Hawaii Common Core Standards (adopted in 2024): Grade 4
Skills available for Hawaii Grade 4 language arts standards
Strand
Print skill plan
4.RF
Reading Foundations
Phonics and Word Recognition
4.RF.3 Know and apply grade-level phonics and word analysis skills to read:
4.RF.3 Know and apply grade-level phonics and word analysis skills to read:
4.RF.3.a: Read multisyllabic words in isolation and in text, including: Latin Roots and Affixes, Common Greek Roots and Affixes
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
4.RF.3.a: Read multisyllabic words in isolation and in text, including: Latin Roots and Affixes, Common Greek Roots and Affixes
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
4.RF.3.b: Read complex decodable and irregular high frequency words.
4.RF.3.b: Read complex decodable and irregular high frequency words.
4.RF.4 Read grade-level text orally with fluency (accuracy, automaticity, and prosody) to support comprehension, in accordance with grade-level fluency norms.
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
4.RF.4 Read grade-level text orally with fluency (accuracy, automaticity, and prosody) to support comprehension, in accordance with grade-level fluency norms.
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
4.RI
Reading Informational
Key Ideas and Details
4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
4.RI.2 Analyze informational text development:
4.RI.2 Analyze informational text development:
4.RI.2.a: Determine the main/central idea of a text and explain how it is supported by key details.
4.RI.2.a: Determine the main/central idea of a text and explain how it is supported by key details.
4.RI.2.b: Summarize the text, incorporating an explanation of how the key details support the main/central idea.
4.RI.2.b: Summarize the text, incorporating an explanation of how the key details support the main/central idea.
4.RI.3 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.
Text relationships
Supporting details
4.RI.3 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.
Text relationships
Supporting details
Craft and Structure
4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Academic vocabulary
Domain-specific vocabulary
Vocabulary in context
Informational texts: level 1
Informational texts: level 2
4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Academic vocabulary
Domain-specific vocabulary
Vocabulary in context
Informational texts: level 1
Informational texts: level 2
4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Integration of Knowledge and Ideas
4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.
4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.
4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
4.RI.10 Read and comprehend informational texts appropriately complex for grade 4.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
4.RI.10 Read and comprehend informational texts appropriately complex for grade 4.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
4.RL
Reading Literature
Key Ideas and Details
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
4.RL.2 Analyze literary text development:
4.RL.2 Analyze literary text development:
4.RL.2.a: Determine a theme of a story, drama, or poem from details in the text.
4.RL.2.a: Determine a theme of a story, drama, or poem from details in the text.
4.RL.2.b: Summarize the text, incorporating a theme determined from details in the text.
4.RL.2.b: Summarize the text, incorporating a theme determined from details in the text.
4.RL.3 Describe story elements:
4.RL.3 Describe story elements:
4.RL.3.a: Drawing on specific details in the text, describe in depth a character, setting, or event in a story or drama.
Character analysis
Story elements
4.RL.3.a: Drawing on specific details in the text, describe in depth a character, setting, or event in a story or drama.
Character analysis
Story elements
Craft and Structure
4.RL.4 Determine the meaning of words and phrases as they are used in a text, including allusions to history, mythology, pop culture, etc. (e.g., Rose is such an Einstein).
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
4.RL.4 Determine the meaning of words and phrases as they are used in a text, including allusions to history, mythology, pop culture, etc. (e.g., Rose is such an Einstein).
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
4.RL.6 Compare and contrast the perspectives from which different stories are narrated, including identifying the point of view of the narrations.
4.RL.6 Compare and contrast the perspectives from which different stories are narrated, including identifying the point of view of the narrations.
Integration of Knowledge and Ideas
4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
4.RL.9 Compare and contrast the treatment of 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 different cultures.
4.RL.9 Compare and contrast the treatment of 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 different cultures.
Range of Reading and Level of Text Complexity
4.RL.10 Read and comprehend literary texts appropriately complex for grade 4.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
4.RL.10 Read and comprehend literary texts appropriately complex for grade 4.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
4.WF
Writing Foundations
Handwriting, Spelling, and Sentence Formation
4.WF.1 Demonstrate and apply correct handwriting skills:
4.WF.1 Demonstrate and apply correct handwriting skills:
4.WF.1.a: Legibly and fluently write in manuscript to produce grade-appropriate tasks.
4.WF.1.a: Legibly and fluently write in manuscript to produce grade-appropriate tasks.
4.WF.2 Know and apply phonics and word analysis skills when encoding words:
4.WF.2 Know and apply phonics and word analysis skills when encoding words:
4.WF.2.a: Spell single-syllable words that are homophones.
4.WF.2.a: Spell single-syllable words that are homophones.
4.WF.2.b: Spell regular two- and three-syllable words that:
4.WF.2.b: Spell regular two- and three-syllable words that:
Include common Latin roots (e.g., port, form, ject, fer)
Include common Latin roots (e.g., port, form, ject, fer)
Include less common prefixes (e.g., fore-, pro-, trans-)
Include less common prefixes (e.g., fore-, pro-, trans-)
Include the schwa (e.g., active, nation, abandon)
Include the schwa (e.g., active, nation, abandon)
4.WF.2.c: Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words.
4.WF.2.c: Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words.
4.WF.2.d: Consult reference materials, including dictionaries, as needed to check and correct spellings.
4.WF.2.d: Consult reference materials, including dictionaries, as needed to check and correct spellings.
4.WF.3 Demonstrate command of the conventions of English when writing, including multi-paragraph texts:
4.WF.3 Demonstrate command of the conventions of English when writing, including multi-paragraph texts:
4.WF.3.a: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Subjects and predicates
Complete sentences
4.WF.3.a: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Subjects and predicates
Complete sentences
4.WF.3.b: Use correct capitalization.
4.WF.3.b: Use correct capitalization.
4.WF.3.c: Use commas and quotation marks to mark direct speech and quotations from a text.
4.WF.3.c: Use commas and quotation marks to mark direct speech and quotations from a text.
4.WF.3.d: Use a comma before a coordinating conjunction in a compound sentence.
4.WF.3.d: Use a comma before a coordinating conjunction in a compound sentence.
4.W
Writing
Text Types and Purposes
4.W.1 Write opinion/argumentative pieces on topics or texts, supporting a claim with reasons and information:
4.W.1 Write opinion/argumentative pieces on topics or texts, supporting a claim with reasons and information:
4.W.1.a: Introduce a topic or text clearly, state a claim, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
4.W.1.a: Introduce a topic or text clearly, state a claim, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
4.W.1.b: Provide reasons that are supported by facts and details.
4.W.1.b: Provide reasons that are supported by facts and details.
4.W.1.c: Link claim and reasons using words and phrases (e.g., for instance, in order to, in addition).
4.W.1.c: Link claim and reasons using words and phrases (e.g., for instance, in order to, in addition).
4.W.1.d: Provide a conclusion that follows from the argument presented, as appropriate to the task.
4.W.1.d: Provide a conclusion that follows from the argument presented, as appropriate to the task.
4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly:
4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly:
4.W.2.a: Introduce a topic clearly and organize related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension.
4.W.2.a: Introduce a topic clearly and organize related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension.
4.W.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Development and support
Plagiarism
4.W.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Development and support
Plagiarism
4.W.2.c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4.W.2.c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
4.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
4.W.2.e: Provide a concluding statement or section related to the information or explanation presented.
4.W.2.e: Provide a concluding statement or section related to the information or explanation presented.
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:
4.W.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4.W.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4.W.3.b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
4.W.3.b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
4.W.3.c: Use a variety of transitional words and phrases to manage the sequence of events.
4.W.3.c: Use a variety of transitional words and phrases to manage the sequence of events.
4.W.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Shades of meaning
Sensory details
4.W.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Shades of meaning
Sensory details
4.W.3.e: Provide a conclusion that follows from the narrated experiences or events.
4.W.3.e: Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
4.W.4 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
4.W.4 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
4.W.5 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
4.W.5 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Research to Build and Present Knowledge
4.W.6 Conduct short research projects that build knowledge through investigation of different aspects of a topic:
4.W.6 Conduct short research projects that build knowledge through investigation of different aspects of a topic:
4.W.6.a: Write notes on relevant information collected from experiences and/or print and digital sources, sort into categories, and provide a list of sources.
Organization
Analyze sources
Supporting details
Plagiarism
4.W.6.a: Write notes on relevant information collected from experiences and/or print and digital sources, sort into categories, and provide a list of sources.
Organization
Analyze sources
Supporting details
Plagiarism
4.W.6.b: Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.W.6.b: Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.L
Language
Conventions of English
4.L.1 Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking:
4.L.1 Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking:
4.L.1.a: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Relative pronouns
Relative adverbs
4.L.1.a: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Relative pronouns
Relative adverbs
4.L.1.b: Use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
4.L.1.b: Use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
4.L.1.c: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
4.L.1.c: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
4.L.1.d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
4.L.1.d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
4.L.1.e: Use prepositional phrases.
4.L.1.e: Use prepositional phrases.
4.L.1.f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Subjects and predicates
Complete sentences
4.L.1.f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Subjects and predicates
Complete sentences
4.L.1.g: Correctly use frequently confused words (e.g., to, too, two; there, their).
4.L.1.g: Correctly use frequently confused words (e.g., to, too, two; there, their).
Vocabulary Acquisition and Use
4.L.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies:
4.L.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies:
4.L.2.a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Vocabulary in context
Multiple-meaning words
Idioms
Figurative language
4.L.2.a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Vocabulary in context
Multiple-meaning words
Idioms
Figurative language
4.L.2.b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
4.L.2.b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
4.L.2.c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Reference skills
Dictionary skills
Thesaurus skills
4.L.2.c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Reference skills
Dictionary skills
Thesaurus skills
4.L.3 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings:
4.L.3 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings:
4.L.3.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
4.L.3.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
4.L.3.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
4.L.3.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
4.L.3.c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Synonyms
Antonyms
4.L.3.c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Synonyms
Antonyms
4.L.4 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details
Shades of meaning
4.L.4 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details
Shades of meaning