4th grade writing objectives

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Reading Process (Comprehension, Vocabulary, Connections, & Independent Reading)

• Draw conclusions and infer by referencing textual evidence of what the text says explicitly as well as inferences drawn from the text
• Draw conclusions by providing textual evidence of what the text says explicitly
• Monitor comprehension and making corrections and adjustments when understanding breaks down
• Determine the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes
• Use the context of the sentence to determine the meaning of unfamiliar words or multiple-meaning words
• Complete analogies
• Identify the meaning of common idioms and figurative language
• Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words
• Use conversational, general academic, and domain-specific words and phrases
• Connect text to text (ideas and information in various fiction and nonfiction works, using compare and contrast)
• Connect text to world (text ideas regarding experiences inthe world by demonstrating an awareness that literature reflects a cultural and historical time frame)
• Read text that is developmentally appropriate
• Produce evidence of reading

Comprehend, Analyze, and Evaluate Fiction, Poetry, & Drama

• Summarize and sequence the events/plot, explain how past events impact future events, and identify the theme
• Describe the personality traits of characters from their thoughts, words, and actions
• Describe the interaction of characters, including relationships and how they change
• Compare and contrast the adventures or exploits of characters and their roles
• Compare and contrast the point of view from which stories are narrated; explain whether the narrator or speaker of a story is first or third person
• Explain structural elements of poetry
• Analyze how characters change from the beginning to the end of a play or film
• Explain structural elements of dramatic literature

Comprehend, Analyze, and Evaluate Nonfiction

• Use multiple text features to locate information and gain an overview of the contents of text
• Describe the sequence of events, ideas, concepts, or steps needed to carry out a procedure
• Interpret and explain factual information presented graphically
• Explain similarities and differences between the events and characters’ experiences in a fictional work and the actual events and experiences described in an author’s biography or autobiography
• Analyze, make inferences, and draw conclusions about persuasive text; use evidence from the text to explain the author’s purpose; and support the analysis
• Explain how an author uses language to present information to influence what the reader thinks or does
• Distinguish fact from opinion in a text and explain how to verify what is a fact
• Explain explicit and implicit relationships among ideas in texts
• Explain author’s purpose
• Compare and contrast a firsthand and secondhand account of the same event or topic

Media Literacy

• Explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior
• Explain how various design techniques used in media influence the message
• Compare various written conventions used for digital media
• Explain text structures and graphics features of a web page and how they help readers to comprehend text

Reading Foundations

• Decode words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi-syllabic words in context
• Read root words, prefixes, and suffixes and important words from specific content curricula
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Writing Process

• Select a genre appropriate for conveying the purpose to an intended audience
• Formulate questions related to the topic
• Access prior knowledge or building background knowledge related to the topic
• Use a prewriting strategy
• Generate a main idea to support a multiple-paragraph text, using a variety of sentence types, including compound
• Establish and support a main idea with an overall topic sentence at, or near, the beginning of the first paragraph
• Categorize, organize, and sequence facts, details, and/or events into a text (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs
• Address an appropriate audience
• Develop and strengthen writing by revising: main idea, sequence (ideas), focus, beginning/middle/end, details/facts (from multiple sources, when appropriate), word choice (related to the topic), sentence structure, transitions, audience and purpose, voice
• Edit for language conventions
• Use technology, including the Internet, to produce and publish writing
• Demonstrate sufficient command of keyboarding skills to type a minimum of one page, ideally in a single sitting

Write Opinion Texts

• Introduce a topic or text being studied, using an introductory paragraph
• State an opinion or establish a position and provide reasons for the opinion/position supported by facts and details
• Use specific and accurate words that are related to the topic, audience, and purpose
• Contain information using student’s original language except when using direct quotation from a source
• Reference the name of the author(s) or name of the source used for details or facts included in the text
• Use transitions to connect opinion and reason
• Organize the supporting details/reasons into introductory, supporting, and concluding paragraphs

Write Informative/Explanatory Texts

• Introduce a topic using a topic sentence in an introductory paragraph
• Develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotations
• Use specific, relevant,and accurate words that are suited to the topic, audience, and purpose
• Contain information using student’s original language except when using direct quotations from a source
• Use transitions to connect categories of information
• Use text structures when useful
• Create a concluding paragraph related to the information

Write Fiction or Nonfiction Narratives and Poems

• Establish a setting and situation/topic and introduce a narrator and/or characters
• Use narrative techniques, such as dialogue, motivation,and descriptions
• Organize an event sequence that unfolds naturally to establish a beginning/middle/end
• Use a variety of transitions to manage the sequence of events
• Use specific, relevant, and accurate words that are suited to the topic, audience, and purpose

Research Process

• Generate a list of subject-appropriate topics
• Create a research question to address relevant to a chosen topic
• Identify a variety of relevant sources, literary and informational
• Use organizational features of print and digital sources efficiently to locate information
• Convert graphic/visual data into written notes
• Determine the accuracy of the information gathered
• Differentiate between paraphrasing and plagiarism when using ideas of others
• Record bibliographic information from sources according to a standard format
• Present and evaluate how completely, accurately, and efficiently the research question was explored or answered using previously established teacher/student criteria
• Use the “be” helping verbs with “ing” verbs
• Use and order adjectives within sentences to conventional patterns
• Use progressive verbs to show past, present, and future
• Use adverbs in writing
• Use subject/verb agreement with 1st-, 2nd-, and 3rd-person pronouns
• Use prepositions correctly in a sentence
• Recognize the difference between and use coordinating conjunctions and subordinating conjunctions
• Produce and expand the complete simple and compound four types of sentences
• Correct sentence fragments and run-on sentences in writing

Conventions

• Write legibly
• Punctuate a dialogue between two or more characters
• Insert a comma before a coordinating conjunction in a compound sentence
• Capitalize proper adjectives
• Use correct capitalization
• Spell words with suffixes by dropping or leaving the final e
• Spell words ending in the long e sound
• Alphabetize reference sources
• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots, affixes) to read and spell accurately unfamiliar multi-syllabic words in context

Speaking & Listening

• Follow, generate, and justify classroom listening rules
• Pose and respond to specific questions to clarify or follow up on information, make comments that contribute to the discussion, and link to the remarks of others
• Follow and restate multi-step instructions that involve a short related sequence of actions, according to classroom expectations
• Generate and follow active listening rules, according to classroom expectations
• Contribute to discussion after listening to others’ ideas, according to classroom expectations
• Express opinions of read-alouds and independent reading and relating opinion to others
• Paraphrase portions of a text read aloud or information presented in diverse media and formats
• Use efficient presentation skills with available resources
• Incorporate descriptive and sequential details in a student-designed or teacher-assigned topic
• Give a formal presentation to classmates, using a variety of media
• Speak with expression and fluency
• Adjust formal/informal language according to context and topic
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How-To Writing: Motivating Students to Write for a Real Purpose

• Resources & Preparation
• Instructional Plan
• Related Resources

What do students need to know to succeed in fourth grade (or third or fifth)? What supplies are needed? What rules and steps should be followed? These and many other questions provide the framework for students to write how-to essays for a specific audience—future fourth graders. Although this lesson focuses specifically on fourth grade, it can be easily adapted for third or fifth graders. Students first learn about the how-to writing genre by reading an assortment of instruction manuals. This also demonstrates how how-to writing relates to their everyday lives. The teacher then models each step of the writing process as the students write about how to be successful fourth graders. After students publish their writing, the final drafts are saved for the following year's fourth graders to read at the beginning of the next school year.

Featured Resources

• Power Proofreading : Students can use this interactive site to complete activities to build their proofreading skills.  
• Essay Map : Using this interactive site, students can organize the information they will include in their essay.

From Theory to Practice

• Students need to understand that there are purposes for writing other than for the teacher to read and grade it. Writing how-to essays has been found to be a successful alternative to the traditional research paper or teacher-based essay.  
• How-to writing is a genre that appeals to most students because it is applicable in the world. This genre involves exploring interests and needs to identify a topic, conducting several research methods, and working through the writing process.  
• When students' writing has an authentic audience beyond the classroom teacher, they can see a direct connection between their lives and their literacy development.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Computer with Internet access and LCD projector  
• Assortment of instruction manuals as examples of how-to writing  
• Chart paper  
• Overhead projector and transparencies
• How to Succeed in the Fourth Grade: Graphic Organizer  
• How to Succeed in the Fourth Grade: Writing Rubric  
• Correcting and Proofreading Checklist

Preparation

Student objectives.

Students will

• Recognize that how-to writing is a genre they encounter in their everyday lives  
• Identify the characteristics of the how-to writing genre and incorporate them into a how-to essay about succeeding in the fourth grade  
• Identify the audience for their how-to essay (i.e., future fourth graders) and shape the essay to appeal to this audience  
• Apply the steps of the writing process to complete the how-to essay

Note: This prewriting activity allows students to work together to brainstorm ideas for their writing, but it also allows for each essay to be different, as students may choose different materials, rules, or steps for success in the fourth grade.

Students may choose a topic of interest to write another how-to essay. For example, students may choose to write instructions for how to play a board game or a sport that they enjoy.

Student Assessment / Reflections

Use the How-To Succeed in the Fourth Grade: Writing Rubric to assess students' writing.

• Strategy Guides
• Student Interactives
• Calendar Activities

This strategy guide explains the writing process and offers practical methods for applying it in your classroom to help students become proficient writers.

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.

Students examine the different ways that they write and think about the role writing plays in life.

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The Guide to 4th Grade: Reading and Writing

Review reading and writing curricula for 4th grade, including what to expect and resources to support learning..

Congratulations: Your child is officially a member of the “upper” grades! As fourth graders, students deepen their skills to prepare for middle school. That being said, they still learn like elementary school students do. Most fourth graders are developmentally very much still children — they enjoy and learn from play, and they thrive in nurturing and warm environments. However, the content of most 4th grade curricula pushes students to think, analyze, and learn in more sophisticated and structured ways than they did in the “lower” grades.

In 4th grade, students learn how to deeply think about and make connections in new material, and grasp more complex concepts across all subjects. They also write with clarity, flow, and structure similar to that of traditional essays. Fourth graders are encouraged to be more independent in how they learn, and depend less on their teacher's guidance. They research, plan, and revise their work more by themselves — setting the foundation to be lifelong, self-starting learners.

Read on for what to expect this year, and shop all books and resources for 4th grade at The Scholastic Store . 

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Reading in 4th Grade

Much of the 4th grade reading curriculum teaches students how to analyze the books they read. Rather than just understand the plot and information given in a text, students are encouraged to think about the messages and how they relate to their own lives. They also compare texts to each other and make connections both within one text and across multiple texts.

In short, 4th graders begin to learn how to think and talk about a text to find deeper meanings and messages. This is done both with texts students read independently and those read by the whole class or smaller groups of students. Teachers may often use a class read-aloud to show students strategies for thinking about and analyzing what they read, encouraging them to do this in their own reading. Students also do this as they write in more detail about the texts they read. 

To build reading skills, your 4th grader :

• Uses specific examples from the text to explain characters’ motivations, main events, central themes, or ideas about a text.
• Uses the context of a text to determine the meaning of a word.
• Understands and can explain the differences between narrative prose, drama, and poetry.
• Identifies and refers to the different parts of poems and plays, such as verses, settings, and characters.
• Interprets and connects information from illustrations, graphs, charts, or other sources related to the text.
• Identifies, compares, and contrasts different perspectives from which texts are written (for example, first and third person).
• Compares and contrasts the way different texts address the same issue, theme, or topic.
• Makes connections between people, events, or important ideas in a text.
• Uses previous knowledge to read unfamiliar multi-syllable words.
• Reads grade-level texts with accurate comprehension, pacing, and expression.

Fourth Grade Reading Activities

Read and Research Together : Read the same book as your child independently, together, or a combination of both. Talk about the book as you read it, reviewing main ideas and plots and expressing your opinions. Then read an additional book or books on the same subject and compare and contrast how they dealt with the same issue. 

Compare Perspectives : Read two texts — one written in first person and one in third person — about the same event. Talk with your child about the differences and why they thinks these differences exist. Or, try it yourself! After sharing an experience with your child, each of you can write about it from your own perspective. Talk about the differences between what you wrote to gain a better understanding of perspective.

Read magazine and newspaper articles. Focus on the illustrations, graphs, or charts. Point out to your child what they show, ask them to help you interpret them, and discuss how they help explain or elaborate on the text. 

Writing in 4th Grade

Much of the 4th grade writing curriculum focuses on developing writing that has clarity and structure, and that uses reasons, facts, and details to support and strengthen arguments. Fourth graders are taught to organize their writing, ensure that it flows well, and group together related components. As students learn to think more deeply about concepts they are taught, they are encouraged to write in deeper ways as well. They do this by going beyond simply stating the facts — they express ideas, make connections, and provide details and emotions when appropriate.

To build writing skills, your 4th grader :

• Writes opinion pieces that express a point of view; have an introduction, a conclusion, reasons, and facts to support the opinion; and group together related ideas.
• Writes informative/explanatory pieces that present information on a topic, use facts and details, and group together related topics; provides introductions and conclusions in these pieces.
• Writes narrative pieces that use specific details, descriptions, and dialogue to convey a real event; includes an introduction and conclusion in each piece.
• Plans, revises, and edits their writing.
• Uses technology to publish, research, and communicate with others under the proper guidance of an adult or teacher.
• Types with a beginner’s accuracy and ability (for example, types one page of text within one sitting).
• Completes research projects by taking notes, organizing them, and presenting them; lists the texts and resources used.
• Writes for both long (over weeks) and shorter (one sitting or a couple of days) periods of time.

Fourth Grade Writing Activities

Ask Why : When your child expresses their opinion about something, ask them why they think that or how they know it is true. This will help them learn to support their opinion with reasons and/or facts. Do the same when you express your opinion or ideas about something.

Email with your Child : Set up an email account for your child and write emails describing your days to each other. Include details, conversations, thoughts, and emotions you had. This can be done in addition to generally encouraging (and supervising) your child’s use of technology — helping them use it for research, writing, and communicating with others. As always, be cautious of your child’s technology use by monitoring and supervising how much it is used and with whom they communicate.

Practice Note Taking : When you and your child go somewhere like a museum or a new city, pretend to be reporters and take notes (give them a journal they'll love to take notes in, like the Klutz: Decorate This Journal ). Later on, use those notes to describe what you learned. You can even relay your “reports” like a newscaster would.

Shop the best resources for fourth grade below! You can find all books and activities at  The Scholastic Store . 

Explore other grade guides: 

• Kindergarten
• First Grade
• Second Grade
• Third Grade
• Fifth Grade
• Sixth Grade
• Seventh Grade
• Eighth Grade

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Grade 4 Writing

Discover grade 4 writing standards.

Now that your child has reached fourth grade, they’ll be consolidating, refining and building upon language arts knowledge that they’ve developed in previous grades.

As they embark on the second half of their elementary school journey, fourth graders will be encouraged to start thinking, analyzing and processing information more independently, which can be quite a big jump from previous grades. They’ll be expected to research various topics and produce articles utilizing their reading comprehension skills. There are many higher-level thinking skills involved in the writing process in fourth grade and this could prove challenging for your child at times.

This guide will take you through the key writing skills your fourth grader will need to develop in order to ensure that their academic progress is seamless.

10 Important Fourth Grade Writing Goals

• I can write independently
• I can compose clear and coherent articles and stories
• I can refine written text by revising and redrafting
• I can complete a plan before beginning to write
• I can use technology to publish articles and stories
• I can structure articles and stories correctly
• I can produce writing for different purposes and audiences
• I can use my research skills to compose an informative report
• I can use structured paragraphs and complex sentences
• I can establish a clear theme throughout an article or story

Fourth grade learners will work towards achieving these goals by writing in the following forms:

Opinion Writing

• Explanatory/Informative Writing

Narrative Writing

Learners in fourth grade should be familiar with these styles of writing, and understand the features and structure of each text type.

To level up their writing skills, children will need to both increase the level of detail in their articles and stories, and the sophistication of their vocabulary and grammar usage to impress their reader.

In Grade 4, your child should be writing with the intention of persuading or convincing the reader.

Here are some guidelines on how to structure an opinion piece:

• Focus on a single, strong idea.
• State your opinion on the topic.
• Provide reasons for the argument, with relevant evidence and supporting thoughts, organized in clear paragraphs.
• Use persuasive writing techniques such as emotive language to influence the reader.
• Use linking words and phrases to ensure their article flows.
• End with a summary of the most important points made in the argument and conclude with a memorable sentence.

Practice Tip

Challenge your child to share their opinion on a topic of your choice. Ask them to take on their own research project to ensure that their arguments are valid, and then ask them to present these to you verbally with reasons to support their opinion. It can be very beneficial for children to talk about their writing before they put pen to paper.

Informative Writing

Children in Grade 4 should be able to report factual information in an organized and clear way.

Here’s how your fourth grader can succeed at informative writing:

• Learn about a specific topic and list out the most important aspects to include in their piece of writing.
• Include facts, details and definitions in order to provide accurate information.
• Write in the first or third person.
• Use appropriate language, such as precise, topic-related vocabulary.
• Organize different points in clear headings, sections and paragraphs.
• Review the whole piece when it is completed. Informative writing requires precise use of facts, so it’s important that your child double-checks that the information they’ve provided is truthful.

Our printable report writing activity pack shares top tips on how to structure informative writing pieces and guides learners through developing a topic that includes facts, details, and definitions. It introduces topic related vocabulary and supports children to then use these words in their own writing.

In Grade 4, children will develop their narrative writing skills to include a clear sequence of events , descriptive detail, and an established narrator and characters .

Alongside character development and plot, fourth graders need to control and direct their narrative using transitional words and phrases. Conjunctions, adverbs, and prepositions can all be used to link and sequence sentences and paragraphs within a story.

Some narrative writing techniques to have in mind are:

• Get your child to base narrative stories on real events or, if they’re super-creative, fictional scenarios!
• Set established settings and surroundings, characters and details which can give the reader a sense of immersion. Use literary devices such as similes and metaphors to make the writing piece even more captivating!
• Provide a wider context for the story. For example, if the plot takes place in the main character’s home, where is the home located? Is it in a big city or in the countryside?
• Ensure that the story follows a logical narrative structure - beginning, middle and end.
• Good stories need a good ending! End the narrative with a happy ending, a cliffhanger or even a plot-twist!

Encourage daily writing! The more your fourth grader practices, the better they’ll become at describing and using figurative language to grab the reader’s attention. Daily writing can be done in many different ways, including journalling, using writing prompts, and playing writing games on Night Zookeeper!

How Night Zookeeper can help

Night Zookeeper is a language arts program created to help your child develop fundamental writing skills. Whether used as your homeschool language arts curriculum or as a supplemental learning resource, we guarantee your child will love our approach to teaching writing skills. We use gamification to add an educational twist to video games, meaning your child will learn as they have fun!

Our award-winning content has been created by expert elementary school teachers, and includes writing lesson plans that you can use to map out your child’s learning experience, creative writing prompts on all styles of writing, printable fourth grade writing worksheets, and much more!

Sign up to our program today to get a 7-day free trial!

Related articles

• Elementary Writing
• Grade 4 Writing Prompts
• Grade 4 Reading
• Grade 4 Spelling
• Grade 4 Grammar
• Grade 4 Punctuation

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Common Core State Standards Initiative

English Language Arts Standards

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the standards”) represent the next generation of K–12 standards designed to prepare all students for success in college, career, and life by the time they graduate from high school.

The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.

The standards establish guidelines for English language arts (ELA) as well as for literacy in history/social studies, science, and technical subjects. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines.

The College and Career Readiness Anchor Standards form the backbone of the ELA/literacy standards by articulating core knowledge and skills, while grade-specific standards provide additional specificity. Beginning in grade 6, the literacy standards allow teachers of ELA, history/social studies, science, and technical subjects to use their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.

It is important to note that the grade 6–12 literacy standards in history/social studies, science, and technical subjects are meant to supplement content standards in those areas, not replace them. States determine how to incorporate these standards into their existing standards for those subjects or adopt them as content area literacy standards.

The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life. The standards also lay out a vision of what it means to be a literate person who is prepared for success in the 21 st century.

• Key Design Consideration
• Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language
• How to Read the Standards
• College and Career Readiness Anchor Standards for Reading
• College and Career Readiness Anchor Standards for Writing
• College and Career Readiness Anchor Standards for Speaking and Listening
• College and Career Readiness Anchor Standards for Language
• Introduction for K-5
• Kindergarten
• Introduction for 6-12
• Grade 11-12
• Introduction
• Language Progressive Skills
• Measuring Text Complexity: Three Factors
• Range of Text Types for K-5
• Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5
• Staying on Topic Within a Grade & Across Grades
• Range of Text Types for 6-12
• Texts Illustrating the Complexity, Quality, & Range of Student Reading 6-12
• English Language Arts Appendix A
• English Language Arts Appendix B
• English Language Arts Appendix C

• Grades 6-12
• School Leaders

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101 Exciting 4th Grade Writing Prompts for 2023 (Free Printable!)

Use them for journal writing, essay topics, and more!

Fourth grade is a time for students to continue to hone their writing chops as they put to use the skills they’ve learned and gain confidence in their abilities. We’ve collected this list of fourth grade writing prompts—including opinion, persuasive, informational, and narrative—to spur your students’ imaginations and get them writing!

You can get 50 of these fourth grade writing prompts in a free PowerPoint slideshow bundle! They make it easy to share these writing ideas with your students.  Grab your free PowerPoint bundle by submitting your email here .

• Persuasive and Opinion Writing Prompts
• Descriptive and Expository Writing Prompts
• Narrative and Personal Writing Prompts
• Creative Writing Prompts
• Current Events Writing Prompts

Persuasive and Opinion 4th Grade Writing Prompts

Would you rather be good at sports or good in school? Why?

Would you rather have lots of money or lots of friends? Why?

What is your favorite subject in school? Why?

Are fourth graders ready to stay home alone? Why or why not?

Name two characters from different books that you think might be good friends. Why?

Which is more important for success, skill or luck?

Should kids be paid an allowance to do chores around the house? Why or why not?

Why are classroom rules important?

If you had a time machine, what era of history would you visit?

Why is math important?

Why is science important?

Should fourth graders have cell phones? Why or why not?

If you could open a store, what type of store would it be and why?

Which would you rather read: a scary story that gives you goosebumps or a funny story that cracks you up? Why?

What is the hardest thing about being a fourth grader?

If I were the ruler of the world, the first law I would pass would be … because …

If you found a backpack filled with dollar bills, what would you do?

Is it ever OK to tell secrets? Why or why not?

What animal makes the best pet? Why?

Is it better to spend an hour a day reading or an hour a day exercising? Why?

Descriptive and Expository 4th Grade Writing Prompts

If you had a YouTube channel, what would you talk about?

What’s the best book you’ve read recently? What was it all about?

If you won a million dollars, how would you spend the money?

Describe what you think of as perfect weather.

Describe how to build a birdhouse step by step.

Write five rules for staying organized.

What is the worst book you ever read?

Describe the physical appearance of someone in your family in detail.

Imagine you are in a hot-air balloon above your house. Describe everything you can see.

Describe how to play your favorite board game.

There’s an old saying: “The squeaky wheel gets the grease.” What do you think this saying means?

Describe your perfect day.

One of your little cousins is very nervous about starting kindergarten. What would you tell them to make them feel better?

Imagine you are an adult and describe your dream job.

Explain your morning routine in detail, from waking up to arriving at school.

Describe the perfect meal, including what you’d eat and where you’d dine.

Share what you do on a typical non-school day.

Explain the right way to do one of your household chores, like making your bed or cleaning your room.

Describe your favorite room at home in detail.

How do you prepare for a big test? Describe the ways you study or practice.

Narrative and Personal 4th Grade Writing Prompts

Share one of the stories your family has told you about when you were a baby.

What is the funniest thing that has ever happened to you?

Write about an adult you look up to.

What’s the nicest thing anybody has ever done for you?

If you could change one thing about yourself, what would it be?

Write about a time you felt like quitting but didn’t. How did you keep yourself going?

Do you like nonfiction books or fiction books better? Why?

What makes your family unique?

What would you say is your greatest strength? Greatest weakness?

Are you a patient person? Why or why not?

What is something you’ve never done that you would like to try?

What is the weirdest thing that has ever happened to you?

Write about a time you tried something new and how you felt before, during, and after.

What is your earliest memory?

What’s your favorite holiday? What makes it so special?

Write about a time when you felt proud of yourself.

Tell the story of your favorite field trip of all time.

If you could relive any day in your life, what would it be? Would you want it to be the same or different?

What holiday is important to your family? Describe how you celebrate it together.

What’s the best gift you’ve ever gotten? How did it make you feel?

Creative 4th Grade Writing Prompts

If you met an alien, what three questions would you ask them?

Pretend you drank a magic potion that made you as tiny as an ant. Where would you go and what would you do?

Pretend you ate a magic pill that made you as tall as a redwood tree. Where would you go and what would you do?

Write a story that includes these five words: keys, spaghetti, uncle, jellyfish, spaceship.

What would the world be like if dinosaurs still existed?

If you could invent something new the world really needs, what would it be? How would it work?

Retell a classic story, making the villain the hero instead.

Imagine that one day you woke up and found everyone in the world could no longer talk. What would happen next?

Write a new chapter of your favorite book, with yourself as a new character.

Imagine you woke up one morning with a superpower, like invisibility or the ability to fly. Describe your experiences learning how to use that power.

Use these words to start a story: “When I opened the box that came in the mail, I never expected to find …”

Describe a world where it rains fruit juice and snows M&Ms.

Come up with the most ridiculous excuse possible for why you are unable to turn in your homework today.

Describe a world where all the adults are robots, but kids are still human kids.

Imagine a conversation between yourself and a talking animal.

Describe the kind of creature you’d create if you were a mad scientist. Would it be scary and mean? Nice and friendly?

Invent a new kind of candy. Give it a name, and write a commercial jingle for it.

Write about a day where kids are in charge instead of grown-ups.

Imagine you’re lost in a haunted wood, and tell the story of your escape.

Tell a story that ends with these words: “… and that’s how we all learned to fly.”

Describe a night in the life of the tooth fairy.

Current Events 4th Grade Writing Prompts

If you made a time capsule for this year, what would you put in it?

Describe something that you saw in the news recently and how it made you feel.

Tell about an event that happened recently at your school or in your town.

What do you think is one of the world’s biggest problems right now, and how would you solve it?

Read a news story about something happening in another country and summarize it.

Write a news article about something important that happened to you this week.

Create a poem about something in the local news right now.

Write a letter to the editor about a current issue, explaining your opinion.

Find a “good news” story, and share why it makes you happy.

What living famous person do you most admire and why?

What do you think kids today can do about climate change and global warming?

Learn about an endangered animal, and describe what we can do to help it.

What does the word “racism” mean to you?

What is one thing you would do to make your school or town a better place?

Choose an upcoming sports event, and explain who you think will win.

Describe a current fashion trend or something that’s very popular in your school right now, and how you feel about it.

What can we do to help people with different opinions get along with one another better?

Interview a grown-up you know, and write a news article about them.

What do you think is the best new song right now? The worst? Why?

Describe an event that’s happening in the world right now that you don’t understand. What questions would you ask a grown-up about it?

How do you use writing prompts with your students? Come share your ideas and ask for advice in the We Are Teachers HELPLINE group on Facebook .

Also check out 57 awesome 4th grade books you’ll want to share with students ..

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50 Creative 3rd Grade Writing Prompts (Free Printable!)

Taking the leap from the primary level to the intermediate grades. Continue Reading

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4th grade / Explore,Reflect,Apply

What we learn, latest photo, elementary school.

• Be able to complete basic and multi-digit addition/subtraction/multiplication/division problems
• See patterns in math and find alternative ways to solve problems
• Be able to consolidate problems to solve quickly
• Understand the properties of multiplication -- communicative, identity, associative, distributive, and order of operations
• Solve problems with tables
• Solve word problems
• Find factors and multiples
• Identify and analyze geometric figures
• Find perimeter and area of quadrilaterals, polygons and triangles
• Understand equality
• Write place values to the thousands
• Name and measure angles
• Name types of triangles using different methods
• Measure length, distance, area, volume, capacity, mass and temperature
• Understand and Use the properties of algebraic equations
• Add/Subtract/Compare fractions with like and unlike denominators
• Find, solve and use basic probability problems
• Read a variety of fiction and non-fiction materials (e.g., short novels, myths, biographies, short articles) for different purposes
• Read independently, using a variety of reading strategies
• State their own interpretation of a written work, using evidence from the work and from their own knowledge
• Understand the vocabulary and language structures appropriate for this grade level
• Use conventions
• Identify the main idea in a piece of writing and provide supporting details
• Identify and describe elements of stories (e.g., plot, central idea, characters, setting)
• Make judgments about what they read
• 6+1 Writing Traits
• Creative writing
• Understand that rocks and soils are formed and broken down by natural processes and that the Earth's surface has landforms that have changed and continue to change
• Be aware that water moves in regular cycle that influences the weather and that objects in space, including Earth and its moon, move in regular and observable patterns
• Know how to classify living things
• Understand and explain life cycles of animals
• Understand how different animals adapt to their environment
• Know and understand how the body systems work together to keep us alive
• Focus on the history, geography and cultures of South America using Elementary School's six major themes and based on Common Core standards

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Fourth grade learning goals.

These goals are suggestions based on state standards. As always, each child learns differently and at a different pace, this is to act as a guide for subjects and also help with the order of presenting info to your learner. If your child needs a refresh or is missing some concepts, please refer to our Third Grade Learning Goals post to review.

Let’s look at some of the concepts 4th graders will acquire this year:

They will solve multi-step word problems using all four operations, addition, subtraction, multiplication and division.

They will learn how to find the perimeter and area of a shape by counting units.

They will learn how to write chronological pieces, pieces focusing on cause and effect and pieces that draw from personal experience while spelling frequent words correctly.

They will learn about changes in matter and energy, as well as expand their knowledge about the solar system and the universe.

They will learn about the Mesopotamian, Egyptian and other ancient civilizations.

4th Grade Math Curriculum Objectives

In 4th grade, math instruction should focus on number theory and systems, algebraic thinking, geometrical figures and objects, measurement of length, weight, capacity, time, and temperature, and data analysis and probability.

Some of the specific 4th grade math learning targets include:

Estimating sums and differences using rounding and compatible numbers.

Defining multiples, and list multiples of a given number.

Identify factors of a given number and common factors of two given numbers.

Solving addition and subtraction problems involving money.

Exploring the idea of a variable by solving for an unknown quantity in an equation (early algebraic thinking).

Plotting a point given an ordered pair or writing the ordered pair of a point shown on a coordinate grid.

Finding perimeter, area, and volume.

Fourth graders are expected to have gained the following skills before they start the year:

Addition and subtraction with regrouping

Understanding place value

Solving problems with decimal points

Memorizing math facts with the help of fact families

Creating a number sentence or equation from a word problem

Finding perimeter and area of a shape by counting units

Familiarity with both the traditional and metric systems

Reading Goals/Objectives for 4th grade

Foundational skills for fourth grade readers involve making sure they are reading a wide variety of books and other written materials. They will be sharing what they are reading with others, both verbally and in writing. Your child should be reading fluently enough to read aloud comfortably as well.

Specifically, some of the objectives for this year’s reading instruction include:

Paying close attention to the key features of what is read, and being able to share details afterward

Comparing ideas, characters, events, and settings in stories

Recognizing figurative language when reading (similes, metaphors, etc.)

Learning the difference between first and third person narration

Gaining additional skills in reading comprehension including summarizing, predicting, visualizing, questioning, and clarifying details

Writing Goals/Objectives for 4th grade

Your fourth grader will become actively involved in the steps of the writing process this year. From prewriting to drafting to editing and revision, fourth graders will learn how to plan out their compositions and refine them.

Some of the specific writing goals our 4th grade language arts curriculum aims for this year include:

Using research tools to investigate and write about a specific topic.

Writing summaries or opinions of topics, using supporting details.

Analyzing and interpreting a story they have read by writing about it.

Writing an example news article.

Grammar Goals/Objectives for 4th Grade

In fourth grade, students learn to apply what they have learned about grammar and mechanics as they write original compositions. Our 4th grade language arts curriculum lessons focus on parts of speech, similes and metaphors, punctuation, double negatives, and spelling.

Fourth graders will continue to review the grammar rules they have learned to this point, and will add new concepts such as:

Rules of spelling

Proper and common nouns

Regular and irregular verbs

Correctly using commas in series, dates, addresses, and compound sentences

4th Grade Science Objectives

By the end of their fourth grade year, your student should be much more than an observer of science–he/she should be an active participant. An effective 4th grade science curriculum builds on the knowledge your student has gained in the previous school years to focus on deeper understanding of scientific concepts. It also connects those concepts to other areas of the curriculum such as math and literacy.

Some of the specific goals to reach for in fourth grade science include:

Representing data in tables and graphical displays.

Participate in scientific activities and learning practices, using scientific language and tools.

Exploring the components of various systems and explaining the relationships between them.

Comparing and contrasting attributes of things with a focus on communicating the similarities and differences.

Formulate predictions in the realm of science based on observed cause and effect relationships.

Social Studies Objectives for 4th Grade

By the time they reach fourth grade, students are usually strong readers who have developed the skills for seeing patterns in history and current events. This growth prepares them for reading longer and more in-depth historical narratives and for recognizing how ancient, past, and current events are often tied together.

A standards-based program will target goals like:

Becoming an active citizen

Thinking critically

Use of technology to research and report

Map reading

Use of Timelines

Interpretation of Charts, Graphs, and Tables

Your fourth grader will continue to build a foundation of geography, economics, civics and history knowledge this year. In addition to focusing in on the history of your home state, your curriculum may cover:

Prehistoric and Ancient Civilizations

U.S. Revolution

Geography Tools and Vocabulary

U.S. Civics

Current Events

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4th Grade Writing Worksheets

• Kindergarten
• All subjects

30 4th Grade Writing Worksheets

Building words

In this language arts worksheet, your child gets practice creating and spelling words by adding -s, -ing, and -ful.

Clauses: parts of a sentence

Is that the main clause or a subordinate clause? In this language arts worksheet, your child learns about main and subordinate clauses as parts of a sentence.

Colons, semicolons, and dashes

In this grammar worksheet, your child learns how to write sentences using a colon, semicolon, or dash.

Compound sentences

Simple sentences can become compound sentences by adding a clause. In this writing worksheet, your child gets practice building and understanding simple, compound, and complex sentences.

Connectives

Connectives are connecting words. In this language arts worksheet, your child gets practice combining two simple sentences into one compound sentence using joining words such as because and conjunctions such as and, but, so, and for.

Finding key points

In this reading worksheet, your child will read a short informational passage and then underline key points and answer questions about the language and content of the passage.

Homophones and homographs

Homophones are words that sound the same but are spelled differently and have a different meaning. Homographs are words that sound the same and are spelled the same but have a different meaning. In this language arts worksheet, your child will fill in the missing homophones to complete pre-written sentences and then write sentences to convey each homograph's alternate meaning.

Its or it's?

It's with an apostrophe is the abbreviation for it is. Its without an apostrophe indicates possession. In this language arts worksheet, your child gets practice identifying the correct uses for it's and its.

Making metaphors

How many metaphors can you find in this poem? In this language arts worksheet, your child learns to spot metaphors, determine their meaning from context, write them as similes, and decide which metaphors are most effective and why. Bonus: your child gets practice writing poetry using metaphors.

New words: make a conservation dictionary

Make your own dictionary of words about conservation! In this language arts worksheet, your child will look up words related to pollution prevention and write each word's definition. Bonus: your child gets practice alphabetizing words!

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4 Chapter 4: Writing and Teaching to Language Objectives

• All teachers are language teachers.
• Language and content strengths and needs provide a foundation for creating learning objectives.
• Content objectives support facts, ideas, and processes.
• Language objectives support the development of language related to content and process.
• Objectives must be directly addressed by lesson activities.

As you read the scenarios below, think about how your classroom context might be like those of the teachers depicted. Reflect on how you might address the situations these teachers face.

STOP AND DO

Before reading the chapter, discuss with your classmates why the students and the teachers in the scenarios may be having problems. What information or understandings can provide solutions for the teachers?

Both teachers in the chapter-opening scenarios recognize that their students need language help. Like many teachers, however, they have misunderstandings about how language learning occurs, a lack of knowledge about how to integrate content and language, and no notion of why they should. Teachers can help students access the academic content of the class; however, if language is a barrier to access, then they must also consider ways to help learners access the language they need. Contrary to Ms. Alvarez’s belief in the scenario, students do not “absorb” language without scaffolding and focused attention, just like they need for learning content (Crawford & Krashen, 2007). A specific focus on central skills and concepts is critical to learning both language and content. This specific focus on language is important in all classrooms, whether content is presented in an elementary classroom in a thematic unit or in a secondary classroom as a discrete subject. This focus is important because, as we outlined in Chapter 1, each content area has jargon, technical vocabulary, and genre that is specific to that content area. Because ELL and other language teachers may not be well versed in the vocabulary and discourses of all the content areas, regular classroom teachers are probably best suited to teach these types of language with the support of language educators. In essence, all teachers are language teachers to some extent, even if they teach the language of only one content area, as they often do at the secondary level. Chapter 3 focused on understanding students’ needs, backgrounds, and interests. Although content standards and goals for specific grade levels are often prescribed in statewide curricula, the objectives and activities that help learners reach those goals can and should be based on what teachers discover about their students. This chapter focuses on integrating social and academic language needs into content lessons so that all students can access the academic content. An important aspect of teaching language across content areas and themes is understanding how to develop appropriate and relevant language objectives as part of lessons. The development of language objectives and activities that support the objectives is the main emphasis of this chapter.

Understanding Objectives

Different texts call learning objectives by different terms, but it is the idea behind them that is important rather than the exact label. In this text, objectives are statements of attainable, quantifiable lesson outcomes that guide the activities and assessment of the lesson. Objectives differ from goals and standards , which can also be called “learning targets” and are very general statements of learning outcomes. Objectives are also different from activities or tasks , which explain what the students will do to reach the objectives and goals. Objectives typically follow a general format, as outlined in the formula below:

“Students will be able to” + concrete, measurable outcome + content to be learned

The three parts of this formula are equally important. First, “students will be able to”—often abbreviated SWBAT—indicates that what follows in the objective are criteria against which a student’s performance can be evaluated after the lesson. Note that starting an objective with the words “Students will” is not the same as SWBAT because “Students will” indicates what activities the students will do rather than the outcomes that they are expected to achieve from participating in the activity. Second, the concrete, measurable outcome presents the criterion that the evaluation will focus on. The chart in Figure 4.1 presents a list of possible action verbs that can be used to state the measurable outcome. Finally, the third part of the objective states the exact content to be learned and sometimes also includes to what degree it should be mastered (100% accuracy, 9 out of 10 times, etc.).

Figure 4.1 Measurable verbs. Source: Adapted from Action Verbs for Learning Objectives © 2004 Education Oasis™ http://www.educationoasis.com

Content objectives

Most mainstream teachers are accustomed to writing content objectives. Content objectives support the development of facts, ideas, and processes. For example, in a unit about the Civil War, one of the content objectives might be:

• SWBAT name three of five central causes of the Civil War in writing.

Others might include

• SWBAT list the major battles of the Civil War.
• SWBAT recite the first section of the Gettysburg Address.

Which objectives the teacher chooses may depend on the dictates of standards, grade-level requirements, and curricula. Whatever criteria are used for choosing them, those objectives should be developed based on what students already know and need to know and provide a strong guide for the development of the rest of the lesson.

Look at the standards and other content requirements for teaching in your current or future area(s). Write one or more content objectives that might be appropriate for the students that you plan to or do teach. Refer to Figure 4.1 for action verbs. Then review others’ objectives and see what questions you still have about content objectives. [1]

Language objectives

Constructing Language Objectives

The first step in creating language objectives is to determine social and academic language needs based on content objectives. Language needs can fall into these five general categories (adapted from Echevarria, Vogt, & Short, 2016):

• Vocabulary : Including concept words and other words specific to the content, for example, words that end in -ine , insect body parts, parts of a map, precipitation, condensation, and evaporation.
• Language functions : What students can do with language, for example, define, describe, compare, explain, summarize, ask for information, interrupt, invite, read for main idea, listen and give an opinion, edit, elicit elements of a genre.
• Grammar : How the language is put together (its structure), for example, verb tenses, sentence structure, punctuation, question formation, prepositional phrases.
• Discourse : Ways students use language, for example, in genres such as autobiographies, plays, persuasive writing, newspaper articles, proofs, research reports, speeches, folktales from around the world.
• Language learning strategies : A systematic plan to learn language, for example, determining patterns, previewing texts, taking notes.

For example, the chart in Figure 4.3 shows some of the language in these categories that students might need in order to meet the stated content objective in a lesson on the Civil War.

Figure 4.3 Determining language needs.

STOP AND THINK

Can you think of more examples of the five kinds of language listed previously? Can you think of other types of language that students might need in order to meet the content objective in Figure 4.3? Depending on the teacher’s understandings of her students’ language needs and on what she sees as the most important language elements to emphasize, she might choose one or more of the following language objectives for this lesson:

• SWBAT spell the following vocabulary correctly: economy, secession, federal, abolition .
• SWBAT listen carefully for main ideas from a reading on the Civil War .
• SWBAT use past tense verbs to write complete sentences .

Figure 4.5 Sample objective development process.

Look at Figure 4.5. For each objective, underline the concrete, measurable outcome and circle the content to be learned. Check your answers with a partner. Every content objective does not necessarily require a language objective, and some lessons do not have language objectives at all because all students can access the content with skills and vocabulary that they already possess. However, it is important to examine possible language barriers to content in every lesson and to address them if needed. In summary, the important features of language objectives include the following:

• They derive from the content to be taught.
• They consider the strengths and needs of students.
• They present measurable, achievable outcomes.

First, review the objective(s) you wrote for the Stop and Do about content objectives above. List all of the potential language that students might need in order to access the information and achieve the objective(s). Then choose the most important language, without which students could not possibly access the content, and write one or more language objectives that address this language need.

Teaching to the Language Objectives

Creating language objectives is a good start for addressing the social and academic language needs of students, particularly ELLs, but equally important is that lesson tasks address the objectives. This chapter presents some guidelines for making sure that students meet the language objectives. Chapters 7–11 present specific ideas for teaching to language objectives in a variety of disciplines. Guideline 1: Integrate language and content Just as tasks that address content objectives are integrated into the whole lesson rather than being addressed one by one, language objectives should also be integrated into the lesson and not taught in isolation from it. For example, these objectives were chosen for the Civil War lesson:

• Content: SWBAT state three of five central causes of the Civil War in writing.
• Language: SWBAT use reading strategies to uncover main ideas from a reading on the Civil War.

The teacher could teach about the central causes of the Civil War, separately teach how to identify main ideas, and then hope that the students will apply their knowledge to their Civil War task. This process, however, is problematic in several ways. First, it indicates to students that language is separate from content when it is actually derived directly from the content. In other words, teaching the language objective without content removes much of the context for the language. Second, it breaks up the lesson into chunks, each of which constitutes a separate preparation for the teacher. This is neither an efficient use of the teacher’s and students’ time nor an effective way to teach language. [2] As noted in Chapter 1, some authors believe that all language is contextualized to some extent, but treating language separately from content takes away the specific context that gives the language meaning, making the language more difficult to understand and use. A better choice is for the teacher to integrate the content and language. So, for example, while the students are looking for the causes of the Civil War in their textbooks, the teacher can ask them how they figure out what the causes are, and the students can make a list of strategies to find main ideas. They can practice together by finding the first cause of the Civil War and explaining to each other how they found it. This choice makes the lesson more efficient (by teaching the two objectives at the same time) and effective (helping students see how language and content are related and moving them toward reaching both objectives). Guideline 2: Use pedagogically sound techniques In the past, language was typically taught through drill and practice, exercises with few context clues, and mechanical worksheets. Research has found that these techniques are effective for very few students in very limited contexts. Effective language instruction, in addition to being integrated into content instruction, should meet the following basic criteria:

• It is authentic . This means that it comes from contexts that students actually work in and that it is not stilted or discrete just for grammar study. It is language that students need for a real purpose.
• Language is taught both explicitly and implicitly . Students are both directly exposed and indirectly exposed so they can use strategies to figure out some meaning on their own.
• It is multimodal . Students are exposed to language through different modes such as graphics, reading, and listening, and they can respond in text, drawing, and voice.
• It is relevant . Not all students in a class need all of the language instruction. The teacher can choose to whom the lesson is aimed (small groups, individual students, the whole class) to make it relevant.
• It is based on interaction . Collaboration and cooperation help learners test their assumptions about language.

Guideline 3: Break down the language Each language objective can actually imply a variety of smaller topics. For example, for students to learn past tense, they have to understand what it means in a time sense and also that there are regular and irregular past tense verbs (e.g., those with -ed added, those with alternative changes), different spellings (e.g., go/went), and different pronunciations (e.g., sometimes the -ed ending is pronounced “ed” and sometimes it is pronounced “t”). As with any content, the instructional approach can go whole to part or part to whole or both ways, depending on how students learn best. For example, the teacher might have students read a passage and ask how we know when the events happened (whole) and then review the various aspects of past tense (parts). Or the teacher and students can point out the different aspects of past tense verbs in a required reading first and then work toward a more general understanding of how it helps us know when events occurred. Either way, the parts of past tense should be examined in light of their use in class content. [3] Figure 4.6 summarizes these three basic guidelines for language instruction. Additional guidelines are presented throughout this book.

Figure 4.6 Basic guidelines for helping students meet language objectives.

After reading the chapter, what would you tell the teachers in the chapter-opening scenarios to help them with their concerns?

Every teacher is a language teacher, at least in part, because the language of the content areas requires students to learn social and academic language in order to access the content. Teachers can use their content objectives, which support facts, ideas, and processes, to determine language objectives, which support the development of language related to content and process. Then, by following principles of good pedagogy, teachers can integrate the language and content in lesson activities. Following this process helps make learning more efficient and effective and ensures that all students have a chance to succeed. As crucial as this is, the next chapter shows that there are additional important components of lesson design that teachers can master in order to help all students achieve.

For Reflection

• You as a language teacher . How are you, or will you be, a language teacher? Think about the ways you and your students use or will be required to use language in your classroom. What do these uses mean for your teaching?
• Choosing modes . Think about a lesson you have observed or taught. How can you include more modes so that students are exposed to language in a variety of ways?
• Meeting the standards . Choose one of the content standards from your current or future grade level or content area. Develop one or more content objectives and then create language objectives for the same standard.
• Break down language . Choose a grammar point, language function, or discourse. Using any resources that you need to, list all the aspects of your choice and describe how you might use steps to teach your choice to your current or future students.

Crawford, J., & Krashen, S. (2007). English learners in American classrooms: 101 questions, 101 answers . New York: Scholastic. Echevarria, J., Vogt, M., & Short, D. (2016). Making content comprehensible for English learners . Boston, MA: Pearson/Allyn & Bacon.

• Find state and national standards by content area on the Education World website at http://www.educationworld.com/standards/index.shtml . ↵
• To decontextualize means to consider something alone or take something away from its context. ↵
• In addition to the techniques and strategies described in this text, others can be found in many excellent guides. See, for example, Herrell and Jordan’s (2016) Fifty Strategies for Teaching English Language Learners (5th edition) and Making Content Comprehensible for English Learners: The SIOP Model (5th edition) by Echevarria, Vogt, and Short (2016). ↵

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Reading and Writing IEP Goals for Fourth Grade Standards

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Welcome to TeachTastic's Ultimate IEP Goal Bank, where we empower educators to maximize special education through achievable and measurable goals. If you're struggling with crafting Individualized Education Program (IEP) goals, look no further – our comprehensive goal bank is your solution. We offer meticulously designed SMART objectives tailored to your student's unique needs. Here, you'll discover the perfect blend of specificity and measurability, paving the way for your students' educational success.

Reading: Foundational Skills

Decode Word Meanings with -ful or -less

Discern Meanings of Words with Greek and Latin Roots

Discern Word Meanings with -able or -ment

Discern Word Meanings with -ly or -ness

Discern Word Meanings with a Suffix Review

Discern the Meaning of Words with Pre-, Re-, or Mis-

Form Compound Words

Form and Use Compound Words

Infer Meanings of Greek and Latin Roots from Word Meanings

Uncover Meanings of Greek and Latin Roots

Utilize Greek and Latin Roots to Deduce Word Meanings