Grade 4 English Language Arts
16 units matched to the Prince Edward Island Curriculum. Kids see this subject as “Reading & Writing”.
Learning focus
- Speaking and Listening. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
- Speaking and Listening. Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.
- Speaking and Listening. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
- Reading and Viewing. Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
- Reading and Viewing. Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
- Reading and Viewing. Students will be expected to respond personally to a range of texts.
- Reading and Viewing. Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
- Writing and Other Ways of Representing. Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.
- Writing and Other Ways of Representing. Students will be expected to create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes.
- Writing and Other Ways of Representing. Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness.
Units
Unit 1
Listening & Talking Together
Practises listening for key ideas, taking turns, asking open-ended questions, giving reasons and using rich words and linking words in conversation.
Curriculum outcome: 1.2; 1.3; 1.4; 2.1 · listening carefully, asking good questions, giving opinions with reasons and talking kindly
Unit 2
Listen, Speak & Read Aloud
Good listening and speaking habits (taking turns, asking questions, speaking clearly) and reading aloud with pauses at punctuation, stress on key words and a voice that rises or falls with the meaning.
Curriculum outcome: 2.2; 2.4 · listening well, speaking clearly and reading aloud with expression
Unit 3
Reading Detectives
Reading short original stories and articles, then finding the main idea and key details, making inferences from clues, working out word meanings and choosing the best summary.
Curriculum outcome: 4.4; 5.1 · finding the main idea, using clues and summarizing what you read
Unit 4
Text Features
Using the parts of a nonfiction book to find information: reading a table of contents and index, knowing what glossaries, captions, labels and timelines are for, and choosing headings.
Curriculum outcome: 4.3 · using headings, glossaries, indexes and other text features
Unit 5
Clues in Texts
Understanding hyperlinks, bold and italic type, labels and captions, telling who is narrating, spotting personification, and tracing causes and effects.
Curriculum outcome: 4.3; 7.2 · text features, how texts are organized and why things happen in a text
Unit 6
Figurative Language
Spotting similes, metaphors, personification, onomatopoeia and alliteration (plus hyperbole at the stretch level), and explaining what figurative phrases really mean.
Curriculum outcome: 8.3 · similes, metaphors and other language that adds meaning
Unit 7
Point of View
Telling first-person stories (I, me, we) from third-person stories (he, she, they), finding pronoun clues, and noticing when dialogue uses “I” in a third-person story.
Curriculum outcome: 7.3 · who is telling a story and from what point of view
Unit 8
Sharing Information Fairly
How to find trusted sources, put ideas in your own words, give credit, ask permission before sharing, keep personal information private and save work safely, on paper or on a device.
Curriculum outcome: 5.1; 10.5 · finding good sources, giving credit and using information safely
Unit 9
Word Builders
Using word parts to work out meanings: prefixes like re- and mis-, suffixes like -able and -ment, finding the base word, and (at the stretch level) roots such as port and tele.
Curriculum outcome: 4.4 · prefixes, suffixes and roots that help you work out words
Unit 10
Big Words & Smooth Reading
Practises breaking long words into syllables and parts, spelling tricky words, and reading smoothly by noticing punctuation.
Curriculum outcome: 4.4; 10.2 · breaking words into syllables, spelling them and reading smoothly with feeling
Unit 11
Sound-Alikes
Choosing between words that sound alike (there/their/they're, to/too/two, its/it's) and using context to tell which meaning of a word like “bark” or “bow” is meant.
Curriculum outcome: 4.4; 10.2 · homophones and homographs
Unit 12
Parts of Speech
Naming the job each word does in a sentence, with a focus on Grade 4's pronouns, adverbs, prepositions and conjunctions. Easier levels stick to nouns, verbs, adjectives and pronouns.
Curriculum outcome: 10.2 · pronouns, adverbs and other parts of speech
Unit 13
Super Sentences
Joining sentences with and, but, or and so; spotting and fixing fragments and run-ons; and choosing verbs that agree with the subject and match the tense.
Curriculum outcome: 10.2 · compound sentences, fragments and run-ons
Unit 14
Paragraph Power
Choosing topic and concluding sentences, finding the sentence that doesn't belong, using transition words, identifying cause and effect, and putting sentences in order.
Curriculum outcome: 9.2; 10.1 · topic sentences, supporting details and transition words
Unit 15
Revise & Polish
Practises adding sensory details, choosing stronger words, revising to make writing clearer, using feedback and presenting final work neatly with words and images.
Curriculum outcome: 10.1; 10.4 · using vivid details, fixing unclear parts and polishing finished work
Unit 16
My Learning Goals
Practises setting specific goals, choosing strategies, using feedback and tracking progress in listening, speaking, reading and writing.
Curriculum outcome: 4.5 · setting goals and noticing the strategies you use as a reader
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