Appropriate Literary Text: Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action. (Core Standard)

4.3.3 – Use knowledge of the situation, setting, and a character’s traits, motivations, and feelings to determine the causes for that character’s actions. (Core Standard)

4.3.4 – Compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there are similar tales in different cultures.

4.3.5 – Define figurative language, such as similes, metaphors, hyperbole, or personification, and identify its use in literary works.

4.3.6 – Determine the theme. (Core Standard)

4.3.7 – Identify the narrator in a selection and tell whether the narrator or speaker is involved in the story. (Core Standard)

4.6.8 – Spelling: Spell correctly roots (bases of words, such as unnecessary, cowardly), inflections (words like care/careful/caring), words with more than one acceptable spelling (like advisor/adviser), suffixes and prefixes (-ly, -ness, mis-, un-), and syllables (word parts each containing a vowel sound, such as sur•prise or e•col•o•gy).

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