Grade 4 English Language Arts | WA 2026 Standards

Use these in PRISM

A PRISM PLC team can start from OSPI's 12 Priority standards for Grade 4: one step adds them as its Priority standards, ready for scales, assessments and plans.

What changed

87 Common Core standards map onto this grade's 2026 standards.

Common Core to 2026, standard by standard87

Common Core	2026
RL.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.	ELA.4.R.4
RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text.	ELA.4.R.4 ELA.4.R.5
RL.4.3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).	ELA.4.R.4
RL.4.4Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).	ELA.4.L.3
RL.4.5Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.	ELA.4.R.1 ELA.4.R.4
RL.4.6Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.	ELA.4.R.4 ELA.4.R.5
RL.4.7Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.	ELA.4.R.5
RL.4.9Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.	ELA.4.R.5
RL.4.10By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.	ELA.4.R.3 ELA.4.R.4
RI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.	ELA.4.R.4
RI.4.2Determine the main idea of a text and explain how it is supported by key details; summarize the text.	ELA.4.R.4
RI.4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.	ELA.4.R.4 ELA.4.R.5
RI.4.4Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.	ELA.4.L.3
RI.4.5Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.	ELA.4.R.4
RI.4.6Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.	ELA.4.R.5
RI.4.7Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.	ELA.4.R.4
RI.4.8Explain how an author uses reasons and evidence to support particular points in a text.	ELA.4.RML.4
RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.	ELA.4.R.5 ELA.4.W.3 ELA.4.SLDF.3
RI.4.10By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.	ELA.4.R.3 ELA.4.R.4
RF.4.3Know and apply grade-level phonics and word analysis skills in decoding words.	ELA.4.R.3
RF.4.3aUse combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.	ELA.4.R.3
RF.4.4Read with sufficient accuracy and fluency to support comprehension.	ELA.4.R.3
RF.4.4aRead on-level text with purpose and understanding.	ELA.4.R.4
RF.4.4bRead on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings	ELA.4.R.3
RF.4.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.	ELA.4.R.3 ELA.4.R.4
W.4.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information	ELA.4.W.1 ELA.4.W.3 ELA.4.W.4
W.4.1aIntroduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.	ELA.4.W.3 ELA.4.W.4
W.4.1bProvide reasons that are supported by facts and details.	ELA.4.W.3
W.4.1cLink opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).	ELA.4.W.3
W.4.1dProvide a concluding statement or section related to the opinion presented.	ELA.4.W.4
W.4.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.	ELA.4.W.1 ELA.4.W.3 ELA.4.W.4
W.4.2aIntroduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.	ELA.4.W.3 ELA.4.W.4
W.4.2bDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.	ELA.4.W.3
W.4.2cLink ideas within categories of information using words and phrases (e.g., another, for example, also, because).	ELA.4.W.3
W.4.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.	ELA.4.W.3
W.4.2eProvide a concluding statement or section related to the information or explanation presented	ELA.4.W.4
W.4.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.	ELA.4.W.1 ELA.4.W.3 ELA.4.W.4
W.4.3aOrient the reader by establishing a situationand introducing a narrator and/or characters; organize an event sequence that unfolds naturally.	ELA.4.W.2 ELA.4.W.3 ELA.4.W.4
W.4.3bUse dialogue and description to develop experiences and events or show the responses of characters to situations.	ELA.4.W.3
W.4.3cUse a variety of transitional words and phrases to manage the sequence of events.	ELA.4.W.3
W.4.3dUse concrete words and phrases and sensory details to convey experiences and events precisely.	ELA.4.W.3
W.4.3eProvide a conclusion that follows from the narrated experiences or events.	ELA.4.W.4
W.4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.	ELA.4.W.4 ELA.4.W.5
W.4.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.	ELA.4.W.2 ELA.4.W.5
W.4.6With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.	ELA.4.W.6 ELA.4.SLDF.1
W.4.7Conduct short research projects that build knowledge through investigation of different aspects of a topic.	ELA.4.RML.1
W.4.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.	ELA.4.W.3 ELA.4.RML.1 ELA.4.W.2
W.4.9Draw evidence from literary or informational texts to support analysis, reflection, and research.	ELA.4.RML.1 ELA.4.R.5
W.4.9aApply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").	No 2026 standard listed
W.4.9bApply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").	No 2026 standard listed
W.4.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.	No 2026 standard listed
SL.4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.	ELA.4.SLDF.1
SL.4.1aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.	ELA.4.SLDF.1
SL.4.1bFollow agreed-upon rules for discussions and carry out assigned roles.	ELA.4.SLDF.1
SL.4.1cPose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.	ELA.4.SLDF.1
SL.4.1dReview the key ideas expressed and explain their own ideas and understanding in light of the discussion.	ELA.4.SLDF.1
SL.4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.	ELA.4.R.4
SL.4.3Identify the reasons and evidence a speaker provides to support particular points.	ELA.4.RML.4
SL.4.4Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.	ELA.4.SLDF.3 ELA.4.SLDF.5
SL.4.5Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.	ELA.4.SLDF.3
SL.4.6Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.	ELA.4.SLDF.4
L.4.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	ELA.4.L.2 ELA.4.L.3
L.4.1aUse relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).	ELA.4.L.3
L.4.1bForm and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.	ELA.4.L.2
L.4.1cUse modal auxiliaries (e.g., can, may, must) to convey various conditions.	ELA.4.L.2
L.4.1dOrder adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).	ELA.4.L.2
L.4.1eForm and use prepositional phrases.	ELA.4.L.2
L.4.1fProduce complete sentences, recognizing and correcting inappropriate fragments and run-ons.	ELA.4.L.2
L.4.1gCorrectly use frequently confused words (e.g., to, too, two; there, their).	ELA.4.L.3
L.4.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	ELA.4.L.5
L.4.2aUse correct capitalization.	ELA.4.L.5
L.4.2bUse commas and quotation marks to mark direct speech and quotations from a text.	ELA.4.L.5
L.4.2cUse a comma before a coordinating conjunction in a compound sentence.	ELA.4.L.5
L.4.2dSpell grade-appropriate words correctly, consulting references as needed.	ELA.4.L.5
L.4.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.	ELA.4.L.2 ELA.4.L.3
L.4.3aChoose words and phrases to convey ideas precisely.	ELA.3.L.4
L.4.3bChoose punctuation for effect.	ELA.4.L.5
L.4.3cDifferentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).	ELA.4.L.1
L.4.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.	ELA.4.L.3
L.4.4aUse context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.	ELA.4.L.3
L.4.4bUse common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).	ELA.4.L.3
L.4.4cConsult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.	ELA.4.L.3
L.4.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.	ELA.4.L.4
L.4.5aExplain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.	ELA.4.L.4
L.4.5bRecognize and explain the meaning of common idioms, adages, and proverbs.	ELA.4.L.4
L.4.5cDemonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).	ELA.4.L.4
L.4.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).	ELA.4.L.3

ELA combines several Common Core standards into one, so one row often points to two or three 2026 standards, and one 2026 standard gathers many rows.

The standards

Reading R

ELA.4.R.1

Students know and apply the basic features of print and how it is organized.

a.Identify the distinguishing text/visual features of a given work of fiction, poetry, plays, and/or non-fiction.

Common Core: RL.4.5

ResourcesWIDA

WIDA language connections1

Narrate · Expressivespeaking, writing and representing

ELD-LA.4-5.Narrate.Expressive · Language for Language Arts, Grades 4-5

Construct language arts narratives that…

Orient audience to context
Develop and describe characters and their relationships
Engage and adjust for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.R.3

Priority

Students decode words accurately by applying grade-level phonics and word analysis skills.

a.Use knowledge of syllable types and common division patterns to decode complex and unfamiliar words found in grade-level text.
b.Use knowledge of common Greek and Latin roots and affixes to decode and determine the meaning of complex words (e.g., “biology,” “autograph,” “telescope”).
c.Identify and decode words with inconsistent but common spelling sound correspondences (e.g., “choir,” “island,” “biscuit”).
d.Read grade-level texts orally with accuracy, appropriate rate, and expression to support understanding, improving fluency through repeated readings.

Common Core: RL.4.10 RI.4.10 RF.4.3 RF.4.3a RF.4.4 RF.4.4b RF.4.4c

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add precision and details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.R.4

Priority

Students comprehend and interpret texts using knowledge of language, text structures, and content to make meaning.

a.Explain their purpose for reading and preview the text noting genre elements and text/visual features.
b.Visualize, imagine, and/or otherwise engage the senses to make meaning of the text.
c.Make and revise inferences and predictions, supporting them with evidence in the text.
d.Use a variety of strategies to maintain motivation and reconnect to the flow of reading.
e.Explain how images or words influence reader understanding and how text/visual features add to the written text’s meaning.
f.Summarize a text, referring to details and examples in the text.
g.Determine the narrator’s point of view.
h.Describe in depth a story’s characters, setting, and major events, including characters’ perspectives, drawing on specific details in the text.
i.Explain how text structure, such as cause/effect among others, shapes readers’ understanding of ideas or information.

Common Core: RL.4.1 RL.4.2 RL.4.3 RL.4.5 RL.4.6 RL.4.10 RI.4.1 RI.4.2 RI.4.3 RI.4.5 RI.4.7 RI.4.10 RF.4.4a RF.4.4c SL.4.2

ResourcesWIDAOSPI

WIDA language connections5

Narrate · Expressivespeaking, writing and representingPart a

ELD-LA.4-5.Narrate.Expressive · Language for Language Arts, Grades 4-5

Construct language arts narratives that…

Orient audience to context
Develop and describe characters and their relationships
Develop story with complication and resolution, time and event sequences
Engage and adjust for audience

Inform · Expressivespeaking, writing and representingParts b, c, d

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Establish objective or neutral stance
Add precision and details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

Inform · Interpretivelistening, reading and viewingPart g

ELD-LA.4-5.Inform.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Identifying and summarizing main ideas and key details

Narrate · Interpretivelistening, reading and viewingPart i

ELD-LA.4-5.Narrate.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Analyzing how character attributes, and actions develop across event sequences

Inform · Interpretivelistening, reading and viewing

ELD-LA.4-5.Inform.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Analyzing details and examples for key attributes, qualities, and characteristics.

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Make and Support Inferences (Literary)
Reading (Literary) Target 1, Item Position: 1, 3, 6, 8
Reading (Literary) Target 4, Item Position: 3, 4, 5, 10
Text Analysis (Literary)
Reading (Literary) Target 5, Item Position: 1, 3, 5, 8, 10,
Reading (Literary) Target 6, Item Position: 2, 4, 6, 7, 9, 11
Make and Support Inferences (Informational)
Reading (Informational) Target 8, Item Position: 1, 5, 8, 10
Reading (Informational) Target 11, Item Position: 3, 7
Text Analysis (Informational)
Reading (Informational) Target 12, Item Position: 1, 3, 5, 8
Reading (Informational) Target 13, Item Position: 2, 4, 6, 7

ELA.4.R.5

Priority

Students analyze texts, introducing and attributing textual evidence when relevant.

a.Explain how an author's choices influence readers' thoughts, feelings, or actions.
b.Describe 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.
c.Compare and contrast how two or more texts present the same story or topic.

Common Core: RL.4.2 RL.4.6 RL.4.7 RL.4.9 RI.4.3 RI.4.6 RI.4.9 W.4.9

ResourcesWIDAOSPI

WIDA language connections4

Narrate · Expressivespeaking, writing and representing

ELD-LA.4-5.Narrate.Expressive · Language for Language Arts, Grades 4-5

Construct language arts narratives that…

Orient audience to context
Develop and describe characters and their relationships complication, resolution, or ending
Develop story with complication and resolution, time and event sequences
Engage and adjust for audience

Narrate

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

Connect stories with images and representations to add meaning

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

Identifying a central message from key details

ExplainPart c

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

Compare and contrast objects or concepts

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Make and Support Inferences (Literary)
Reading (Literary) Target 2, Item Position: 2, 7, 9
Make and Support Inferences (Informational)
Reading (Informational) Target 9, Item Position: 2, 4, 6, 9

ELA.4.R.6

New in 2026

Students evaluate texts.

a.Explain their opinion about a text, providing relevant details.
b.Evaluate how effectively illustrations, descriptions, text features, or language support understanding, using shared criteria.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections2

ExplainPart a

ELD-SI.4-12.Explain · Language for Social and Instructional Purposes, Grades 4-12

Share initial thinking with others

ExplainPart b

ELD-SI.4-12.Explain · Language for Social and Instructional Purposes, Grades 4-12

Compare changing variables, factors, and circumstances

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Writing W

ELA.4.W.1

Priority

Students compose multimodal texts in a variety of genres across content areas for a variety of purposes.

a.Compose in order to describe experiences, ideas, and imaginings.
b.Compose in order to record observations and/or inform others about their observations and explanations of the world.
c.Compose in order to take and defend a position on an issue.
d.Compose in order to persuade others to consider new options, resolve conflicts, and create and strengthen communities.
e.Compose in order to tell stories and narratives.

Common Core: W.4.1 W.4.2 W.4.3

ResourcesWIDAOSPI

WIDA language connections4

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Establish objective or neutral stance
Add precision and details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text.

ArguePart c

ELD-SI.4-12.Argue · Language for Social and Instructional Purposes, Grades 4-12

Support or challenge an opinion, premise, or interpretation

ArguePart d

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

Revise one’s own opinions based on new information

Narrate · Expressivespeaking, writing and representingPart e

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

Develop story with time and event, sequences, complication, resolution, or ending

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Performance Task (Opinion) -- Reptiles
Writing Target 7, Item Position: 4

ELA.4.W.2

Students plan and complete writing projects.

a.Develop writing ideas by drawing from interests, experiences, knowledge, or research.
b.Determine the audience and what they may already know, think, and/or feel about the topic.
c.Sequence and organize the process for completing a writing project or task, adjusting plans as needed.

Common Core: W.4.3a W.4.5 W.4.8

ResourcesWIDA

WIDA language connections3

Narrate · Expressivespeaking, writing and representing

ELD-LA.4-5.Narrate.Expressive · Language for Language Arts, Grades 4-5

Construct language arts narratives that…

Develop and describe characters and their relationships

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience

Argue · Expressivespeaking, writing and representing

ELD-LA.4-5.Argue.Expressive · Language for Language Arts, Grades 4-5

Construct language arts arguments that…

Introduce and develop a topic clearly; state an opinion

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.W.3

Priority

Students draft content within the genre, using tools effectively.

a.Generate ideas for topics, genres, and materials.
b.Gather 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.
c.Select text/visual features, formatting, and/or genre conventions to follow or adapt from mentor texts.
d.Develop descriptions using concrete, sensory details.
e.Develop points and ideas within a topic with facts, definitions, details, examples, and/or quotations, using linking words to connect ideas.
f.Examine and make connections between information and ideas within a topic.
g.Support a position with reasons, using linking words, phrases, and clauses.
h.Use language to persuade others with feelings, logical reasonings, evidence, and examples.
i.Develop 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.
j.Attribute sources in ways that are consistent with the genre.

Common Core: RI.4.9 W.4.1 W.4.1a W.4.1b W.4.1c W.4.2 W.4.2a W.4.2b W.4.2c W.4.2d W.4.3 W.4.3a W.4.3b W.4.3c W.4.3d W.4.8

ResourcesWIDAOSPI

WIDA language connections2

Inform · Interpretivelistening, reading and viewing

ELD-LA.4-5.Inform.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Identifying and summarizing main ideas and key details
Analyzing details and examples for key attributes, qualities, and characteristics
Evaluating the impact of key word choices in a text

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Establish objective or neutral stance
Add precision and details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Write and Revise Narratives
Writing Target 1a, Item Position: 5
Research: Interpret and Integrate Information
Research Target 2, Item Position: 1, 2, 3, 4, 5, 7, 8, 10, 11, 12
Write and Revise Informational Texts
Writing Target 3a, Item Position: 5
Research: Use Evidence
Research Target 4, Item Position: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Write and Revise Opinion Texts
Writing Target 6a, Item Position: 2
Performance Task (Opinion) -- Reptiles
Writing Target 7, Item Position: 4

ELA.4.W.4

Students organize content using the genre's structure.

a.Craft introductions using a variety of strategies.
b.Organize related content in paragraphs and sections.
c.Compose a concluding statement or section.

Common Core: W.4.1 W.4.1a W.4.1d W.4.2 W.4.2a W.4.2e W.4.3 W.4.3a W.4.3e W.4.4

ResourcesWIDAOSPI

WIDA language connections1

Argue · Expressivespeaking, writing and representing

ELD-LA.4-5.Argue.Expressive · Language for Language Arts, Grades 4-5

Construct language arts arguments that…

Introduce and develop a topic clearly; state an opinion
Support opinions with reasons and information
Use a formal style
Logically connect opinions to appropriate evidence, facts, and details; offer a concluding statement or section

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Write and Revise Narratives
Writing Target 1a, Item Position: 8
Write and Revise Informational Texts
Writing Target 3a, Item Position: 9
Write and Revise Opinion Texts
Writing Target 6a, Item Position: 3
Performance Task (Opinion) -- Reptiles
Writing Target 7, Item Position: 4, 6

ELA.4.W.5

Priority

Students evaluate, revise, and edit their compositions using a variety of strategies, including effective use of technology.

a.Re-read draft for clarity and to determine next steps.
b.Gather and consider using feedback about their compositions.
c.Revise by using what they learned from re-reading and feedback.
d.Edit for mechanics, conventions, and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades K–4.]

Common Core: W.4.4 W.4.5

ResourcesWIDAOSPI

WIDA language connections4

Inform · Interpretivelistening, reading and viewing

ELD-LA.4-5.Inform.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Identifying and summarizing main ideas and key details
Analyzing details and examples for key attributes, qualities, and characteristics
Evaluating the impact of key word choices in a text

Explain

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

Share initial thinking with others.

Argue

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

Ask questions about others’ opinions.

Inform

ELD-SI.K-3.Inform · Language for Social and Instructional Purposes, Grades K-3

Summarize information from interaction with others and from learning experiences.

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Write and Revise Narratives
Writing Target 1b, Item Position: 2, 3, 7
Write and Revise Informational Texts
Writing Target 3b, Item Position: 1, 4, 8, 10
Write and Revise Opinion Texts
Writing Target 6b, Item Position: 3, 5, 8

ELA.4.W.6

Students share and publish compositions for known and trusted audiences in ways that reinforce the communicative purposes of writing.

a.Identify who can access compositions on digital and non-digital platforms, now and in the future, and how those people might react.

Common Core: W.4.6

ResourcesWIDA

WIDA language connections2

Narrate · Expressivespeaking, writing and representing

ELD-LA.4-5.Narrate.Expressive · Language for Language Arts, Grades 4-5

Construct language arts narratives that…

Orient audience to context
Develop and describe characters and their relationships
Develop story with complication and resolution, time and event sequences
Engage and adjust for audience

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Establish objective or neutral stance
Add precision and details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Speaking, Listening, and Digital Forums SLDF

ELA.4.SLDF.1

Priority

Students listen, respond respectfully, and contribute during face-to-face discussions and/or in teacher-moderated or simulated digital forums.

a.Maintain expectations for engaging with and including other participants, especially in digital forums.
b.Describe the people, places, things, events, information, and emotions they are referring to with specific details.
c.Express ideas clearly by drawing on experience, prior knowledge, and/or research.
d.Connect statements to others' contributions to develop common understanding, build community, and propel conversation.
e.Ask for clarification or more information and/or explain what they understood.
f.Respond to feedback about how others understood their communication, especially in a digital forum format.
g.Explain when, how, or why their opinions or understandings changed.
h.Summarize points of agreement or disagreement from the discussion.

Common Core: W.4.6 SL.4.1 SL.4.1a SL.4.1b SL.4.1c SL.4.1d

ResourcesWIDA

WIDA language connections4

NarratePart c

ELD-SI.4-12.Narrate · Language for Social and Instructional Purposes, Grades 4-12

Share ideas about one’s own and others’ lived experiences and previous learning.

NarratePart d

ELD-SI.4-12.Narrate · Language for Social and Instructional Purposes, Grades 4-12

Recount and restate ideas to sustain and move dialogue forward.

ExplainPart e

ELD-SI.4-12.Explain · Language for Social and Instructional Purposes, Grades 4-12

Generate and convey initial thinking

Argue · Expressivespeaking, writing and representingPart g

ELD-LA.4-5.Argue.Expressive · Language for Language Arts, Grades 4-5

Construct language arts arguments that…

Introduce and develop a topic clearly; state an opinion
Support opinions with reasons and information

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.SLDF.2

New in 2026

Students collaborate on projects or tasks.

a.Discuss expectations, reviewing and changing them when needed.
b.Contribute towards shared goals by building on strengths.
c.Communicate to build community by addressing concerns and considering others' strengths and perspectives.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Establish objective or neutral stance
Add precision and details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.SLDF.3

Priority

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.

a.Identify topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.4.W.1.
b.Develop content by considering what they want to communicate within the situation and what the audience already knows.
c.Use images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.
d.Attribute sources used.

Common Core: RI.4.9 SL.4.4 SL.4.5

ResourcesWIDA

WIDA language connections1

NarratePart c

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

Connect stories with images and representations to add meaning

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.SLDF.4

Students determine how to present themselves and their ideas in different contexts.

a.Express a distinct voice through thoughtful word choice by drawing on their strengths, experience, and attitudes.
b.Determine what they choose to share or keep private based on the audience, purpose, and context of the interaction.

Common Core: SL.4.6

ResourcesWIDA

WIDA language connections1

Explain

ELD-SI.4-12.Explain · Language for Social and Instructional Purposes, Grades 4-12

Generate and convey initial thinking
Compare changing variables, factors, and circumstances
Offer alternatives to extend or deepen awareness of factors that contribute to particular outcomes

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.SLDF.5

Students use an audible voice, gesture, and pacing to illuminate the content and engage the audience.

Common Core: SL.4.4

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Language L

ELA.4.L.1

Students identify and discuss when and why language is used differently according to the context.

a.Differentiate between contexts that call for formal and informal language.
b.Determine literal and colloquial meanings of words and phrases in context.

Common Core: L.4.3c

ResourcesWIDA

WIDA language connections2

Narrate · Interpretivelistening, reading and viewing

ELD-LA.4-5.Narrate.Interpretive · Language for Language Arts, Grades 4-5

Interpret language arts narratives by…

Identifying a theme from details
Analyzing how character attributes and actions develop across event sequences
Determining the meaning of words and phrases used in texts, including figurative language, such as metaphors and similes

Inform · Interpretivelistening, reading and viewing

ELD-LA.4-5.Inform.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Identifying and summarizing main ideas and key details
Analyzing details and examples for key attributes, qualities, and characteristics
Evaluating the impact of key word choices in a text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.L.2

Priority

Students produce, expand, combine, and refine sentences in conversations and writing about experiences, events, and ideas.

a.Produce, expand, and combine simple, compound, and complex sentences, including prepositional phrases, to clarify relationships among ideas.
b.Use adjectives, verb forms, and modal auxiliaries to communicate details and relationships among ideas.
c.Use progressive verb tenses to communicate sequence and timing.

Common Core: L.4.1 L.4.1b L.4.1c L.4.1d L.4.1e L.4.1f L.4.3

ResourcesWIDAOSPI

WIDA language connections1

Narrate · Expressivespeaking, writing and representing

ELD-LA.4-5.Narrate.Expressive · Language for Language Arts, Grades 4-5

Construct language arts narratives that…

Orient audience to context
Develop and describe characters and their relationships
Develop story with complication and resolution, time and event sequences
Engage and adjust for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Language and Vocabulary Use
Writing Target 8, Item Position: 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13
Editing
Writing Target 9, Item Position: 14, 15

ELA.4.L.3

Priority

Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to with accuracy.

a.Use context, roots, affixes, word relationships, and reference materials to clarify the meaning of unfamiliar words and phrases.
b.Use abstract and concrete nouns with descriptive language.
c.Use frequently confused words correctly, including commonly confused homonyms.

Common Core: RL.4.4 RI.4.4 L.4.1 L.4.1a L.4.1g L.4.3 L.4.4 L.4.4a L.4.4b L.4.4c L.4.6

ResourcesWIDAOSPI

WIDA language connections2

Narrate · Expressivespeaking, writing and representing

ELD-LA.4-5.Narrate.Expressive · Language for Language Arts, Grades 4-5

Construct language arts narratives that…

Orient audience to context
Develop and describe characters and their relationships
Develop story with complication and resolution, time and event sequences
Engage and adjust for audience

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Establish objective or neutral stance
Add precision and details to define, describe, compare, and classify topic and/or entity

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Word Meanings and Language Use (Literary)
Target 3, Item Position: 1, 6, 7
Language and Vocabulary Use
Writing Target 8, Item Position: 8
Editing
Writing Target 9, Item Position: 10, 11, 12, 13
Word Meanings and Language Use (Informational)
Target 10, Item Position: 3, 4, 5, 6, 10

ELA.4.L.4

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.

a.Recognize and explain the meaning of simple similes, metaphors, adages, idioms, and proverbs.
b.Compare words to their synonyms and antonyms to understand and express nuances in meaning.

Common Core: L.4.5 L.4.5a L.4.5b L.4.5c

ResourcesWIDAOSPI

WIDA language connections2

Narrate · Interpretivelistening, reading and viewing

ELD-LA.4-5.Narrate.Interpretive · Language for Language Arts, Grades 4-5

Interpret language arts narratives by…

Identifying a theme from key details
Analyzing how character attributes and actions develop across event sequences
Determining the meaning of words and phrases used in texts, including figurative language, such as metaphors and similes

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Word Meanings and Language Use (Literary)
Target 3, Item Position: 8
Target 7, Item Position: 2, 3, 4, 5, 9, 10
Word Meanings and Language Use (Informational)
Target 14, Item Position: 1, 2, 7, 8, 9

ELA.4.L.5

Students develop fluent and accurate writing skills.

a.Write complete sentences that use correct grammar and varied sentence structures.
b.Spell multisyllabic words by breaking them into syllables and applying known syllable types and knowledge of prefixes, suffixes, and base or root words.
c.Use conventional spelling patterns and generalizations, consulting reference materials and/or tools as needed to check and correct spelling.
d.Use commas and quotation marks to mark dialogue, direct speech, and quotations.
e.Develop automaticity in spelling and handwriting and/or other modalities to support written expression.

Common Core: L.4.2 L.4.2a L.4.2b L.4.2c L.4.2d L.4.3b

ResourcesWIDAOSPI

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Establish objective or neutral stance
Add precision and details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Editing
Writing Target 9, Item Position: 1, 2, 3, 4, 5, 6, 7, 8, 9

Research and Media Literacy RML

ELA.4.RML.1

Priority

Students engage in research and inquiry by asking questions and seeking answers from information sources.

a.Ask questions about things that make them curious and refine their questions as they learn new things about the topic.
b.Generate ideas for where they might find information based on what they and/or others know about the topic.
c.Select and access a variety of relevant information sources, including by navigating libraries and by talking to people with relevant experience or knowledge.
d.Compare different search terms, different search results, and different digital search tools.
e.Gather relevant information using a variety of strategies.
f.Use and/or share new learning.

Common Core: W.4.7 W.4.8 W.4.9

ResourcesWIDAOSPI

WIDA language connections5

Narrate · Interpretivelistening, reading and viewing

ELD-LA.4-5.Narrate.Interpretive · Language for Language Arts, Grades 4-5

Interpret language arts narratives by…

Identifying a theme from key details
Analyzing how character attributes and actions develop across event sequences
Determining the meaning of words and phrases used in texts, including figurative language, such as metaphors and similes

Narrate · Expressivespeaking, writing and representing

ELD-LA.4-5.Narrate.Expressive · Language for Language Arts, Grades 4-5

Construct language arts narratives that…

Orient audience to context
Develop and describe characters and their relationships
Develop story with complication and resolution, time and event sequences
Engage and adjust for audience

Inform · Interpretivelistening, reading and viewing

ELD-LA.4-5.Inform.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Identifying and summarizing main ideas and key details
Identifying how character attributes and actions contribute to event sequences
Analyzing details and examples for key attributes, qualities, and characteristics
Evaluating the impact of key word choices in a text

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

Inform · Interpretivelistening, reading and viewing

ELD-LA.4-5.Inform.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Identifying and summarizing main ideas and key details
Analyzing details and examples for key attributes, qualities, and characteristics
Evaluating the impact of key word choices in a text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Research: Interpret and Integrate
Research Target 2, Item Position: 1, 3, 11, 12
Research: Analyze Information
Research Target 3, Item Position: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

ELA.4.RML.2

New in 2026

Students describe reactions to media messages.

a.Describe how people’s different ways of looking at things affect their reactions to media messages.
b.Describe how media messages make them feel and what these emotions may make them want to say or do.
c.Describe reasons people are more or less likely to change their minds about something when they encounter a media message.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.4-5.Inform.Expressive · Language for Language Arts, Grades 4-5

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add precision and details to define, describe, compare, and classify topic and/or entity
Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.RML.3

New in 2026

Students identify the purposes of media messages and how those purposes are achieved.

a.Determine whether a media message is mainly helping people learn new things, trying to change people’s minds, selling something, or just for fun.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Inform · Interpretivelistening, reading and viewing

ELD-LA.4-5.Inform.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Identifying and summarizing main ideas and key details
Analyzing details and examples for key attributes, qualities, and characteristics
Evaluating the impact of key word choices in a text
Introduce and define topic and/or entity for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.4.RML.4

Priority

Students compare different parts of media messages.

a.Determine whether statements can be either true or false, express an opinion, or take a position.
b.Compare what multiple sources have to say about information that is either true or false in a media message.
c.Describe how changing an image or the words used to describe an image can change the meaning of a media message.
d.Identify facts and reasons that support a position.

Common Core: RI.4.8 SL.4.3

ResourcesWIDAOSPI

WIDA language connections2

ExplainPart b

ELD-SI.4-12.Explain · Language for Social and Instructional Purposes, Grades 4-12

Compare changing variables, factors, and circumstances
Add details to define, describe, compare, and classify topic and/or entity

Argue · Expressivespeaking, writing and representing

ELD-LA.4-5.Argue.Expressive · Language for Language Arts, Grades 4-5

Construct language arts arguments that…

Introduce and develop a topic clearly; state an opinion
Support opinions with reasons and information
Use a formal style
Logically connect opinions to appropriate evidence, facts, and details; offer a concluding statement or section

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Research: Use Evidence
Research Target 4, Item Position: 1, 2, 4, 5, 7, 8, 9

ELA.4.RML.5

New in 2026

Students identify people who create media messages and choices they make.

a.Distinguish between people responsible for the content of a media message and platforms that deliver media messages.
b.Identify different ways to be an expert about a particular topic.
c.Identify choices made by those responsible for media messages about what to include or exclude.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections2

Inform · Interpretivelistening, reading and viewing

ELD-LA.4-5.Inform.Interpretive · Language for Language Arts, Grades 4-5

Interpret informational texts in language arts by…

Identifying and summarizing main ideas and key details
Analyzing details and examples for key attributes, qualities, and characteristics
Evaluating the impact of key word choices in a text
Develop coherence and cohesion throughout text

Argue · Interpretivelistening, reading and viewing

ELD-LA.4-5.Argue.Interpretive · Language for Language Arts, Grades 4-5

Interpret language arts arguments by…

Identifying main ideas
Analyzing points of view about the same event or topic
Evaluating how details, reasons, and evidence support particular points in a text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Language demands

What these standards ask students to do with language, from OSPI's connections to the WIDA ELD Standards Framework. Each standard's own connections are under its Resources. How the connections work.

Narrate

13 standards

Telling what happened: stories, events and experiences, in order.

Interpretive · listening, reading and viewing

Interpret language arts narratives by…

Interpret informational texts in language arts by…

Analyzing how character attributes and actions develop across event sequences×3
Determining the meaning of words and phrases used in texts, including figurative language, such as metaphors and similes×3
Identifying a theme from key details×2
Analyzing how character attributes, and actions develop across event sequences

Show the 5 standards

ELA.4.R.4
ELA.4.R.5
ELA.4.L.1
ELA.4.L.4
ELA.4.RML.1

Expressive · speaking, writing and representing

Construct language arts narratives that…

Orient audience to context×7
Develop and describe characters and their relationships×7
Engage and adjust for audience×7
Develop story with complication and resolution, time and event sequences×6

Show the 9 standards

ELA.4.R.1
ELA.4.R.4
ELA.4.R.5
ELA.4.W.1
ELA.4.W.2
ELA.4.W.6
ELA.4.L.2
ELA.4.L.3
ELA.4.RML.1

Social and instructional · WIDA Standard 1

Connect stories with images and representations to add meaning×2
Share ideas about one’s own and others’ lived experiences and previous learning
Recount and restate ideas to sustain and move dialogue forward

Show the 3 standards

ELA.4.R.5
ELA.4.SLDF.1
ELA.4.SLDF.3

Inform

17 standards

Giving facts about a topic: defining, describing, comparing and classifying.

Interpretive · listening, reading and viewing

Interpret informational texts in language arts by…

Identifying and summarizing main ideas and key details×8
Analyzing details and examples for key attributes, qualities, and characteristics×8
Evaluating the impact of key word choices in a text×7
Identifying how character attributes and actions contribute to event sequences

Show the 7 standards

ELA.4.R.4
ELA.4.W.3
ELA.4.W.5
ELA.4.L.1
ELA.4.RML.1
ELA.4.RML.3
ELA.4.RML.5

Expressive · speaking, writing and representing

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience×13
Add precision and details to define, describe, compare, and classify topic and/or entity×9
Develop coherence and cohesion throughout text×9
Establish objective or neutral stance×7

Show the 13 standards

ELA.4.R.3
ELA.4.R.4
ELA.4.W.1
ELA.4.W.2
ELA.4.W.3
ELA.4.W.6
ELA.4.SLDF.2
ELA.4.SLDF.5
ELA.4.L.3
ELA.4.L.4
ELA.4.L.5
ELA.4.RML.1
ELA.4.RML.2

Social and instructional · WIDA Standard 1

Summarize information from interaction with others and from learning experiences

Show the 1 standard

ELA.4.W.5

Explain

6 standards

Accounting for how or why: how something works, why it happens, how a problem was solved.

Social and instructional · WIDA Standard 1

Compare changing variables, factors, and circumstances×3
Share initial thinking with others×2
Generate and convey initial thinking×2
Compare and contrast objects or concepts

Show the 6 standards

ELA.4.R.5
ELA.4.R.6
ELA.4.W.5
ELA.4.SLDF.1
ELA.4.SLDF.4
ELA.4.RML.4

Argue

7 standards

Taking a position, backing it with evidence and reasoning, and weighing other positions.

Interpretive · listening, reading and viewing

Interpret language arts arguments by…

Identifying main ideas
Analyzing points of view about the same event or topic
Evaluating how details, reasons, and evidence support particular points in a text

Show the 1 standard

ELA.4.RML.5

Expressive · speaking, writing and representing

Construct language arts arguments that…

Introduce and develop a topic clearly; state an opinion×4
Support opinions with reasons and information×3
Use a formal style×2
Logically connect opinions to appropriate evidence, facts, and details; offer a concluding statement or section×2

Show the 4 standards

ELA.4.W.2
ELA.4.W.4
ELA.4.SLDF.1
ELA.4.RML.4

Social and instructional · WIDA Standard 1

Support or challenge an opinion, premise, or interpretation
Revise one’s own opinions based on new information
Ask questions about others’ opinions

Show the 2 standards

ELA.4.W.1
ELA.4.W.5

For families

OSPI's guide to Grade 4 English Language Arts, in seven languages.