Minnesota Academic Standards (adopted in 2020): Grade 4
Skills available for Minnesota fourth-grade language arts standards
Strand
Print skill plan
R
Reading
R1 Foundations of Reading: Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.
4.1.1.2 Know and apply grade-level phonics and word analysis skills in decoding words: Use knowledge of letter-sound correspondences, syllabication patterns, and word origin (Anglo Saxon) to decode and comprehend unfamiliar multi-syllabic words in and out of context.
Prefixes
Suffixes
Prefixes and suffixes
Word patterns
Compound words
4.1.1.2 Know and apply grade-level phonics and word analysis skills in decoding words: Use knowledge of letter-sound correspondences, syllabication patterns, and word origin (Anglo Saxon) to decode and comprehend unfamiliar multi-syllabic words in and out of context.
Prefixes
Suffixes
Prefixes and suffixes
Word patterns
Compound words
4.1.1.3 Read grade-level texts fluently, with sufficient accuracy, rate, and expression to support comprehension.
4.1.1.3 Read grade-level texts fluently, with sufficient accuracy, rate, and expression to support comprehension.
R2 Read and comprehend independently, A) both self-selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives identities like and unlike their own from dominant, non-dominant, and marginalized social groups.
4.1.2.1 Read independently and monitor understanding of grade-level text; self-correct as needed, using more advanced metacognitive strategies including, but not limited to, making inferences and connecting text to background knowledge, building on strategies learned in previous grade levels, with guidance and support.
Central idea
Theme
Author's purpose
Text structure
Figurative language
Point of view
Compare texts
Inference
Story elements
Text features
Visual elements
Poetry elements
Context clues
Summarize
Supporting details
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
4.1.2.1 Read independently and monitor understanding of grade-level text; self-correct as needed, using more advanced metacognitive strategies including, but not limited to, making inferences and connecting text to background knowledge, building on strategies learned in previous grade levels, with guidance and support.
Central idea
Theme
Author's purpose
Text structure
Figurative language
Point of view
Compare texts
Inference
Story elements
Text features
Visual elements
Poetry elements
Context clues
Summarize
Supporting details
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
4.1.2.2 At grade 4 text complexity, select and proficiently read and comprehend texts that address academic tasks.
Informational texts: level 1
Informational texts: level 2
4.1.2.2 At grade 4 text complexity, select and proficiently read and comprehend texts that address academic tasks.
Informational texts: level 1
Informational texts: level 2
4.1.2.3 Locate, select, and read texts on a topic of personal interest, utilizing literary award lists and curated book lists in making selections.
4.1.2.3 Locate, select, and read texts on a topic of personal interest, utilizing literary award lists and curated book lists in making selections.
R3 Read and comprehend independently, both self-selected and teacher-directed complex literary and informational texts, representing perspectives of historical and contemporary Dakota and Anishinaabe people.
4.1.3.1 Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.
4.1.3.1 Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.
R4 Read critically to comprehend, interpret, and analyze themes and central ideas in complex literary and informational texts.
4.1.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text; summarize the text.
Central idea
Theme
Supporting details
Inference
Summary
Text relationships
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
4.1.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text; summarize the text.
Central idea
Theme
Supporting details
Inference
Summary
Text relationships
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
4.1.4.2 Determine a theme or central idea of a story, drama, or poem from details in the text.
4.1.4.2 Determine a theme or central idea of a story, drama, or poem from details in the text.
4.1.4.3 Describe a literary element in detail, drawing on specific details from literary text.
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
4.1.4.3 Describe a literary element in detail, drawing on specific details from literary text.
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
4.1.4.4 Explain events, concepts, or steps in a procedure, including what happened and why, based on specific details, in informational text.
Text relationships
Supporting details
4.1.4.4 Explain events, concepts, or steps in a procedure, including what happened and why, based on specific details, in informational text.
Text relationships
Supporting details
R5 Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.
4.1.5.1 Determine the impact on the text of literary text features and narrative point of view (first person, second person, third person point of view).
Figurative language
Rhyme scheme
Point of view
4.1.5.1 Determine the impact on the text of literary text features and narrative point of view (first person, second person, third person point of view).
Figurative language
Rhyme scheme
Point of view
4.1.5.2 Describe the informational text structure (including, but not limited to sequence and chronology) of events, ideas, concepts, or information in a text or part of a text.
4.1.5.2 Describe the informational text structure (including, but not limited to sequence and chronology) of events, ideas, concepts, or information in a text or part of a text.
4.1.5.3 Interpret the ideas/ information conveyed through illustrations, graphics, and other audiovisual elements to support understanding and compare and contrast illustrations, graphics and other audiovisual elements in a wide variety of texts.
Visual elements
Literary texts with illustrations
4.1.5.3 Interpret the ideas/ information conveyed through illustrations, graphics, and other audiovisual elements to support understanding and compare and contrast illustrations, graphics and other audiovisual elements in a wide variety of texts.
Visual elements
Literary texts with illustrations
R6 Analyze influences on content, meaning, and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.
4.1.6.1 Determine the author's, including Dakota and Anishinaabe authors, stated or implied purpose (i.e., entertain, inform, persuade) and how it is conveyed by the words or characters.
4.1.6.1 Determine the author's, including Dakota and Anishinaabe authors, stated or implied purpose (i.e., entertain, inform, persuade) and how it is conveyed by the words or characters.
4.1.6.2 Identify time period of publication of the text, and assess the importance of timeliness of information, related to task and purpose.
4.1.6.2 Identify time period of publication of the text, and assess the importance of timeliness of information, related to task and purpose.
4.1.6.3 Identify fact and fiction/opinion in a text and place on a continuum of fact to fiction (e.g., informational text, memoir, historical fiction, fantasy).
4.1.6.3 Identify fact and fiction/opinion in a text and place on a continuum of fact to fiction (e.g., informational text, memoir, historical fiction, fantasy).
R7 Evaluate arguments and specific claims from complex informational texts.
4.1.7.1 Explain how an author uses reasoning and evidence to support an argument.
4.1.7.1 Explain how an author uses reasoning and evidence to support an argument.
R8 Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.
4.1.8.1 Distinguish literal from figurative language in stories, poems, or songs.
Similes and metaphors
Allusions
Idioms
4.1.8.1 Distinguish literal from figurative language in stories, poems, or songs.
Similes and metaphors
Allusions
Idioms
4.1.8.2 Demonstrate understanding of word origins (morphology and etymology) in academic vocabulary.
Prefixes
Suffixes
Base words, prefixes, and suffixes
Word patterns
Greek and Latin roots
Compound words
4.1.8.2 Demonstrate understanding of word origins (morphology and etymology) in academic vocabulary.
Prefixes
Suffixes
Base words, prefixes, and suffixes
Word patterns
Greek and Latin roots
Compound words
R9 Media Literacy in Reading: Access and gather information from a variety of sources, representing diverse perspectives, and assessing validity and credibility of information.
4.1.9.1 Collect information from a variety of sources in different formats on a topic of personal interest or academic focus.
4.1.9.1 Collect information from a variety of sources in different formats on a topic of personal interest or academic focus.
4.1.9.2 Question and assess validity and credibility of information, related to task and purpose. (e.g., CRAAP test)
4.1.9.2 Question and assess validity and credibility of information, related to task and purpose. (e.g., CRAAP test)
W
Writing
W1 Foundations of Writing: Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing.
4.2.1.1 Use correct punctuation (including punctuation of dialogue and commas with clauses), spelling, capitalization, and grammar, authentically in writing.
Apostrophes
Commas
Capitalization
Correct errors
Formatting
Frequently confused words
Sentence variety
Compound words
Vowel teams
Consonant-l-e
Diphthongs
Complete sentences
Compound sentences
Homophones
Regular plurals
Irregular plurals
Plural and possessive nouns
Personal pronouns
Subject and object pronouns
Possessive pronouns
Personal and reflexive pronouns
Relative pronouns
Action verbs
Modal verbs
Subject-verb agreement
Regular past tense
Irregular past tense
To be and to have verbs
Future tense
Progressive tense
Past tense and past participle
Perfect tense
Articles
Adjectives and adverbs
Comparative adjectives and adverbs
Conjunctions
4.2.1.1 Use correct punctuation (including punctuation of dialogue and commas with clauses), spelling, capitalization, and grammar, authentically in writing.
Apostrophes
Commas
Capitalization
Correct errors
Formatting
Frequently confused words
Sentence variety
Compound words
Vowel teams
Consonant-l-e
Diphthongs
Complete sentences
Compound sentences
Homophones
Regular plurals
Irregular plurals
Plural and possessive nouns
Personal pronouns
Subject and object pronouns
Possessive pronouns
Personal and reflexive pronouns
Relative pronouns
Action verbs
Modal verbs
Subject-verb agreement
Regular past tense
Irregular past tense
To be and to have verbs
Future tense
Progressive tense
Past tense and past participle
Perfect tense
Articles
Adjectives and adverbs
Comparative adjectives and adverbs
Conjunctions
4.2.1.2 Apply spelling patterns and rules to spell words with Anglo-Saxon word origin, authentically in writing.
Word patterns
Compound words
Plural nouns
Possessive nouns
Past tense
Contractions
Homophones
Comparative adjectives
4.2.1.2 Apply spelling patterns and rules to spell words with Anglo-Saxon word origin, authentically in writing.
Word patterns
Compound words
Plural nouns
Possessive nouns
Past tense
Contractions
Homophones
Comparative adjectives
4.2.1.3 Demonstrate subject-verb and pronoun antecedent agreement in simple, compound, and complex sentences, authentically in writing.
4.2.1.3 Demonstrate subject-verb and pronoun antecedent agreement in simple, compound, and complex sentences, authentically in writing.
W2 Write routinely for various purposes and disciplines, representing one's own personal perspective, identity, and voice.
4.2.2.1 Write routinely for a range of tasks, purposes, and audiences. (e.g., personal interest, enjoyment, academic tasks).
4.2.2.1 Write routinely for a range of tasks, purposes, and audiences. (e.g., personal interest, enjoyment, academic tasks).
4.2.2.2 Write to compare and contrast personal perspectives and identities to those of a character in a literary text or a human subject in an informational text.
4.2.2.2 Write to compare and contrast personal perspectives and identities to those of a character in a literary text or a human subject in an informational text.
W3 Develop and strengthen writing by using a writing process including planning, drafting, revising, editing, and publishing.
4.2.3.1 Plan and draft multiple pieces of writing; self select which of them to revise, edit, and publish.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
4.2.3.1 Plan and draft multiple pieces of writing; self select which of them to revise, edit, and publish.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
4.2.3.2 Use words, phrases, and punctuation to convey ideas precisely, in formal and informal writing contexts.
Sensory details
Descriptive details
Synonyms and antonyms
Shades of meaning
Style
4.2.3.2 Use words, phrases, and punctuation to convey ideas precisely, in formal and informal writing contexts.
Sensory details
Descriptive details
Synonyms and antonyms
Shades of meaning
Style
W4 Write arguments to support claims and to persuade in an analysis of topics or texts, using valid reasoning and evidence while considering audience.
4.2.4.1 Write to argue, including an introduction and conclusion, building on skills from previous years.
Opinion statements
Organization
Development and support
Linking words
4.2.4.1 Write to argue, including an introduction and conclusion, building on skills from previous years.
Opinion statements
Organization
Development and support
Linking words
4.2.4.2 Write to persuade, including an introduction and conclusion, building on skills from previous years.
Opinion statements
Organization
Development and support
4.2.4.2 Write to persuade, including an introduction and conclusion, building on skills from previous years.
Opinion statements
Organization
Development and support
W5 Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through use of informational and literary text, considering audience.
4.2.5.1 Write to inform or explain, organizing and presenting ideas clearly, using precise, domain-specific vocabulary and a variety of text structures, and including an introduction and conclusion, building on skills from previous years.
Organization
Introductions and conclusions
Development and support
Text structure
Shades of meaning
Domain-specific vocabulary
4.2.5.1 Write to inform or explain, organizing and presenting ideas clearly, using precise, domain-specific vocabulary and a variety of text structures, and including an introduction and conclusion, building on skills from previous years.
Organization
Introductions and conclusions
Development and support
Text structure
Shades of meaning
Domain-specific vocabulary
4.2.5.2 Write to respond to the conclusion of a literary text.
4.2.5.2 Write to respond to the conclusion of a literary text.
W6 Write narratives, poetry, and other creative texts with details and effective technique to express ideas.
4.2.6.1 Write to create, developing literary elements, including character, setting, conflict, and resolution with detail in a variety of literary forms. (e.g., poetry, stories, plays).
Sequence
Story elements
Poetry elements
Sensory details
Descriptive details
Characters
4.2.6.1 Write to create, developing literary elements, including character, setting, conflict, and resolution with detail in a variety of literary forms. (e.g., poetry, stories, plays).
Sequence
Story elements
Poetry elements
Sensory details
Descriptive details
Characters
4.2.6.2 Describe sensory detail, in written narratives, poetry, or other creative text.
4.2.6.2 Describe sensory detail, in written narratives, poetry, or other creative text.
W7 Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences.
4.2.7.1 Ask relevant questions to guide inquiry.
4.2.7.1 Ask relevant questions to guide inquiry.
4.2.7.2 Plan and conduct independent research using sources to build understanding of topic; evaluate perspective, credibility, and relevance of information, avoiding plagiarism, and share findings in writing.
Analyze sources
Supporting details
Plagiarism
4.2.7.2 Plan and conduct independent research using sources to build understanding of topic; evaluate perspective, credibility, and relevance of information, avoiding plagiarism, and share findings in writing.
Analyze sources
Supporting details
Plagiarism
W8 Media Literacy in Writing: Support writing with evidence from sources, correctly citing those sources, and demonstrating an understanding of the rights and obligations of using intellectual property.
4.2.8.1 Use and cite a variety of sources on a topic, both quoting and summarizing, avoiding plagiarism.
4.2.8.1 Use and cite a variety of sources on a topic, both quoting and summarizing, avoiding plagiarism.