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Oklahoma Standards

Oklahoma 4th Grade ELA Standards

All 59 Oklahoma English language arts standards for 4th grade, each explained in plain English. The official wording is one click away under each one.

59 standards

Listening and Speaking: Listening

2 standards
Students will develop and apply effective communication skills through active listening.
4.1.L.1
Stick to the discussion rules your class set, like raising a hand and not talking over a classmate.
Official wording
Students will actively listen using agreed-upon discussion rules.
4.1.L.2
Pay close attention to a speaker's words, figure out their message, and ask questions to find out their reason for speaking.
Official wording
Students will actively listen and interpret a speaker’s verbal messages and ask questions to clarify the speaker’s purpose.

Listening and Speaking: Speaking

3 standards
Students will develop and apply effective communication skills to share ideas through speaking.
4.1.S.1
Pull your weight in a team task, treat every member with respect and give credit for what each person brings.
Official wording
Students will work effectively and respectfully in diverse groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.
4.1.S.2
Join conversations about books and writing in pairs, groups or as a class, stating your own thoughts clearly.
Official wording
Students will engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly in pairs, diverse groups, and whole-class settings.
4.1.S.3
Give a short talk alone or with a group, choosing and ordering facts for your listeners and speaking loudly and clearly.
Official wording
Students will give informal presentations in a group or individually, organizing information and determining content for the audience, speaking audibly and clearly in coherent sentences.

Reading and Writing Foundations: Print Concepts

1 standard
Students will demonstrate their understanding of the organization and basic features of print.
4.2.PC
Form letters and words correctly in print and cursive, with tidy spacing so a reader can follow every sentence.
Official wording
Students will correctly form words in print and cursive and use appropriate spacing for letters, words, and sentences.

Reading and Writing Foundations: Phonics and Word Study

2 standards
Students will decode words by applying phonics and word analysis skills in context and isolation.
4.2.PWS.1
Read new and longer words by combining letter-sound knowledge with all six syllable types, like dividing pic-nic or ta-ble.
Official wording
Students will decode unfamiliar and multisyllabic words using their combined knowledge of the following phonics skills:•letter-sound correspondences•all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)
4.2.PWS.2
Read words by spotting their parts and meaning, like contractions, abbreviations such as Ave., roots with affixes, and word families.
Official wording
Students will decode words by applying knowledge of structural analysis:•contractions•abbreviations•common roots and related affixes•morphology•semantics

Reading and Writing Foundations: Spelling/Encoding

2 standards
Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.
4.2.SE.1
Spell new and longer words by matching letters to sounds and using all six syllable types, like spelling rab-bit or ca-ble.
Official wording
Students will use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills:•letter-sound correspondences•all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)
4.2.SE.2
Spell contractions and abbreviations correctly and follow the rules for adding prefixes and suffixes, like happiness or stopped.
Official wording
Students will use structural analysis to correctly spell the following parts of words:•contractions•abbreviations•common spelling rules related to adding prefixes and suffixes

Reading and Writing Foundations: Fluency

2 standards
Students will read grade-level text smoothly and accurately, with appropriate expression.
4.2.F.1
Grow the set of words you read instantly, both regular and odd ones like though or enough, reading them faster over time.
Official wording
Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
4.2.F.2
Read fourth grade texts aloud at a steady pace with few mistakes, changing your voice to show the meaning.
Official wording
Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Reading and Writing Process: Reading

4 standards
Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.
4.2.R.1
Find the important details that prove what a text's main idea is.
Official wording
Students will determine the key details that support the main idea of a text.
4.2.R.2
Compare stories, poems and nonfiction to tell genres apart, like noticing that a poem uses lines and stanzas.
Official wording
Students will compare fiction, poetry, and nonfiction to distinguish various genres.
4.2.R.3
Retell a story's main events in the right order and in a few sentences, leaving out minor details.
Official wording
Students will summarize and sequence the important events of a story.
4.2.R.4
Write a short summary of the facts and details in a nonfiction text, like a news article about a storm.
Official wording
Students will summarize facts and details from an informational text.

Reading and Writing Process: Writing

4 standards
Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.
4.2.W.1
Brainstorm, plan and draft stories, reports and opinion pieces, organizing ideas into clear paragraphs.
Official wording
Students will routinely use a recursive process to prewrite, organize, and develop narrative, informative, and opinion drafts that display evidence of paragraphing.
4.2.W.2
Revise drafts again and again so ideas are clear and connected, using a logical order and linking words like however.
Official wording
Students will routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions).
4.2.W.3
Edit drafts for punctuation, capitals and correct spelling of fourth grade words, using tools like a dictionary or spell check.
Official wording
Students will routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed.
4.2.W.4
Publish polished writing for real readers, like reading it aloud to younger students, displaying it or posting it on a class blog.
Official wording
Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).

Critical Reading and Writing: Reading

7 standards
Students will analyze, interpret, and evaluate increasingly complex literary and informational texts that include a wide range of historical, cultural, ethnic, and global perspectives from a variety of genres.
4.3.R.1
Use key details in a text to decide whether the author mainly wants to entertain, inform or persuade.
Official wording
Students will determine the author’s purpose (i.e., entertain, inform, persuade) by identifying key details.
4.3.R.2
Decide whether a story's narrator is a character telling it as I or an outsider describing the characters.
Official wording
Students will determine whether a grade-level literary text is narrated in first- or third-person point of view.
4.3.R.3
Point to text proof of a story's setting, plot, main character, opposing character, character traits and conflict.
Official wording
Students will find textual evidence of literary elements:•setting•plot•characters (i.e., protagonist, antagonist)•characterization•conflict
4.3.R.4
Find text proof of figurative language, like metaphors, idioms, personification, exaggeration, similes, alliteration and sound words.
Official wording
Students will find textual evidence of literary devices:•metaphor•idiom•personification•hyperbole•simile•alliteration•onomatopoeia
4.3.R.5
Answer questions that need reading between the lines, using evidence from one text or more.
Official wording
Students will answer inferential questions using evidence from one or more texts to support answers.
4.3.R.6
Separate facts from opinions in nonfiction and explain how an author's reasons and facts back up each point.
Official wording
Students will distinguish fact from opinion in an informational text and explain how reasons and facts support specific points.
4.3.R.7
Tell which structure a nonfiction text uses, like cause and effect, problem and solution, description or time order.
Official wording
Students will distinguish the structures of an informational text:•cause/effect•problem/solution•description•sequential

Critical Reading and Writing: Writing

3 standards
Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.
4.3.W.1
Write real or made-up stories told in time order from one point of view, with a climax, a resolution, characters who face a conflict, dialogue and vivid sensory details.
Official wording
Students will compose narratives reflecting real or imagined experiences that:•include plots with a climax and resolution•include developed characters who overcome conflicts and use dialogue•use a consistent point of view•unfold in chronological sequence•use sentence variety, sensory details, and vivid language to create interest•model literary elements and/or literary devices from mentor texts
4.3.W.2
Write informative essays that introduce a topic, explain it with facts and examples, flow with transitions and use varied sentences and lively words.
Official wording
Students will compose informative essays that:•introduce and develop a topic•incorporate evidence (e.g., specific facts, examples)•maintain an organized structure with transitional words and phrases•use sentence variety and word choice to create interest•model literary devices from mentor texts
4.3.W.3
Write opinion essays that state a clear view on a topic, back it with evidence from texts, stay organized with transitions and use varied sentences.
Official wording
Students will write opinion essays that:•introduce a topic and state an opinion•incorporate relevant, text-based evidence to support the opinion•use sentence variety and word choice to create interest•maintain an organized structure with transitional words and phrases

Vocabulary: Reading

5 standards
Students will expand their grade-level vocabularies through reading, word study, and class discussion.
4.4.R.1
Explain how words relate, like synonyms, antonyms, analogies such as hot is to cold, homophones and words with two meanings.
Official wording
Students will identify relationships among words, including synonyms, antonyms, analogies, homophones, and homographs.
4.4.R.2
Use clues in nearby words and sentences to pin down the meaning of a word you do not know.
Official wording
Students will use context clues to clarify the meaning of words.
4.4.R.3
Use prefixes, suffixes, Latin roots and stems to define new words, like port in transport means carry.
Official wording
Students will use word parts (e.g., affixes, Latin roots, stems) to define and determine the meaning of new words.
4.4.R.4
Check a dictionary, glossary or thesaurus to understand unfamiliar words in a text.
Official wording
Students will consult reference materials (e.g., dictionaries, glossaries, thesauruses) to comprehend the words in a text.
4.4.R.5
Learn new fourth grade words, connect them to what you already know and use them in speaking and writing.
Official wording
Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in various contexts.

Vocabulary: Writing

2 standards
Students will apply knowledge of vocabulary to speak and write effectively.
4.4.W.1
Use fourth grade words in your writing so readers understand your ideas.
Official wording
Students will use grade-level vocabulary in writing to clearly communicate ideas.
4.4.W.2
Choose exact, colorful words that suit your writing and your reader, like scorching instead of hot.
Official wording
Students will use precise and vivid vocabulary in writing for the intended mode and effect on the audience.

Language: Reading

2 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend, analyze, and/or evaluate a variety of texts.
4.5.R.1
Identify whether a sentence is simple or compound, like I ran versus I ran, and she walked.
Official wording
Students will recognize simple and compound sentences.
4.5.R.2
Name parts of speech in sentences, like irregular possessives such as children's, verb tenses, subject-verb agreement, comparing adjectives and adverbs, pronouns and interjections.
Official wording
Students will recognize parts of speech in sentences:•irregular possessive nouns (e.g., children’s)•irregular and past participle verbs and verb tense to identify settings, times, and sequences•subject and verb agreement•comparative and superlative adjectives•prepositional phrases•possessive pronouns and the nouns they replace (i.e., antecedents)•coordinating conjunctions•comparative and superlative adverbs•interjections

Language: Writing

10 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to speak and write effectively, demonstrating standard usage when appropriate.
4.5.W.1
Write all four sentence types, both simple and compound, and spot and fix incomplete sentences.
Official wording
Students will compose simple and compound declarative, interrogative, imperative, and exclamatory sentences, avoiding and correcting fragments.
4.5.W.2
Choose nouns, verbs, adjectives, prepositions and adverbs that make your sentences clearer and more varied.
Official wording
Students will use nouns, verbs, adjectives, prepositions, and adverbs to add clarity and variety to their writing.
4.5.W.3
Find and fix sentences where the subject and verb do not match, like changing the dogs runs to the dogs run.
Official wording
Students will recognize and correct errors in subject and verb agreement.
4.5.W.4
Capitalize family titles like Aunt Rosa, adjectives from names like Mexican, the parts of a letter, and the first word of a quote.
Official wording
Students will capitalize familial relations, proper adjectives, conventions of letter writing, and the first letter of a quotation.
4.5.W.5
Choose the right end mark for each sentence type, like a period for a command and a question mark for a question.
Official wording
Students will use periods with declarative and imperative sentences, question marks with interrogative sentences, and exclamation points with exclamatory sentences.
4.5.W.6
Use apostrophes to show ownership for singular and plural nouns, like the cat's toy and the cats' toys, and take them out of plain plurals.
Official wording
Students will use apostrophes to show possession of singular and plural nouns and recognize and remove apostrophes used to form plurals.
4.5.W.7
Use commas after the greeting and closing of a letter or email, between items in a list, and to set off what a character says.
Official wording
Students will use commas in greetings and closings in letters and emails, to separate individual words in a series, and to indicate dialogue.
4.5.W.8
Use a colon before a list, like packing three things: a map, water and a snack.
Official wording
Students will use a colon to introduce a list (e.g., Deb only needed three things from the grocery store: milk, eggs, and bread.).
4.5.W.9
Use quotation marks for dialogue, for words copied from a source, and for titles of short works like songs and poems.
Official wording
Students will use quotation marks to indicate dialogue, quoted material, and titles of works.
4.5.W.10
Underline handwritten titles or put typed titles in italics, like the name of a book or movie.
Official wording
Students will use underlining or italics to indicate titles of works.

Research: Reading

3 standards
Students will gather, comprehend, evaluate, and synthesize researched information to acquire and refine knowledge.
4.6.R.1
Research answers to your own and given questions using several sources, like books, websites, images and interviews.
Official wording
Students will conduct research to answer questions, including self-generated questions, and to build knowledge, using multiple sources (e.g., visual and text reference sources, electronic resources, and/or interviews).
4.6.R.2
Use text features like headings, bold words, captions, charts and map legends to understand nonfiction.
Official wording
Students will identify and use text features (e.g., graphics, captions, headings/subheadings, bold/italicized words, charts, tables, legends) to comprehend informational texts.
4.6.R.3
Decide which of the facts you gathered really help answer your research question.
Official wording
Students will determine the relevance of the information gathered.

Research: Writing

3 standards
Students will synthesize information ethically through speaking and writing.
4.6.W.1
Write a research question about a topic that you could actually answer with the sources you can find.
Official wording
Students will generate a viable research question about a topic.
4.6.W.2
Organize your research notes and list each source by author, title and year.
Official wording
Students will organize information found during research, following a modified citation style (i.e., author, title, publication year).
4.6.W.3
Write a short report in one or two sittings that groups facts about a topic and uses details and quotes from at least two sources.
Official wording
Students will write informative texts independently for short timeframes (e.g., a single sitting or a day or two) that organize related information about a topic and convey details and quotations from two or more sources.

Multimodal Literacies: Reading

1 standard
Students will comprehend and evaluate multimodal content.
4.7.R
Gather facts from text, audio, images, maps and gestures and compare how different sources view a topic.
Official wording
Students will locate and use information from a variety of alphabetic, aural, visual, spatial, and/or gestural content to compare and contrast perspectives about ideas and topics.

Multimodal Literacies: Writing

1 standard
Students will create multimodal content to communicate effectively.
4.7.W
Share what you think and feel by mixing at least two forms, like a poster that pairs writing with pictures or a skit with spoken lines and actions.
Official wording
Students will communicate their ideas, thoughts, and feelings by combining two or more kinds of content:•writing/alphabetic•sound, visual, and/or spatial•movement

Independent Reading and Writing: Reading

1 standard
Students will read self-selected texts independently, choosing genres to suit and expand their personal preferences and purposes.
4.8.R
Read books you pick on your own for different lengths of time, choosing genres you love and some new ones.
Official wording
Students will read selected texts independently and for various lengths of time, choosing genres to suit and expand their personal preferences and purposes.

Independent Reading and Writing: Writing

1 standard
Students will write independently, intentionally selecting modes, purposes, and audiences.
4.8.W
Write on your own for short or long periods by hand, in cursive or on a keyboard, choosing a type of writing that fits the reader.
Official wording
Students will write independently using print, cursive, and/or typing for various lengths of time, choosing modes and genres to suit their audience and purpose.

The official Oklahoma documents

Oklahoma Academic Standards for English Language Arts, Oklahoma State Department of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.