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Washington Standards

Washington 4th Grade ELA Standards

All 26 Washington English language arts standards for 4th grade, each explained in plain English. The official wording is one click away under each one.

26 standards

Reading

5 standards
Students read, comprehend, interpret, analyze, evaluate, and appreciate multimodal texts from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 3, 4, and 5 are prioritized.
ELA.4.R.1
Identify the features that set fiction, poetry, plays, and nonfiction apart, like stanzas in a poem or stage directions in a play.
Official wording
Students know and apply the basic features of print and how it is organized.aIdentify the distinguishing text/visual features of a given work of fiction, poetry, plays, and/or non-fiction.
ELA.4.R.3
Decode unfamiliar long words with syllable patterns and Greek and Latin roots like photo and port, read oddly spelled words like castle, and read aloud fluently.
Official wording
Students decode words accurately by applying grade-level phonics and word analysis skills.aUse knowledge of syllable types and common division patterns to decode complex and unfamiliar words found in grade-level text.bUse knowledge of common Greek and Latin roots and affixes to decode and determine the meaning of complex words (e.g., “biology,” “autograph,” “telescope”).cIdentify and decode words with inconsistent but common spelling sound correspondences (e.g., “choir,” “island,” “biscuit”).dRead grade-level texts orally with accuracy, appropriate rate, and expression to support understanding, improving fluency through repeated readings.
ELA.4.R.4
Back inferences with text evidence, summarize with key details, describe characters and events in depth, name the narrator's view, and explain how structure shapes ideas.
Official wording
Students comprehend and interpret texts using knowledge of language, text structures, and content to make meaning.aExplain their purpose for reading and preview the text noting genre elements and text/visual features.bVisualize, imagine, and/or otherwise engage the senses to make meaning of the text.cMake and revise inferences and predictions, supporting them with evidence in the text.dUse a variety of strategies to maintain motivation and reconnect to the flow of reading.eExplain how images or words influence reader understanding and how text/visual features add to the written text’s meaning.fSummarize a text, referring to details and examples in the text.gDetermine the narrator’s point of view.hDescribe in depth a story’s characters, setting, and major events, including characters’ perspectives, drawing on specific details in the text.iExplain how text structure, such as cause/effect among others, shapes readers’ understanding of ideas or information.
ELA.4.R.5
Analyze texts by citing evidence, explain how an author's choices sway readers, describe how a theme changes their thinking, and compare how two texts treat one topic.
Official wording
Students analyze texts, introducing and attributing textual evidence when relevant.aExplain how an author's choices influence readers' thoughts, feelings, or actions.bDescribe the main idea, theme, or key information in a text, how it deepens, expands, or changes their previous understanding, and how it connects to their own experiences.cCompare and contrast how two or more texts present the same story or topic.
ELA.4.R.6
Give and support an opinion about a text, and judge how well its pictures, descriptions, or language help readers understand, using criteria the class agrees on.
Official wording
Students evaluate texts.aExplain their opinion about a text, providing relevant details.bEvaluate how effectively illustrations, descriptions, text features, or language support understanding, using shared criteria.

Writing

6 standards
Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content. Standards 1, 3, and 5 are prioritized.
ELA.4.W.1
Write across subjects to describe, report observations, take and defend a position, persuade others to resolve conflicts or strengthen communities, and tell stories.
Official wording
Students compose multimodal texts in a variety of genres across content areas for a variety of purposes.aCompose in order to describe experiences, ideas, and imaginings.bCompose in order to record observations and/or inform others about their observations and explanations of the world.cCompose in order to take and defend a position on an issue.dCompose in order to persuade others to consider new options, resolve conflicts, and create and strengthen communities.eCompose in order to tell stories and narratives.
ELA.4.W.2
Plan writing from their interests or research, figure out what the audience already knows and feels about the topic, and adjust the project plan as needed.
Official wording
Students plan and complete writing projects.aDevelop writing ideas by drawing from interests, experiences, knowledge, or research.bDetermine the audience and what they may already know, think, and/or feel about the topic.cSequence and organize the process for completing a writing project or task, adjusting plans as needed.
ELA.4.W.3
Draft with fair use of research and mentor texts, back ideas with facts and quotes and positions with linked reasons, give stories dialogue and pacing, and cite sources.
Official wording
Students draft content within the genre, using tools effectively.aGenerate ideas for topics, genres, and materials.bGather ideas and select material from research, images, and/or multimedia artifacts that illustrates and supports their ideas, identifying when and how it's fair to use the creative work of others.cSelect text/visual features, formatting, and/or genre conventions to follow or adapt from mentor texts.dDevelop descriptions using concrete, sensory details.eDevelop points and ideas within a topic with facts, definitions, details, examples, and/or quotations, using linking words to connect ideas.fExamine and make connections between information and ideas within a topic.gSupport a position with reasons, using linking words, phrases, and clauses.hUse language to persuade others with feelings, logical reasonings, evidence, and examples.iDevelop a clear sequence of events for stories by using a variety of narrative techniques (e.g., details to elaborate, dialogue, pacing) to develop events and characters and show characters' responses to events.jAttribute sources in ways that are consistent with the genre.
ELA.4.W.4
Organize writing to match its genre, opening with an introduction that hooks the reader, grouping ideas into paragraphs or sections, and closing with a conclusion.
Official wording
Students organize content using the genre's structure.aCraft introductions using a variety of strategies.bOrganize related content in paragraphs and sections.cCompose a concluding statement or section.
ELA.4.W.5
Reread drafts, weigh feedback, revise for clarity, and edit for conventions and correct source credits, using technology like spell check or shared documents to help.
Official wording
Students evaluate, revise, and edit their compositions using a variety of strategies, including effective use of technology.aRe-read draft for clarity and to determine next steps.bGather and consider using feedback about their compositions.cRevise by using what they learned from re-reading and feedback.dEdit for mechanics, conventions, and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades K–4.]
ELA.4.W.6
Publish writing for familiar audiences, considering who can see it in print or online now and later, and how those readers might react.
Official wording
Students share and publish compositions for known and trusted audiences in ways that reinforce the communicative purposes of writing.aIdentify who can access compositions on digital and non-digital platforms, now and in the future, and how those people might react.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standards 1 and 3 are prioritized.
ELA.4.SLDF.1
Keep up discussion norms in person and online, share ideas with specific details, build on others' points, explain how their views changed, and sum up where people agree.
Official wording
Students listen, respond respectfully, and contribute during face-to-face discussions and/or in teacher-moderated or simulated digital forums.aMaintain expectations for engaging with and including other participants, especially in digital forums.bDescribe the people, places, things, events, information, and emotions they are referring to with specific details.cExpress ideas clearly by drawing on experience, prior knowledge, and/or research.dConnect statements to others' contributions to develop common understanding, build community, and propel conversation.eAsk for clarification or more information and/or explain what they understood.fRespond to feedback about how others understood their communication, especially in a digital forum format.gExplain when, how, or why their opinions or understandings changed.hSummarize points of agreement or disagreement from the discussion.
ELA.4.SLDF.2
Work on team projects by revisiting expectations, using each person's strengths toward shared goals, and addressing concerns while respecting different viewpoints.
Official wording
Students collaborate on projects or tasks.aDiscuss expectations, reviewing and changing them when needed.bContribute towards shared goals by building on strengths.cCommunicate to build community by addressing concerns and considering others' strengths and perspectives.
ELA.4.SLDF.3
Give reports, speeches, or creative presentations that are easy to follow, fitting content to the audience, adding visuals or media, and crediting sources used.
Official wording
Students present reports, speeches, and creative work in a variety of genres such that listeners are engaged and/or can follow the line of reasoning.aIdentify topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.4.W.1.bDevelop content by considering what they want to communicate within the situation and what the audience already knows.cUse images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.dAttribute sources used.
ELA.4.SLDF.4
Express a personal voice through word choice, and decide what to reveal or hold back depending on who is listening and why.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress a distinct voice through thoughtful word choice by drawing on their strengths, experience, and attitudes.bDetermine what they choose to share or keep private based on the audience, purpose, and context of the interaction.
ELA.4.SLDF.5
Speak audibly with purposeful gestures and pacing that highlight key points and keep listeners engaged, like in a persuasive speech.
Official wording
Students use an audible voice, gesture, and pacing to illuminate the content and engage the audience.

Language

5 standards
Students demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 2 and 3 are prioritized.
ELA.4.L.1
Decide when a situation calls for formal or informal language, and work out the literal and everyday slang meanings of words and phrases in context.
Official wording
Students identify and discuss when and why language is used differently according to the context.aDifferentiate between contexts that call for formal and informal language.bDetermine literal and colloquial meanings of words and phrases in context.
ELA.4.L.2
Combine and expand sentences with prepositional phrases, use helping verbs like might and should, and use progressive tenses like was running to show timing.
Official wording
Students produce, expand, combine, and refine sentences in conversations and writing about experiences, events, and ideas.aProduce, expand, and combine simple, compound, and complex sentences, including prepositional phrases, to clarify relationships among ideas.bUse adjectives, verb forms, and modal auxiliaries to communicate details and relationships among ideas.cUse progressive verb tenses to communicate sequence and timing.
ELA.4.L.3
Figure out new words using context, roots, and reference tools, describe ideas and objects vividly, and use commonly confused words like accept and except correctly.
Official wording
Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to with accuracy.aUse context, roots, affixes, word relationships, and reference materials to clarify the meaning of unfamiliar words and phrases.bUse abstract and concrete nouns with descriptive language.cUse frequently confused words correctly, including commonly confused homonyms.
ELA.4.L.4
Explain similes, metaphors, idioms, adages, and proverbs, like break the ice, and compare synonyms and antonyms to show small differences in meaning.
Official wording
Students demonstrate understanding of figurative language, word relationships, and nuances in word meaning in the context of conversations, reading, and writing about experiences, events, and ideas.aRecognize and explain the meaning of simple similes, metaphors, adages, idioms, and proverbs.bCompare words to their synonyms and antonyms to understand and express nuances in meaning.
ELA.4.L.5
Write correct, varied sentences, spell longer words using syllables and word parts, check spelling with references, and punctuate dialogue and quotations correctly.
Official wording
Students develop fluent and accurate writing skills.aWrite complete sentences that use correct grammar and varied sentence structures.bSpell multisyllabic words by breaking them into syllables and applying known syllable types and knowledge of prefixes, suffixes, and base or root words.cUse conventional spelling patterns and generalizations, consulting reference materials and/or tools as needed to check and correct spelling.dUse commas and quotation marks to mark dialogue, direct speech, and quotations.eDevelop automaticity in spelling and handwriting and/or other modalities to support written expression.

Research and Media Literacy

5 standards
Students ask and revise questions, seek answers using relevant tools and techniques to select and access sources, and use their learning. Students think critically about reactions to media messages, purposes and parts of media messages, and people responsible for media messages. Standards 1 and 4 are prioritized. This is the first time standard 4 is prioritized.
ELA.4.RML.1
Ask and refine research questions, find relevant sources in libraries and from knowledgeable people, compare search terms and tools, gather information, and share it.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from information sources.aAsk questions about things that make them curious and refine their questions as they learn new things about the topic.bGenerate ideas for where they might find information based on what they and/or others know about the topic.cSelect and access a variety of relevant information sources, including by navigating libraries and by talking to people with relevant experience or knowledge.dCompare different search terms, different search results, and different digital search tools.eGather relevant information using a variety of strategies.fUse and/or share new learning.
ELA.4.RML.2
Describe how viewpoints shape reactions to media, what feelings a message stirs and what they prompt them to do, and why people do or do not change their minds.
Official wording
Students describe reactions to media messages.aDescribe how people’s different ways of looking at things affect their reactions to media messages.bDescribe how media messages make them feel and what these emotions may make them want to say or do.cDescribe reasons people are more or less likely to change their minds about something when they encounter a media message.
ELA.4.RML.3
Figure out if a media message mainly informs, persuades, sells, or entertains, and how it achieves that aim, like a cereal ad using a cartoon mascot.
Official wording
Students identify the purposes of media messages and how those purposes are achieved.aDetermine whether a media message is mainly helping people learn new things, trying to change people’s minds, selling something, or just for fun.
ELA.4.RML.4
Classify statements as facts, opinions, or positions, check claims across several sources, find facts that back a position, and explain how image changes alter meaning.
Official wording
Students compare different parts of media messages.aDetermine whether statements can be either true or false, express an opinion, or take a position.bCompare what multiple sources have to say about information that is either true or false in a media message.cDescribe how changing an image or the words used to describe an image can change the meaning of a media message.dIdentify facts and reasons that support a position.
ELA.4.RML.5
Tell media creators apart from the platforms that share their work, describe ways someone can be an expert, and notice what creators choose to include or leave out.
Official wording
Students identify people who create media messages and choices they make.aDistinguish between people responsible for the content of a media message and platforms that deliver media messages.bIdentify different ways to be an expert about a particular topic.cIdentify choices made by those responsible for media messages about what to include or exclude.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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