📖 Grade 4 Reading & Writing

This path follows Georgia's K-12 English Language Arts Standards for Grade 4. Each level takes about 15 minutes. A level is passed with 4 of 5 right on its check (castles: 8 of 10). Progress is saved on this device. A grown-up can save it to their account from the grown-ups' page.

Georgia's K-12 English Language Arts Standards covered in Grade 4 Reading & Writing

• 4.F.F.1.a0/2

  Increase sight word vocabulary by reading regularly and irregularly spelled words in isolation and context with accuracy and automaticity.

• 4.F.F.1.b0/1

  Read a variety of unfamiliar grade-level texts with increasing automaticity.

• 4.F.F.1.c0/1

  Read a wide range of grade-level texts aloud with accurate prosody (phrasing, expression, juncture/pause, and intonation) to aid comprehension.

• 4.F.F.1.d0/1

  Self-correct while reading grade-level text (silently or aloud) to aid comprehension and fluency, rereading as necessary.

• 4.F.H.3.a0/1

  Read short texts written in cursive.

• 4.F.H.4.a0/1

  Form cursive letters and words legibly, using connectors between letters inside words.

• 4.F.H.4.b0/1

  Use appropriate spacing between cursive words in a sentence across lines on a page.

• 4.F.P.4.a0/4

  Decode and encode words with graphemes that represent multiple letter-sound correspondences.

• 4.F.P.4.b0/1

  Decode and encode single-syllable and multisyllabic words of all syllable types.

• 4.F.P.4.c0/5

  Decode and encode words with common prefixes and suffixes.

• 4.L.GC.1.270/1

  Grammar: Form and use prepositional phrases. (Master)

• 4.L.GC.1.280/1

  Grammar: Form and use comparative and superlative adjectives and adverbs. (Master)

• 4.L.GC.1.290/1

  Usage: Ensure pronoun-antecedent agreement. (Master)

• 4.L.GC.1.300/1

  Mechanics: Recognize and use conventional capitalization, quotation marks, and commas to indicate exact words and dialogue. (Master)

• 4.L.GC.1.310/1

  Grammar: Use relative pronouns and relative adverbs. (Master)

• 4.L.GC.1.320/1

  Grammar: Use interjections. (Master)

• 4.L.GC.1.330/1

  Grammar: Use helping and linking verbs. (Master)

• 4.L.GC.1.340/1

  Usage: Correctly use frequently confused words (e.g., to/too/two; there/their/they’re; advice/advise). (Master)

• 4.L.GC.1.350/1

  Mechanics: Recognize and use conventional capitalization in abbreviations, proper adjectives, and formal titles. (Master)

• 4.L.GC.1.360/1

  Mechanics: Use commas to indicate direct address and to set off the words yes and no. (Master)

• 4.L.GC.1.370/1

  Mechanics: Use apostrophes to form plural possessive nouns. (Master)

• 4.L.GC.1.380/1

  Grammar: Use indefinite pronouns, ensuring correct agreement. (Continue)

• 4.L.GC.1.390/1

  Grammar: Use subordinating conjunctions to join clauses. (Continue)

• 4.L.GC.1.400/1

  Mechanics: Use commas after introductory phrases or clauses. (Continue)

• 4.L.GC.1.410/1

  Mechanics: Use conventional capitalization and underlining, quotation marks, or italics to indicate titles of works. (Continue)

• 4.L.GC.1.420/1

  Grammar: Use intensive pronouns. (Introduce)

• 4.L.GC.1.430/2

  Grammar: Form and use the progressive, perfect, and perfect progressive verb aspects. (Introduce)

• 4.L.GC.1.440/1

  Grammar: Form and use participles. (Introduce)

• 4.L.GC.1.450/1

  Usage: Recognize and correct vague pronoun references. (Introduce)

• 4.L.GC.2.a0/1

  Apply understandings of sentence structure to comprehend a wide variety of grade-level texts. (I)

• 4.L.GC.2.b0/4

  Use a variety of simple, compound, and complex sentences to strengthen clarity and coherence, maintaining consistent verb tense within and between paragraphs. (C)

• 4.L.GC.2.c0/2

  Use correct subject-verb agreement to consistently achieve clarity in a variety of sentences. (C)

• 4.L.GC.2.d0/2

  Elaborate on ideas and information, using adjectives and adverbs when incorporating details and descriptions to convey precise meaning and engage audiences. (C)

• 4.L.V.1.a0/1

  Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)

• 4.L.V.1.b0/1

  Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings. (C)

• 4.L.V.2.a0/4

  Deconstruct words using knowledge of Greek and Latin roots, root words, and affixes to determine meaning. (I)

• 4.L.V.2.b0/2

  Explain how the part of speech and the meaning of a root or root word changes based on the use of different affixes (e.g., beautiful as an adjective vs. beautifully as an adverb). (I)

• 4.L.V.2.c0/2

  Construct words using knowledge of Greek and Latin roots, root words, and affixes. (C)

• 4.L.V.3.a0/3

  Use context (e.g., definitions, examples, or restatements in text) to determine or clarify the meaning of unknown and multiple- meaning words and phrases. (I)

• 4.L.V.3.b0/3

  Demonstrate understanding of words by relating them to their synonyms, antonyms, homophones, and homographs. (I)

• 4.L.V.3.c0/1

  Distinguish shades of meaning among closely related adverbs (e.g., quickly, swiftly, rapidly). (I)

• 4.L.V.3.d0/1

  Use print and digital reference materials (e.g., dictionaries, glossaries, thesauruses) to check spelling and determine or clarify the precise meaning of words and phrases. (I)

• 4.L.V.3.e0/1

  Use knowledge of word relationships and learned vocabulary words and phrases to make precise word choices when speaking and writing. (C)

• 4.P.AC.1.a0/1

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 4.P.AC.1.b0/1

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 4.P.AC.2.b0/1

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 4.P.AC.2.d0/1

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

• 4.P.AC.3.a0/1

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 4.P.AC.3.b0/1

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 4.P.AC.3.d0/1

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

• 4.P.CP.2.e0/1

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

• 4.P.EICC.3.a0/1

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 4.P.EICC.3.b0/1

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 4.P.EICC.3.d0/1

  Summarize and visualize sections of the text to maintain understanding. (I)

• 4.P.EICC.3.e0/1

  Make and track predictions about the events and information likely to come next. (I)

• 4.P.EICC.3.f0/2

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 4.P.EICC.3.g0/2

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

• 4.P.EICC.40/3

  Writing Processes: Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts.

• 4.P.EICC.4.a0/1

  Establish a purpose and goals for writing and identify a target audience. (C)

• 4.P.EICC.4.b0/1

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 4.P.EICC.4.c0/1

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 4.P.EICC.4.d0/1

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 4.P.EICC.4.h0/1

  Edit the text, ensuring it adheres to the conventions of written language. (C)

• 4.P.ST.1.a0/1

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 4.P.ST.1.b0/1

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 4.P.ST.2.a0/1

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 4.P.ST.2.b0/1

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 4.T.C.1.a0/1

  Determine audience and identify the development of the purpose across a text. (I)

• 4.T.C.1.b0/3

  Classify various texts by mode and describe how the author's choice of mode influences audiences and contributes to the overall purpose and effect. (I)

• 4.T.C.1.c0/2

  Create multimodal texts, using features of pre-selected modes for a specific purpose and audience. (C)

• 4.T.C.2.a0/1

  Compare and contrast the perspectives of different narrators or speakers in a text. (I)

• 4.T.C.2.c0/1

  Identify the context in which a text is written (e.g., time period, individual, situational). (I)

• 4.T.RA.1.a0/1

  Generate questions about a self-selected topic of interest to be researched, asking open-ended questions to deepen and extend understanding of the topic and related ideas and information. (I)

• 4.T.RA.1.b0/2

  Conduct research by locating, gathering, curating, and integrating information from multiple credible sources, including print, digital, and personal communication, about a self-selected topic. (I)

• 4.T.RA.1.c0/1

  Consider and integrate information from research, including relevant and accurate evidence from two or more credible sources. (C)

• 4.T.RA.2.a0/1

  Refer to specific passages or quotations from a text to support an idea, answer, or opinion. (I)

• 4.T.RA.2.b0/1

  Determine the credibility and relevance of a source text based on known information about the author and/or organization. (I)

• 4.T.SS.1.a0/2

  Compare and contrast the text features (e.g., icons, hyperlinks) and organizational structures (e.g. chronological order, rhyme pattern) of texts written in different genres/for certain purposes, on the same topic. (I)

• 4.T.SS.1.b0/2

  Design texts using a variety of text structures and features, according to purpose and audience. (C)

• 4.T.SS.1.c0/3

  Use conjunctions and transition words or phrases, such as similarly and in contrast, to show relationships between ideas and information. (C)

• 4.T.SS.1.d0/1

  Craft related sentences into cohesive paragraphs that follow a chosen structure using transitions. (C)

• 4.T.SS.2.a0/2

  Identify and explain how figurative language, such as hyperboles and personification, shapes how ideas and information in texts are understood. (I)

• 4.T.SS.2.b0/3

  Use figurative language for intentional effects when expressing ideas or conveying information. (C)

• 4.T.T.1.a0/2

  Analyze the use of narrative techniques to present ideas, design texts, and convey information about characters, setting, and plot. (I)

• 4.T.T.1.b0/2

  Describe how the text’s protagonist and antagonist function in the plot, drive the conflict, and contribute to the development of other characters. (I)

• 4.T.T.1.c0/1

  Identify and describe common themes in texts (e.g., good vs. evil) that are revealed through details about characters. (I)

• 4.T.T.1.d0/2

  Compare and contrast the approach to similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from diverse cultures. (I)

• 4.T.T.1.e0/1

  Apply narrative techniques (e.g., character, setting, problem, resolution, and dialogue) to develop a real or imagined experience using descriptive details, clear event sequences, and a conclusion. (C)

• 4.T.T.2.a0/1

  Discuss and evaluate techniques used to present and design expository texts, including facts and key details used to support the main idea. (I)

• 4.T.T.2.b0/1

  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (I)

• 4.T.T.2.c0/2

  Integrate and classify information from multiple texts on the same topic in relationship to important points and key details. (I)

• 4.T.T.2.d0/1

  Apply expository techniques that clearly introduce a topic, group paragraphs or sections to develop the topic with facts and other information (e.g., definitions, concrete details, quotations), use precise language, and provide a concluding statement or section.

• 4.T.T.3.a0/1

  Discuss and evaluate techniques used to present and design opinion and argumentative texts, including author’s opinion or claim, supporting reasons, and evidence. (I)

• 4.T.T.3.c0/2

  Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons and evidence to support the opinion with linking words (e.g., because, therefore, since, for example) to connect the opinion and reasons, and provide a concluding statement or section. (C)

• 4.T.T.4.a0/2

  Discuss and explain techniques used to present and design different types of poetry, including free verse, rhymed verse, haiku, and limerick. (I)

• 4.T.T.4.b0/1

  Apply poetic techniques to produce poetry and engage audiences that use a predetermined rhyme scheme to achieve an intended effect. (C)

🗺️ All 80 levels in Grade 4 Reading & Writing