North Carolina Standard Course of Study: Grade 4
Skills available for North Carolina fourth-grade language arts standards
Section
Print skill plan
RL
Reading: Literature
Key Ideas and Evidence
RL.4.1 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
RL.4.1 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
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Theme
Summary
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Theme
Summary
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
Character analysis
Story elements
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
Character analysis
Story elements
Craft and Structure
RL.4.4 Determine the meaning of words and phrases as they are used in a text, including words that affect meaning and tone.
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
RL.4.4 Determine the meaning of words and phrases as they are used in a text, including words that affect meaning and tone.
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.
RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Integration of Ideas and Analysis
RL.4.7 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.
RL.4.7 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.
RL.4.9 Compare and contrast the use of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.
RL.4.9 Compare and contrast the use of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.
Range of Reading and Level of Complexity
RL.4.10 By the end of grade 4, read and understand literature within the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
RL.4.10 By the end of grade 4, read and understand literature within the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
RI
Reading: Informational Text
Key Ideas and Evidence
RI.4.1 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
RI.4.1 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
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3 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
RI.4.3 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
RI.4.4 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.4.4 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.4.5 Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
RI.4.5 Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.4.6 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 Ideas and Analysis
RI.4.7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.
RI.4.7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.9 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 Complexity
RI.4.10 By the end of grade 4, read and understand informational texts within the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RI.4.10 By the end of grade 4, read and understand informational texts within the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RF
Reading: Foundational Skills
Handwriting
RF.4.2 Create readable documents through legible handwriting (cursive).
RF.4.2 Create readable documents through legible handwriting (cursive).
Phonics and Word Recognition
RF.4.4 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4.a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology 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.4.4.a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology 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.4.5 Read with sufficient accuracy and fluency to support comprehension.
RF.4.5 Read with sufficient accuracy and fluency to support comprehension.
RF.4.5.a: Read on-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.4.5.a: Read on-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.4.5.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.5.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.5.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary in context
Multiple-meaning words
Idioms
RF.4.5.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, Purposes, and Publishing
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1.a: Organize information and ideas around a topic to plan and prepare to write.
Organization
Main idea
Topic sentences
Opinions, reasons, and examples
W.4.1.a: Organize information and ideas around a topic to plan and prepare to write.
Organization
Main idea
Topic sentences
Opinions, reasons, and examples
W.4.1.b: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
W.4.1.b: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
W.4.1.c: Provide reasons that are supported by facts and details.
W.4.1.c: Provide reasons that are supported by facts and details.
W.4.1.d: Link opinion and reasons using words and phrases.
W.4.1.d: Link opinion and reasons using words and phrases.
W.4.1.e: Provide a concluding statement or section related to the opinion presented.
W.4.1.e: Provide a concluding statement or section related to the opinion presented.
W.4.1.f: With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
Organization
Editing
Sentence variety
Commas
Tone
Complete sentences
Revision
Capitalization
Formatting
W.4.1.f: With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
Organization
Editing
Sentence variety
Commas
Tone
Complete sentences
Revision
Capitalization
Formatting
W.4.2 Write informative /explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2 Write informative /explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2.a: Organize information and ideas around a topic to plan and prepare to write.
Organization
Main idea
Topic sentences
W.4.2.a: Organize information and ideas around a topic to plan and prepare to write.
Organization
Main idea
Topic sentences
W.4.2.b: Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension.
W.4.2.b: Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension.
W.4.2.c: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Development and support
Plagiarism
W.4.2.c: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Development and support
Plagiarism
W.4.2.d: Link ideas within categories of information using words and phrases.
W.4.2.d: Link ideas within categories of information using words and phrases.
W.4.2.e: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
W.4.2.e: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
W.4.2.f: Provide a concluding statement or section related to the information or explanation presented.
W.4.2.f: Provide a concluding statement or section related to the information or explanation presented.
W.4.2.g: With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
Organization
Tone
Complete sentences
Editing
Sentence variety
Capitalization
Revision
Commas
Formatting
W.4.2.g: With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
Organization
Tone
Complete sentences
Editing
Sentence variety
Capitalization
Revision
Commas
Formatting
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3.a: Organize information and ideas around a topic to plan and prepare to write.
W.4.3.a: Organize information and ideas around a topic to plan and prepare to write.
W.4.3.b: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.b: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.c: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.c: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.d: Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3.d: Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3.e: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Shades of meaning
Sensory details
W.4.3.e: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Shades of meaning
Sensory details
W.4.3.f: Provide a conclusion that follows from the narrated experiences or events.
W.4.3.f: Provide a conclusion that follows from the narrated experiences or events.
W.4.3.g: With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
Organization
Editing
Sentence variety
Commas
Tone
Complete sentences
Capitalization
Descriptive details
Revision
Formatting
W.4.3.g: With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
Organization
Editing
Sentence variety
Commas
Tone
Complete sentences
Capitalization
Descriptive details
Revision
Formatting
W.4.4 With some guidance and support from adults, use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of word processing skills.
W.4.4 With some guidance and support from adults, use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of word processing skills.
Research
W.4.5 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.5 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.6 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.4.6 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
L
Language
Conventions of Standard English
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4-5 grammar continuum.
Common nouns
Possessive nouns
Plural nouns
Singular or plural nouns
Personal pronouns
Personal and reflexive pronouns
Possessive pronouns
Relative pronouns
Pronoun-verb agreement
Adjectives
Adverbs
Adjectives and adverbs
Articles
Prepositions
Verbs
Regular past tense
Irregular past tense
Future tense
Past, present, and future tenses
Perfect tense
Progressive tense
Conjunctions
Sentence type
Sentence structure
Complete sentences
Subject-verb agreement
Compound and complex sentences
Common errors
Homophones
Frequently confused words
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4-5 grammar continuum.
Common nouns
Possessive nouns
Plural nouns
Singular or plural nouns
Personal pronouns
Personal and reflexive pronouns
Possessive pronouns
Relative pronouns
Pronoun-verb agreement
Adjectives
Adverbs
Adjectives and adverbs
Articles
Prepositions
Verbs
Regular past tense
Irregular past tense
Future tense
Past, present, and future tenses
Perfect tense
Progressive tense
Conjunctions
Sentence type
Sentence structure
Complete sentences
Subject-verb agreement
Compound and complex sentences
Common errors
Homophones
Frequently confused words
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 4-5 conventions continuum.
Capitalization
Commas
Apostrophes
Formatting
Common errors
Complete sentences
Homophones
Plurals and possessives
Compound words
Adjectives
Long vowel words
Silent letter words
Consonant blends
Digraphs
R-controlled vowels
Soft g and c
Open and closed syllables
Variant vowels
Diphthongs
Frequently confused words
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 4-5 conventions continuum.
Capitalization
Commas
Apostrophes
Formatting
Common errors
Complete sentences
Homophones
Plurals and possessives
Compound words
Adjectives
Long vowel words
Silent letter words
Consonant blends
Digraphs
R-controlled vowels
Soft g and c
Open and closed syllables
Variant vowels
Diphthongs
Frequently confused words
Knowledge of Language
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.a: Choose words and phrases to convey ideas precisely.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.4.3.a: Choose words and phrases to convey ideas precisely.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.4.3.b: Choose punctuation for effect.
L.4.3.b: Choose punctuation for effect.
L.4.3.c: Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.
L.4.3.c: Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.
Vocabulary Acquisition and Use
L.4.4 Determine and/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: context clues, word parts, word relationships, and reference materials.
Synonyms
Antonyms
Multiple-meaning words
Shades of meaning
Homophones
Frequently confused words
Vocabulary in context
Domain-specific vocabulary
Prefixes
Suffixes
Prefixes and suffixes
Figurative language
Greek and Latin roots
Idioms
Word patterns
Categories
Reference materials
Reference skills
L.4.4 Determine and/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: context clues, word parts, word relationships, and reference materials.
Synonyms
Antonyms
Multiple-meaning words
Shades of meaning
Homophones
Frequently confused words
Vocabulary in context
Domain-specific vocabulary
Prefixes
Suffixes
Prefixes and suffixes
Figurative language
Greek and Latin roots
Idioms
Word patterns
Categories
Reference materials
Reference skills
L.4.5 Demonstrate understanding of figurative language and nuances in word meanings.
L.4.5 Demonstrate understanding of figurative language and nuances in word meanings.
L.4.5.a: Explain the meaning of simple similes and metaphors in context.
L.4.5.a: Explain the meaning of simple similes and metaphors in context.
L.4.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.6 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 and that are basic to a particular topic.
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details
Shades of meaning
L.4.6 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 and that are basic to a particular topic.
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details
Shades of meaning