Massachusetts Curriculum Frameworks: Grade 4
Skills available for Massachusetts fourth-grade language arts standards
Section
Print skill plan
RL
Reading: Literature
Key Ideas and Details
RL.1 Refer to details and examples in a text when explaining what the text states explicitly and when drawing inferences from the text.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
RL.1 Refer to details and examples in a text when explaining what the text states explicitly and when drawing inferences from the text.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize a text.
Theme
Summary
RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize a text.
Theme
Summary
RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions)
Character analysis
Story elements
RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions)
Character analysis
Story elements
Craft and Structure
RL.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean); explain how figurative language (e.g., simile, metaphor) enriches a text.
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
RL.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean); explain how figurative language (e.g., simile, metaphor) enriches a text.
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
RL.5 Explain major differences among prose, poetry, and drama and refer to the structural elements of each (e.g., paragraphs and chapters for prose; stanza and verse for poetry; scene, stage directions, cast of characters for drama) when writing or speaking about a text.
RL.5 Explain major differences among prose, poetry, and drama and refer to the structural elements of each (e.g., paragraphs and chapters for prose; stanza and verse for poetry; scene, stage directions, cast of characters for drama) when writing or speaking about a text.
RL.6 Compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL.6 Compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and Ideas
RL.7 Make connections between a written story or drama and its visual or oral presentation, identifying where the presentation reflects specific descriptions and directions in the written text.
RL.7 Make connections between a written story or drama and its visual or oral presentation, identifying where the presentation reflects specific descriptions and directions in the written text.
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.
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
RL.10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 4.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
RL.10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 4.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
RI
Reading: Informational Text
Key Ideas and Details
RI.1 Refer to details and examples in a text when explaining what the text states explicitly and when drawing inferences from the text.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
RI.1 Refer to details and examples in a text when explaining what the text states explicitly and when drawing inferences from the text.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize a text.
RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize a text.
RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, mathematical, or technical text, including what happened and why, based on specific information in the text.
Text relationships
Supporting details
RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, mathematical, or technical text, including what happened and why, based on specific information in the text.
Text relationships
Supporting details
Craft and Structure
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
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
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.
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.
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.
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
RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears.
RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears.
RI.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.9 Integrate information from two texts on the same topic in order to write or speak knowledgeably about the subject.
RI.9 Integrate information from two texts on the same topic in order to write or speak knowledgeably about the subject.
Range of Reading and Level of Text Complexity
RI.10 Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts, exhibiting complexity appropriate for at least grade 4.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RI.10 Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts, exhibiting complexity appropriate for at least grade 4.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RF
Reading: Foundational Skills
Phonics and Word Recognition
RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
Compound words
Multisyllabic words
RF.3.a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
Compound words
Multisyllabic words
Fluency
RF.4 Read with sufficient accuracy and fluency to support comprehension.
RF.4 Read with sufficient accuracy and fluency to support comprehension.
RF.4.a: Read grade-level text with purpose and understanding.
Sight words
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
RF.4.a: Read grade-level text with purpose and understanding.
Sight words
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
RF.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary in context
Multiple-meaning words
Idioms
RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary in context
Multiple-meaning words
Idioms
W
Writing
Text Types and Purposes
W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.1.a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped in paragraphs and sections to support the writer's purpose.
W.1.a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped in paragraphs and sections to support the writer's purpose.
W.1.b: Provide reasons that are supported by facts and details.
W.1.b: Provide reasons that are supported by facts and details.
W.1.c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.1.c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.1.d: Provide a concluding statement or section related to the opinion presented.
W.1.d: Provide a concluding statement or section related to the opinion presented.
W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.2.a: Introduce a topic clearly and group related information in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.2.a: Introduce a topic clearly and group related information in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
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
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
W.2.c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.2.c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
W.2.e: Provide a concluding statement or section related to the information or explanation presented.
W.2.e: Provide a concluding statement or section related to the information or explanation presented.
W.3 Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.
W.3 Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.
W.3.a: Orient the reader by establishing a situation and introducing a speaker, narrator, and/or characters; organize an appropriate narrative sequence.
W.3.a: Orient the reader by establishing a situation and introducing a speaker, narrator, and/or characters; organize an appropriate narrative sequence.
W.3.b: Use dialogue and description to develop experiences or events or show responses to situations.
W.3.b: Use dialogue and description to develop experiences or events or show responses to situations.
W.3.c: Use a variety of transitional words and phrases to manage sequence.
W.3.c: Use a variety of transitional words and phrases to manage sequence.
W.3.d: Use concrete words and phrases, figurative language such as similes and metaphors, and sensory details to convey experiences or events precisely.
Shades of meaning
Sensory details
W.3.d: Use concrete words and phrases, figurative language such as similes and metaphors, and sensory details to convey experiences or events precisely.
Shades of meaning
Sensory details
W.3.e: Provide a sense of closure appropriate to the narrated experiences or events.
W.3.e: Provide a sense of closure appropriate to the narrated experiences or events.
W.3.f: For poems, use patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) and visual patterns (e.g., line length, grouped lines as stanzas or verses) to create works that are distinctly different in form from prose narratives.
W.3.f: For poems, use patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) and visual patterns (e.g., line length, grouped lines as stanzas or verses) to create works that are distinctly different in form from prose narratives.
Production and Distribution of Writing
W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Author's purpose
Organization
Introductions and conclusions
Development and support
W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Author's purpose
Organization
Introductions and conclusions
Development and support
W.5 Develop and strengthen writing as needed by planning, revising, and editing.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
W.5 Develop and strengthen writing as needed by planning, revising, and editing.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
W.5.a: Demonstrate command of standard English conventions (as described in Language Standards 1–3 up to and including grade 4).
Digraphs
Long vowels
Open and closed syllables
Soft g and c
Consonant-l-e
Tone
Descriptive details
Sentence variety
Revision
Synonyms and antonyms
Shades of meaning
Reference skills
Subjects and predicates
Sentence types
Sentences, fragments, and run-ons
Nouns
Regular plurals
Irregular plurals
Personal pronouns
Possessive pronouns
Reflexive pronouns
Relative pronouns
Verb types
Subject-verb agreement
Regular past tense
Irregular past tense
To be
To have
Future tense
Progressive tense
Perfect tense
Articles
Adjectives
Comparative adjectives
Adverbs
Adjectives and adverbs
Prepositions
Conjunctions
Contractions
Commas
Capitalization
Greetings and closings
Formatting
W.5.a: Demonstrate command of standard English conventions (as described in Language Standards 1–3 up to and including grade 4).
Digraphs
Long vowels
Open and closed syllables
Soft g and c
Consonant-l-e
Tone
Descriptive details
Sentence variety
Revision
Synonyms and antonyms
Shades of meaning
Reference skills
Subjects and predicates
Sentence types
Sentences, fragments, and run-ons
Nouns
Regular plurals
Irregular plurals
Personal pronouns
Possessive pronouns
Reflexive pronouns
Relative pronouns
Verb types
Subject-verb agreement
Regular past tense
Irregular past tense
To be
To have
Future tense
Progressive tense
Perfect tense
Articles
Adjectives
Comparative adjectives
Adverbs
Adjectives and adverbs
Prepositions
Conjunctions
Contractions
Commas
Capitalization
Greetings and closings
Formatting
W.5.b: Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4–6 up to and including grade 4).
Figurative language
Sensory details
Revision
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Compound words
Related words
Synonyms and antonyms
Homophones
Multiple-meaning words
Idioms and adages
Shades of meaning
Context clues
Reference materials
Adjectives
Prepositions
Conjunctions
Abbreviations
W.5.b: Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4–6 up to and including grade 4).
Figurative language
Sensory details
Revision
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Compound words
Related words
Synonyms and antonyms
Homophones
Multiple-meaning words
Idioms and adages
Shades of meaning
Context clues
Reference materials
Adjectives
Prepositions
Conjunctions
Abbreviations
W.6 Use technology, including current web-based communication platforms, 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.
W.6 Use technology, including current web-based communication platforms, 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
W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Organization
Analyze sources
Supporting details
Plagiarism
W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Organization
Analyze sources
Supporting details
Plagiarism
W.9 Draw evidence from literary or informational texts to support written analysis, reflection, and research, applying one or more grade 4 standards for Reading Literature or Reading Informational Text as needed.
Literary texts
Informational texts
W.9 Draw evidence from literary or informational texts to support written analysis, reflection, and research, applying one or more grade 4 standards for Reading Literature or Reading Informational Text as needed.
Literary texts
Informational texts
Range of Writing
W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
L
Language
Conventions of Standard English
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.
L.1.a: Produce complete sentences, using knowledge of subject and predicate to recognize and correct inappropriate sentence fragments and run-on sentences.
Subjects and predicates
Complete sentences
L.1.a: Produce complete sentences, using knowledge of subject and predicate to recognize and correct inappropriate sentence fragments and run-on sentences.
Subjects and predicates
Complete sentences
L.1.b: Correctly use frequently confused words (e.g., their/there).
L.1.b: Correctly use frequently confused words (e.g., their/there).
L.1.c: Use helping verbs, also known as auxiliaries (e.g., can, may, might, should), to convey various conditions of possibility, likelihood, obligation, or permission, choosing among helping verbs depending on the overall meaning of the sentence.
L.1.c: Use helping verbs, also known as auxiliaries (e.g., can, may, might, should), to convey various conditions of possibility, likelihood, obligation, or permission, choosing among helping verbs depending on the overall meaning of the sentence.
L.1.d: Use relative pronouns and relative adverbs to add more information about a noun or verb used in a sentence.
Relative pronouns
Relative adverbs
L.1.d: Use relative pronouns and relative adverbs to add more information about a noun or verb used in a sentence.
Relative pronouns
Relative adverbs
L.1.e: Form and use prepositional phrases in sentences to add more information about qualities such as location, time, agency, and direction.
L.1.e: Form and use prepositional phrases in sentences to add more information about qualities such as location, time, agency, and direction.
L.1.f: Form and use progressive verb tenses.
L.1.f: Form and use progressive verb tenses.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.a: Write legibly and fluently by hand, using either printing or cursive handwriting; write their given name signature in cursive.
L.2.a: Write legibly and fluently by hand, using either printing or cursive handwriting; write their given name signature in cursive.
L.2.b: Use correct capitalization.
L.2.b: Use correct capitalization.
L.2.c: Use commas and quotation marks to mark direct speech and quotations from a text.
L.2.c: Use commas and quotation marks to mark direct speech and quotations from a text.
L.2.d: Use a comma before a coordinating conjunction in a compound sentence.
L.2.d: Use a comma before a coordinating conjunction in a compound sentence.
L.2.e: Spell grade-appropriate words correctly, consulting references as needed.
Spelling
Multisyllabic words
Sight words
Word patterns
Homophones
Compound words
Regular plurals
Irregular plurals
Possessive nouns
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
Reference skills
L.2.e: Spell grade-appropriate words correctly, consulting references as needed.
Spelling
Multisyllabic words
Sight words
Word patterns
Homophones
Compound words
Regular plurals
Irregular plurals
Possessive nouns
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
Reference skills
Knowledge of Language
L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.a: Choose words and phrases to convey ideas precisely.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.3.a: Choose words and phrases to convey ideas precisely.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.3.b: Choose punctuation for effect.
L.3.b: Choose punctuation for effect.
L.3.c: Differentiate between contexts that call for formal English (e.g., presenting research findings) and situations where informal discourse is appropriate (e.g., small-group discussion).
L.3.c: Differentiate between contexts that call for formal English (e.g., presenting research findings) and situations where informal discourse is appropriate (e.g., small-group discussion).
Vocabulary Acquisition and Use
L.4 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.
L.4 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.
L.4.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
L.4.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
L.4.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
Roots and affixes
L.4.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
Roots and affixes
L.4.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
L.4.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
L.4.d: Recognize and use appropriately abbreviations related to grade-level content or common in everyday life (e.g., hr., min., sec.).
L.4.d: Recognize and use appropriately abbreviations related to grade-level content or common in everyday life (e.g., hr., min., sec.).
L.4.e: Recognize and use appropriately symbols related to grade-level content or common in everyday life (e.g., &, #, *).
L.4.e: Recognize and use appropriately symbols related to grade-level content or common in everyday life (e.g., &, #, *).
L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.5.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Synonyms
Antonyms
L.5.c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Synonyms
Antonyms
L.6 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
L.6 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