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Skills available for Ohio fourth-grade language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Ohio Learning Standards (adopted 2026): Grade 4 Ohio Learning Standards (adopted 2026): Grade 4
Ohio Learning Standards: Language Ohio Learning Standards: Language
Ohio Learning Standards: Reading: Foundational Skills Ohio Learning Standards: Reading: Foundational Skills
Ohio Learning Standards: Reading: Informational Text Ohio Learning Standards: Reading: Informational Text
Ohio Learning Standards: Reading: Literature Ohio Learning Standards: Reading: Literature
Ohio Learning Standards: Writing Ohio Learning Standards: Writing

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RL.4 Reading Literature

RL.4.1 Use text evidence to demonstrate understanding of a literary text (story, drama, or poem).

RL.4.1.a Provide details explicitly stated in the text.

RL.4.1.b Use explicitly stated details from the text to make and support inferences.

RL.4.2 Analyze literary text development.

RL.4.2.a Determine a theme of a literary text using supporting details.

RL.4.2.b Summarize a literary text, including a theme and supporting details.

RL.4.3 Describe the character(s), setting(s), or event(s) in a literary text, using explicit text evidence.

RL.4.3.a Explain how the main character changes based on their thoughts, words, or actions.

RL.4.3.b Make inferences about the character(s), setting(s), or specific event(s).

RL.4.4 Determine the meaning of words and phrases as they are used in a literary text, including figurative language.

RL.4.5 Explain how the structural elements of stories, dramas, and poems (such as chapters, scenes, and stanzas) contribute to the overall organization of a text.

RL.4.6 Distinguish between point of view and perspective.

RL.4.6.a Identify the point of view in a literary text.

RL.4.6.b Explain the different perspectives of characters in a literary text.

RL.4.7 Compare a written story or drama with a visual element, multimedia performance, and/or oral reading, identifying details from the text that are shown, spoken, or acted out.

RL.4.9 Compare and contrast similar themes in stories and traditional literature from different cultures.

RL.4.9.a Identify a shared theme or life lesson across texts.

RL.4.9.b Analyze a shared theme and explain its development across texts.

RL.4.10 Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.

RI.4 Reading Informational

RI.4.1 Use text evidence to demonstrate understanding of an informational text.

RI.4.1.a Provide details explicitly stated in the text.

RI.4.1.b Use details explicitly stated in the text to make and support inferences.

RI.4.2 Analyze development of ideas in an informational text.

RI.4.2.a Determine the main idea of a text using key details.

RI.4.2.b Summarize an informational text including the main idea and key details.

RI.4.3 Analyze events, procedures, ideas, or concepts in an informational text.

RI.4.3.a Explain what happens in an informational text.

RI.4.3.b Describe why it happens, based on specific information in the text.

RI.4.4 Determine the meaning of both general academic or domain-specific words and phrases in an informational text.

RI.4.5 Analyze the text structure.

RI.4.5.a Identify the text structure of a section or full text.

RI.4.5.b Describe the text structure using information from a section or full text.

RI.4.6 Compare and contrast the different perspectives in two texts on the same event or topic using the information provided.

RI.4.7 Analyze text features.

RI.4.7.a Interpret information from text features presented.

RI.4.7.b Explain how the information supports understanding of the text in which it appears.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in an informational text.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RI.4.10 Read and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.

RF.4 Reading Foundations

RF.4.3 Decode multisyllabic words, aligned with scope and sequence of adopted HQIM, using:

RF.4.3.a Phoneme-grapheme correspondences.

RF.4.3.b Syllabication patterns.

RF.4.3.c Morphological structures.

RF.4.4 Read texts with sufficient fluency to support comprehension.

RF.4.4.a Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from the text.

RF.4.4.b Orally read a variety of grade-level texts with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from the text, targeting 133 words correct per minute (wcpm) by the end of fourth grade.

RF.4.4.c Self-monitor word recognition and understanding, rereading as necessary.

WF.4 Writing Foundations

WF.4.1 Write legibly in manuscript and/or cursive.

WF.4.1.a Write letters legibly to focus attention on composing ideas rather than forming letters.

WF.4.1.b Write legibly at a pace that supports sustained composition and notetaking across sentences and paragraphs.

WF.4.2 Encode words, aligned with scope and sequence of adopted HQIM, such as:

WF.4.2.a Multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, consonant -le, and schwa.

WF.4.2.b Unfamiliar multisyllabic words, using knowledge of roots, prefixes, and suffixes.

WF.4.2.c High-frequency words, using predictable, decodable phoneme-grapheme correspondences.

WF.4.2.d Homophones.

WF.4.3 Write complete sentences that demonstrate knowledge of conventions.

WF.4.3.a Use relative pronouns who, whose, which and that, relative adverbs where, when, and how, and irregular possessive nouns.

WF.4.3.b Form and use the progressive verb tenses.

WF.4.3.c Use modal auxiliary verbs to convey various conditions.

W.4 Writing

W.4.1 Write opinion pieces that include:

W.4.1.a An introduction with a clear topic sentence;

W.4.1.b A stated opinion;

W.4.1.c Reasons supported by evidence or examples from the text(s);

W.4.1.d A concluding statement;

W.4.1.e Organizational structure to support the writer's purpose;

W.4.1.f Linking words and phrases;

W.4.1.g Relevant vocabulary;

W.4.1.h Sentence variety; and

W.4.1.i Grade-level phonics-based spelling.

W.4.2 Write informative/explanatory pieces that include:

W.4.2.a An introduction with a clear topic sentence;

W.4.2.b Facts, definitions, details, quotations, and/or examples from the text(s) to develop the topic;