Grade 4

Other Georgia English Language Arts sets

• Grammar, Usage, & Mechanics: K-12
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grade 9
• Grade 10
• Grade 11
• Grade 12

Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)4.P.EICC.1.a

Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)4.P.EICC.1.b

Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)4.P.EICC.1.c

Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)4.P.EICC.1.d

Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)4.P.EICC.1.e

Develop independence and autonomy as a reader and writer. (I/C)4.P.EICC.1.f

Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)4.P.EICC.2.a

Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)4.P.EICC.2.b

Explain and learn concepts and processes by interpreting and constructing texts. (I/C)4.P.EICC.2.c

Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)4.P.EICC.2.d

Consume and produce texts in order to solve problems or influence decisions. (I/C)4.P.EICC.2.e

Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)4.P.EICC.3.a

Scan and skim the text, making note of structures and sections that might be most useful. (I)4.P.EICC.3.b

Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)4.P.EICC.3.c

Summarize and visualize sections of the text to maintain understanding. (I)4.P.EICC.3.d

Make and track predictions about the events and information likely to come next. (I)4.P.EICC.3.e

Make, track, and support inferences about different levels of meaning within the text. (I)4.P.EICC.3.f

Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)4.P.EICC.3.g

Establish a purpose and goals for writing and identify a target audience. (C)4.P.EICC.4.a

Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)4.P.EICC.4.b

Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)4.P.EICC.4.c

Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)4.P.EICC.4.d

Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)4.P.EICC.4.e

Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)4.P.EICC.4.f

Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)4.P.EICC.4.g

Edit the text, ensuring it adheres to the conventions of written language. (C)4.P.EICC.4.h

Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)4.P.ST.1.a

Consider how context impacts the purposes of the author and the audience. (I/C)4.P.ST.1.b

Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)4.P.ST.1.c

Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)4.P.ST.2.a

Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)4.P.ST.2.b

Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)4.P.ST.2.c

Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)4.P.AC.1.a

Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)4.P.AC.1.b

Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)4.P.AC.1.c

Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)4.P.AC.1.d

Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)4.P.AC.2.a

Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)4.P.AC.2.b

Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)4.P.AC.2.c

Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)4.P.AC.2.d

Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)4.P.AC.3.a

Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)4.P.AC.3.b

Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)4.P.AC.3.c

Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)4.P.AC.3.d

Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)4.P.CP.1.a

Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)4.P.CP.1.b

Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)4.P.CP.1.c

Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)4.P.CP.1.d

Communicate clearly to present ideas, information, and texts. (I/C)4.P.CP.2.a

Integrate modes and genres most appropriate to purpose and audience. (I/C)4.P.CP.2.b

Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)4.P.CP.2.c

Engage in dialogue with audiences by asking and answering questions. (I/C)4.P.CP.2.d

Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)4.P.CP.2.e

Grammar: Form and use prepositional phrases. (Master)4.L.GC.1.27

Grammar: Form and use comparative and superlative adjectives and adverbs. (Master)4.L.GC.1.28

Usage: Ensure pronoun-antecedent agreement. (Master)4.L.GC.1.29

Mechanics: Recognize and use conventional capitalization, quotation marks, and commas to indicate exact words and dialogue. (Master)4.L.GC.1.30

Grammar: Use relative pronouns and relative adverbs. (Master)4.L.GC.1.31

Grammar: Use interjections. (Master)4.L.GC.1.32

Grammar: Use helping and linking verbs. (Master)4.L.GC.1.33

"Usage: Correctly use frequently confused words (e.g., to/too/two; there/their/they’re; advice/advise). (Master)4.L.GC.1.34

Mechanics: Recognize and use conventional capitalization in abbreviations, proper adjectives, and formal titles. (Master)4.L.GC.1.35

Mechanics: Use commas to indicate direct address and to set off the words yes and no. (Master)4.L.GC.1.36

Mechanics: Use apostrophes to form plural possessive nouns. (Master)4.L.GC.1.37

"Grammar: Use indefinite pronouns, ensuring correct agreement. (Continue)4.L.GC.1.38

Grammar: Use subordinating conjunctions to join clauses. (Continue)4.L.GC.1.39

Mechanics: Use commas after introductory phrases or clauses. (Continue)4.L.GC.1.40

Mechanics: Use conventional capitalization and underlining, quotation marks, or italics to indicate titles of works. (Continue)4.L.GC.1.41

Grammar: Use intensive pronouns. (Introduce)4.L.GC.1.42

Grammar: Form and use the progressive, perfect, and perfect progressive verb aspects. (Introduce)4.L.GC.1.43

Grammar: Form and use participles. (Introduce)4.L.GC.1.44

Usage: Recognize and correct vague pronoun references. (Introduce)4.L.GC.1.45

Apply understandings of sentence structure to comprehend a wide variety of grade-level texts. (I)4.L.GC.2.a

Use a variety of simple, compound, and complex sentences to strengthen clarity and coherence, maintaining consistent verb tense within and between paragraphs. (C)4.L.GC.2.b

Use correct subject-verb agreement to consistently achieve clarity in a variety of sentences. (C)4.L.GC.2.c

Elaborate on ideas and information, using adjectives and adverbs when incorporating details and descriptions to convey precise meaning and engage audiences. (C)4.L.GC.2.d

This progression begins in 9th grade.4.L.GC.2.e

Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)4.L.V.1.a

Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings. (C)4.L.V.1.b

Deconstruct words using knowledge of Greek and Latin roots, root words, and affixes to determine meaning. (I)4.L.V.2.a

Explain how the part of speech and the meaning of a root or root word changes based on the use of different affixes (e.g., beautiful as an adjective vs. beautifully as an adverb). (I)4.L.V.2.b

Construct words using knowledge of Greek and Latin roots, root words, and affixes. (C)4.L.V.2.c

This progression begins in 6th grade.4.L.V.2.d

Use context (e.g., definitions, examples, or restatements in text) to determine or clarify the meaning of unknown and multiple- meaning words and phrases. (I)4.L.V.3.a

Demonstrate understanding of words by relating them to their synonyms, antonyms, homophones, and homographs. (I)4.L.V.3.b

Distinguish shades of meaning among closely related adverbs (e.g., quickly, swiftly, rapidly). (I)4.L.V.3.c

Use print and digital reference materials (e.g., dictionaries, glossaries, thesauruses) to check spelling and determine or clarify the precise meaning of words and phrases. (I)4.L.V.3.d

Use knowledge of word relationships and learned vocabulary words and phrases to make precise word choices when speaking and writing. (C)4.L.V.3.e

Determine audience and identify the development of the purpose across a text. (I)4.T.C.1.a

Classify various texts by mode and describe how the author's choice of mode influences audiences and contributes to the overall purpose and effect. (I)4.T.C.1.b

Create multimodal texts, using features of pre-selected modes for a specific purpose and audience. (C)4.T.C.1.c

Compare and contrast the perspectives of different narrators or speakers in a text. (I)4.T.C.2.a

This progression begins in 6th grade.4.T.C.2.b

Identify the context in which a text is written (e.g., time period, individual, situational). (I)4.T.C.2.c

This progression begins in 6th grade.4.T.C.2.d

Compare and contrast the text features (e.g., icons, hyperlinks) and organizational structures (e.g. chronological order, rhyme pattern) of texts written in different genres/for certain purposes, on the same topic. (I)4.T.SS.1.a

Design texts using a variety of text structures and features, according to purpose and audience. (C)4.T.SS.1.b

Use conjunctions and transition words or phrases, such as similarly and in contrast, to show relationships between ideas and information. (C)4.T.SS.1.c

Craft related sentences into cohesive paragraphs that follow a chosen structure using transitions. (C)4.T.SS.1.d

Identify and explain how figurative language, such as hyperboles and personification, shapes how ideas and information in texts are understood. (I)4.T.SS.2.a

Use figurative language for intentional effects when expressing ideas or conveying information. (C)4.T.SS.2.b

This progression begins in 6th grade.4.T.SS.2.c

Analyze the use of narrative techniques to present ideas, design texts, and convey information about characters, setting, and plot. (I)4.T.T.1.a

Describe how the text’s protagonist and antagonist function in the plot, drive the conflict, and contribute to the development of other characters. (I)4.T.T.1.b

Identify and describe common themes in texts (e.g., good vs. evil) that are revealed through details about characters. (I)4.T.T.1.c

Compare and contrast the approach to 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 diverse cultures. (I)4.T.T.1.d

Apply narrative techniques (e.g., character, setting, problem, resolution, and dialogue) to develop a real or imagined experience using descriptive details, clear event sequences, and a conclusion. (C)4.T.T.1.e

Discuss and evaluate techniques used to present and design expository texts, including facts and key details used to support the main idea. (I)4.T.T.2.a

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. (I)4.T.T.2.b

Integrate and classify information from multiple texts on the same topic in relationship to important points and key details. (I)4.T.T.2.c

Apply expository techniques that clearly introduce a topic, group paragraphs or sections to develop the topic with facts and other information (e.g., definitions, concrete details, quotations), use precise language, and provide a concluding statement or section.4.T.T.2.d

Discuss and evaluate techniques used to present and design opinion and argumentative texts, including author’s opinion or claim, supporting reasons, and evidence. (I)4.T.T.3.a

This progression begins in 9th grade.4.T.T.3.b

Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons and evidence to support the opinion with linking words (e.g., because, therefore, since, for example) to connect the opinion and reasons, and provide a concluding statement or section. (C)4.T.T.3.c

This progression begins in 9th grade.4.T.T.3.d

Discuss and explain techniques used to present and design different types of poetry, including free verse, rhymed verse, haiku, and limerick. (I)4.T.T.4.a

Apply poetic techniques to produce poetry and engage audiences that use a predetermined rhyme scheme to achieve an intended effect. (C)4.T.T.4.b

Generate questions about a self-selected topic of interest to be researched, asking open-ended questions to deepen and extend understanding of the topic and related ideas and information. (I)4.T.RA.1.a

Conduct research by locating, gathering, curating, and integrating information from multiple credible sources, including print, digital, and personal communication, about a self-selected topic. (I)4.T.RA.1.b

Consider and integrate information from research, including relevant and accurate evidence from two or more credible sources. (C)4.T.RA.1.c

Refer to specific passages or quotations from a text to support an idea, answer, or opinion. (I)4.T.RA.2.a

Determine the credibility and relevance of a source text based on known information about the author and/or organization. (I)4.T.RA.2.b

This progression begins in 5th grade.4.T.RA.2.c