Get help with English Language Arts, Grade 4
Most tutoring makes your child sit through material your child already knows. MapleMind flips that: pick the exact skill that's causing trouble — any of the 48 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official Manitoba English Language Arts, Grade 4 curriculum
Manitoba defines English Language Arts, Grade 4 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 10 | Explore and Discover Language and Literacy |
| Strand B | 15 | Comprehend and Respond to Multimodal Texts |
| Strand C | 15 | Compose and Create Multimodal Texts |
| Strand D | 8 | Communicate Ideas and Build New Understandings |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts, Grade 4 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Explore and Discover Language and LiteracyOfficial strand · Strand A
Strand A: oral language communication, and language as the foundation for reading and writing - receiving, exchanging and developing ideas, plus the phonics, word study, vocabulary and fluency that underpin early literacy.
Listening (Receptive)
- Listen to and reflect on the ideasELA.4.A1.1 — Listen to and reflect on the ideas and opinions of others by highlighting key ideas and details heard.
Interacting
- Engage in dialogue with others (partners, small/largeELA.4.A1.3 — Engage in dialogue with others (partners, small/large group) to exchange ideas, opinions and information.
- Ask complex open-ended questions (e.g, “why?”, “how?”)ELA.4.A1.4 — Ask complex open-ended questions (e.g, “why?”, “how?”) to promote critical thinking and respond to questions by providing evidence and reasoning.
Speaking (Expressive)
- Use complex sentences with various transition wordsELA.4.A1.5 — Use complex sentences with various transition words, rich vocabulary and grammar to expand and communicate thoughts and ideas.
- Contribute their voice to discuss thoughts, feelingsELA.4.A1.6 — Contribute their voice to discuss thoughts, feelings, ideas and opinions; express personal thoughts and emotions
Phonics, Decoding and Spelling
- Apply and consolidate knowledge of word readingELA.4.A2.3 — Apply and consolidate knowledge of word reading and spelling skills to decode/encode (spell) more complex multisyllabic words in isolation and in various texts with increasing accuracy and automaticity.
Word Study (Morphology)
- Examine words and word parts (morphemes) inELA.4.A2.4 — Examine words and word parts (morphemes) in reading and writing to determine word meaning and accurate spelling.
Vocabulary
Reading Fluency
- Apply fluency knowledge - use punctuation inELA.4.A2.6 — Apply fluency knowledge - use punctuation in a variety of text forms; demonstrate automaticity in reading more complex words and phrases to support comprehension; apply knowledge of sentence structure to maintain comprehension.
The official wording — 10 outcomes in this unit
- ELA.4.A1.1
Listen to and reflect on the ideas and opinions of others by highlighting key ideas and
- ELA.4.A1.2
Use non-verbal cues and social conventions
- ELA.4.A1.3
Engage in dialogue with others
- ELA.4.A1.4
Ask complex open-ended questions
- ELA.4.A1.5
Use complex sentences with various transition words, rich vocabulary and grammar to expand and communicate thoughts
- ELA.4.A1.6
Contribute their voice to discuss thoughts, feelings, ideas and opinions
- ELA.4.A2.3
Apply and consolidate knowledge of word reading and spelling skills to decode/encode
- ELA.4.A2.4
Examine words and word parts
- ELA.4.A2.5
Acquire and use new vocabulary related to learning experiences topic and subject specific
- ELA.4.A2.6
Apply fluency knowledge - use punctuation in a variety of text forms
Unit 2Comprehend and Respond to Multimodal TextsOfficial strand · Strand B
Strand B: acquiring new information through inquiry, constructing meaning with comprehension strategies, and thinking critically about multimodal texts and responding to what is seen, heard and read.
Activate Prior Knowledge and Inquire
- Identify and discuss prior knowledge including knowledgeELA.4.B1.1 — Identify and discuss prior knowledge including knowledge gained from various sources and personal diverse experiences to understand new text.
- Create detailed questions that connect personal experiencesELA.4.B1.2 — Create detailed questions that connect personal experiences with broader topics for collaborative inquiry.
Engage with a Variety of Texts
- Select and engage with a variety ofELA.4.B1.3 — Select and engage with a variety of multimodal texts from diverse creators for a variety of purposes to build background knowledge.
Review Information
- Review information gathered, and text selected and decide what to share or omitELA.4.B1.4 — Review information gathered, and text selected and decide what to share or omit (e.g., facts, perspectives, opinions).
Identify Text Cues
- Identify how the form/genre and structure ofELA.4.B2.1 — Identify how the form/genre and structure of texts, including cultural text forms (e.g., myths, 7 Teachings), can help organize the expression of ideas or information to help with understanding.
- Identify and use some text features fromELA.4.B2.2 — Identify and use some text features from multimodal forms of fiction and nonfiction and describe how they add to the meaning.
Make Predictions
- Make predictions using background knowledge and textELA.4.B2.3 — Make predictions using background knowledge and text information; pose questions to confirm predictions; adjust understanding.
Make Connections
- Make connections to texts through personal experiencesELA.4.B2.4 — Make connections to texts through personal experiences, the ideas developed in and between multimodal texts, and the world to enhance meaning.
Monitor Understanding
- Use strategies to monitor and confirm understandingELA.4.B2.5 — Use strategies (e.g., rereading, adjusting reading rate, questioning, inferencing) to monitor and confirm understanding.
Consolidate New Knowledge
- Acquire, understand, categorize and use precise, descriptiveELA.4.B2.7 — Acquire, understand, categorize and use precise, descriptive vocabulary to communicate new understanding.
Analyze Text
- Recognize and explain how diversity and inclusionELA.4.B3.1 — Recognize and explain how diversity and inclusion are presented in texts; use simple text evidence (e.g., quotes, actions, illustrations) to support observations.
Recognize Facts, Bias and Viewpoints
- Recognize whether ideas, messages, sources, and/or charactersELA.4.B3.2 — Recognize whether ideas, messages, sources, and/or characters should or should not be trusted; identify examples of stereotyping, bias or prejudice with guidance.
- Identify how different perspectives presented in textELA.4.B3.3 — Identify how different perspectives presented in text might influence an audience; use text evidence and personal experiences to explain.
Respond to Text
- Express a personal response by sharing andELA.4.B3.4 — Express a personal response by sharing and supporting an opinion based on specific, relevant evidence from content; recognize and respond to stereotyping, bias, and/or prejudice with guidance.
The official wording — 15 outcomes in this unit
- ELA.4.B1.1
Identify and discuss prior knowledge including knowledge gained from various sources and personal diverse experiences to
- ELA.4.B1.2
Create detailed questions that connect personal experiences with broader topics for collaborative inquiry.
- ELA.4.B1.3
Select and engage with a variety of multimodal texts from diverse creators for a variety of
- ELA.4.B1.4
Review information gathered, and text selected and decide what to share or omit
- ELA.4.B2.1
Identify how the form/genre and structure of texts, including cultural text forms
- ELA.4.B2.2
Identify and use some text features from multimodal forms of fiction and nonfiction and describe how
- ELA.4.B2.3
Make predictions using background knowledge and text information
- ELA.4.B2.4
Make connections to texts through personal experiences, the ideas developed in and between multimodal texts, and
- ELA.4.B2.5
Use strategies (e.g., rereading, adjusting reading rate, questioning, inferencing) to monitor and confirm understanding.
- ELA.4.B2.6
Recall and share important information from texts in logical order using own words.
- ELA.4.B2.7
Acquire, understand, categorize and use precise, descriptive vocabulary to communicate new understanding.
- ELA.4.B3.1
Recognize and explain how diversity and inclusion are presented in texts
- ELA.4.B3.2
Recognize whether ideas, messages, sources, and/or characters should or should not be trusted
- ELA.4.B3.3
Identify how different perspectives presented in text might influence an audience
- ELA.4.B3.4
Express a personal response by sharing and supporting an opinion based on specific, relevant evidence from
Unit 3Compose and Create Multimodal TextsOfficial strand · Strand C
Strand C: generating ideas and planning, enhancing the clarity and artistry of writing, and editing and publishing multimodal texts for a range of purposes and audiences.
Generate Ideas
- Generate ideas and select a topic withELA.4.C1.1 — Generate ideas and select a topic with ideas integrated from personal experiences, background knowledge and prior learning appropriate for a particular audience and purpose.
Research Sources
- Discuss new information gathered from a varietyELA.4.C1.2 — Discuss new information gathered from a variety of relevant sources, including modelled text, various text styles and mentors (e.g., experts, audio, digital online sources).
Plan for Text Creation
- Use strategies to plan for text creationELA.4.C1.3 — Use strategies (e.g., brainstorming, jot notes, asking questions, mind mapping, sketching ideas, research planners, discussion with others) to plan for text creation.
Choose Form
- Recognize different types of writing (narrative, informationalELA.4.C1.4 — Recognize different types of writing (narrative, informational, descriptive and persuasive) and genres to inform text creation for different purposes and audiences.
Create Draft/Prototype
- Create multimodal texts; use digital toolsELA.4.C1.5 — Create multimodal texts (e.g., oral storytelling, written stories, posters, songs, research reports/projects, photo essays, interactive notebooks, slide show with narration); use digital tools and organizers with increasing independence; plan layouts; select relevant visuals and use appropriate elements (e.g., font, color, imagery) to draft ideas effectively and creatively.
Organize Ideas
- Experiment with organizational patternsELA.4.C2.1 — Experiment with organizational patterns (e.g., description, compare and contrast, problem-solution); introduce topic and provide a sense of closure to match the text form chosen.
Sentence Structure
- Reread and include a variety of sentencesELA.4.C2.2 — Reread and include a variety of sentences; use more advanced transitions to connect ideas (e.g., because, if, while, and although); use verb tense correctly; vary the way sentences start.
Word Choice
- Use words, images, or graphics to fitELA.4.C2.3 — Use words, images, or graphics to fit context and purpose; adjust word choice to show how ideas progress, relate or change; add sensory details.
Voice and Style
- Expand personal voice in text, using variedELA.4.C2.4 — Expand personal voice in text, using varied and descriptive language and a tone (e.g., formal, informal, serious, humorous) appropriate to purpose and context to communicate thoughts, feelings and opinions about a topic with others.
Revision
- Notice when writing does not make senseELA.4.C2.5 — Notice when writing does not make sense and make revisions; seek feedback to reorganize ideas, add, or remove text, and change words to improve content and clarity.
Legibility and Word Processing
- Write fluently with accurate formation, size, placementELA.4.C3.1 — Write fluently with accurate formation, size, placement and spacing using margins to ensure legibility; use fluent word processing skills, choose font style, size and colour to enhance text for an audience.
Spelling
- Demonstrate knowledge of word meanings, spelling patternsELA.4.C3.2 — Demonstrate knowledge of word meanings, spelling patterns (vowel combinations), word parts (morphemes, prefixes, suffixes) and digital spell check to spell multisyllabic words.
Capitalization
- Use capital letters consistently and accurately for proper nouns, titles and dialogueELA.4.C3.3 — Use capital letters consistently and accurately for proper nouns, titles and dialogue.
Punctuation
- Know and use basic punctuation skillfully and correctlyELA.4.C3.4 — Know and use basic punctuation skillfully and correctly (e.g., periods, commas, question marks, exclamation marks, apostrophes, quotation marks) to communicate meaning clearly for others.
Publish Final Text
- Create final text that integrates various modesELA.4.C3.5 — Create final text that integrates various modes (e.g., text, images, sound, video) to communicate message for a specific purpose and audience.
The official wording — 15 outcomes in this unit
- ELA.4.C1.1
Generate ideas and select a topic with ideas integrated from personal experiences, background knowledge and prior
- ELA.4.C1.2
Discuss new information gathered from a variety of relevant sources, including modelled text, various text styles
- ELA.4.C1.3
Use strategies (e.g., brainstorming, jot notes, asking questions, mind mapping, sketching ideas, research planners, discussion with
- ELA.4.C1.4
Recognize different types of writing
- ELA.4.C1.5
Create multimodal texts
- ELA.4.C2.1
Experiment with organizational patterns
- ELA.4.C2.2
Reread and include a variety of sentences
- ELA.4.C2.3
Use words, images, or graphics to fit context and purpose
- ELA.4.C2.4
Expand personal voice in text, using varied and descriptive language and a tone
- ELA.4.C2.5
Notice when writing does not make sense and make revisions
- ELA.4.C3.1
Write fluently with accurate formation, size, placement and spacing using margins to ensure legibility
- ELA.4.C3.2
Demonstrate knowledge of word meanings, spelling patterns
- ELA.4.C3.3
Use capital letters consistently and accurately for proper nouns, titles and dialogue.
- ELA.4.C3.4
Know and use basic punctuation skillfully and correctly
- ELA.4.C3.5
Create final text that integrates various modes
Unit 4Communicate Ideas and Build New UnderstandingsOfficial strand · Strand D
Strand D: sharing ideas and information for different audiences, and using metacognition to self-assess, set goals and monitor progress as an independent learner.
Express Ideas and Engage Audience
- Adjust intonation, tone, volume, expression and communicationELA.4.D1.1 — Adjust intonation, tone, volume, expression and communication style to share ideas.
- Integrate artifacts visual aids/digital tools to enhanceELA.4.D1.2 — Integrate artifacts visual aids/digital tools to enhance communication with an audience.
- Present ideas and information with supporting detailsELA.4.D1.3 — Present ideas and information with supporting details, including an introduction and conclusion, in an organized, logical format to an audience.
Self-Assess
- Apply self-monitoring skills and ask questionsELA.4.D2.1 — Apply self-monitoring skills and ask questions (e.g., “What strategies have I learned?”, “What is important to know?”) to recognize some effective strategies to use.
- Develop criteria with teacher support for assessingELA.4.D2.2 — Develop criteria with teacher support for assessing learning; use tools such as journals, mind maps, lists, portfolios, digital tools (e.g., podcasts) to self-assess own understanding/learning.
- Receive descriptive feedback from others focusing on specific areas for improvement and exploreELA.4.D2.3 — Receive descriptive feedback from others focusing on specific areas for improvement and explore processes/strategies to improve work in listening, speaking, reading, viewing, writing or representing.
Set Goals and Monitor Progress
- Focus on specific learning goals to improveELA.4.D2.4 — Focus on specific learning goals to improve listening, speaking, reading, writing, viewing or representing.
- Monitor and track progress; reflect on accomplishmentsELA.4.D2.5 — Monitor and track progress; reflect on accomplishments of new learning.
The official wording — 8 outcomes in this unit
- ELA.4.D1.1
Adjust intonation, tone, volume, expression and communication style to share ideas.
- ELA.4.D1.2
Integrate artifacts visual aids/digital tools to enhance communication with an audience.
- ELA.4.D1.3
Present ideas and information with supporting details, including an introduction and conclusion, in an organized, logical
- ELA.4.D2.1
Apply self-monitoring skills and ask questions
- ELA.4.D2.2
Develop criteria with teacher support for assessing learning
- ELA.4.D2.3
Receive descriptive feedback from others focusing on specific areas for improvement and explore processes/strategies to improve
- ELA.4.D2.4
Focus on specific learning goals to improve listening, speaking, reading, writing, viewing or representing.
- ELA.4.D2.5
Monitor and track progress
Printable workbook · A keepsake of the year
A English Language Arts, Grade 4 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help my child with English Language Arts, Grade 4?
Yes. MapleMind's AI tutor covers all 48 skills in Manitoba's English Language Arts, Grade 4 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 4 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open English Language Arts, Grade 4 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official Manitoba curriculum for English Language Arts, Grade 4?
The official source is linked on this page — Manitoba's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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