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 33 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 New Brunswick English Language Arts, Grade 4 curriculum
New Brunswick 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 New Brunswick's official K-12 education resourcesRead it on the government site — www2.gnb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand SL | 11 | Speaking and Listening |
| Strand RV | 11 | Reading and Viewing |
| Strand WR | 11 | Writing and Other Ways of Representing |
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 1Speaking and ListeningOfficial strand · Strand SL
GCOs 1-3 (woven): speaking and listening to explore and clarify ideas; communicating information effectively and responding personally and critically; and interacting with sensitivity and respect.
Exploring, questioning, and explaining through talk (GCO 1)
- Exploring and discussing thoughts and experiencesNB-ELA-4.1.1 — Explore and discuss their thoughts, ideas, and experiences and consider those of their peers.
- Asking questions to clarify and solve problemsNB-ELA-4.1.2 — Ask and respond to questions to clarify information and explore solutions to problems, such as using an interview format.
- Explaining personal opinions and responding to othersNB-ELA-4.1.3 — Explain personal opinions and respond to the questions and opinions of others.
- Listening critically to ideas and opinionsNB-ELA-4.1.4 — Listen critically to others' ideas or opinions expressed.
Communicating information effectively (GCO 2)
- Contributing to discussion and knowing when to speakNB-ELA-4.2.1 — Contribute to conversations and small-group and whole-group discussion, showing an awareness of when to speak and when to listen.
- Using voice, expression, and gestures for the occasionNB-ELA-4.2.2 — Use word choice, tone of voice, facial expressions, and gestures appropriate to the speaking occasion.
- Giving and following instructionsNB-ELA-4.2.3 — Give and follow instructions and respond to questions and directions.
- Engaging with and responding to oral presentationsNB-ELA-4.2.4 — Engage in and respond to oral presentations, such as retelling a story or singing a song.
Interacting with sensitivity and respect (GCO 3)
- Showing courtesies in group interactionsNB-ELA-4.3.1 — Show basic courtesies of conversation in group interactions.
- Identifying prejudice and using respectful languageNB-ELA-4.3.2 — Identify examples of prejudice and stereotyping in oral language, and use language that shows respect for all people.
- Matching language to situations and audiencesNB-ELA-4.3.3 — Show an awareness of the kinds of language appropriate to different situations and audiences.
The official wording — 11 outcomes in this unit
- NB-ELA-4.1.1
explore and discuss their thoughts, ideas, and experiences and consider those of their peers
- NB-ELA-4.1.2
ask and respond to questions to clarify information and explore solutions to problems (e.g., using an interview format)
- NB-ELA-4.1.3
explain personal opinions and respond to the questions and opinions of others
- NB-ELA-4.1.4
listen critically to others’ ideas or opinions expressed
- NB-ELA-4.2.1
contribute to conversations and small-group and whole-group discussion, show an awareness of when to speak and when to listen
- NB-ELA-4.2.2
use word choice, tone of voice, facial expressions, and gestures appropriate to the speaking occasion
- NB-ELA-4.2.3
give and follow instructions and respond to questions and directions
- NB-ELA-4.2.4
engage in and respond to oral presentations (e.g., retell a story, sing a song)
- NB-ELA-4.3.1
show basic courtesies of conversation in group interactions
- NB-ELA-4.3.2
identify examples of prejudice and stereotyping in oral language, and use language that shows respect for all people
- NB-ELA-4.3.3
show an awareness of the kinds of language appropriate to different situations and audiences
Unit 2Reading and ViewingOfficial strand · Strand RV
GCOs 4-7 (woven): selecting, reading, and viewing a range of texts; interpreting and combining information; responding personally; and responding critically to texts.
Selecting, reading, and navigating texts (GCO 4)
- Selecting texts with growing independenceNB-ELA-4.4.1 — Select, with growing independence, texts appropriate to their interests and learning needs.
- Using text features to locate and verify informationNB-ELA-4.4.3 — Use pictures and illustrations, word structures, and text features such as table of contents, headings, glossaries, and text structures to locate topics and obtain or verify information.
- Integrating cueing systems to construct meaningNB-ELA-4.4.4 — Use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems, including context clues, word order, suffixes, compound words, and contractions, with strategies to construct meaning.
- Describing your reading and viewing processesNB-ELA-4.4.5 — Describe their own processes and strategies in reading and viewing.
Finding information and responding to texts (GCOs 5-7)
- Answering questions by seeking information from sourcesNB-ELA-4.5.1 — Answer, with assistance, their own and others' questions by seeking information from a variety of texts, determining information needs, recognizing reference materials, using sources, and reflecting on the process.
- Describing and discussing personal reactions to textsNB-ELA-4.6.1 — Describe, share, and discuss their personal reactions to texts.
- Using background knowledge to question textsNB-ELA-4.7.1 — Use their background knowledge to question information presented in print and visual texts.
- Identifying conventions of different text typesNB-ELA-4.7.2 — Identify conventions and characteristics of different types of print and media texts that help them understand what they read and view.
- Responding critically to textsNB-ELA-4.7.3 — Respond critically to texts by asking questions and formulating understandings, discussing from their own experiences, identifying manipulation and persuasion, and identifying prejudice and stereotyping.
The official wording — 11 outcomes in this unit
- NB-ELA-4.4.1
select, with growing independence, texts appropriate to their interests and learning needs
- NB-ELA-4.4.2
read widely and experience a variety of children’s literature with an emphasis in genre and authors
- NB-ELA-4.4.3
use pictures and illustrations, word structures, and text features (e.g., table of contents, headings and subheadings, glossaries, structures of narrative and expository texts, key ideas, margin notes) to locate topics and obtain or verify their understanding of information
- NB-ELA-4.4.4
use and integrate the pragmatic, semantic, syntactic and graphophonic cueing systems (including context clues; word order; suffixes, compound words, contractions, and singular and plural words) and a variety of strategies to construct meaning
- NB-ELA-4.4.5
describe their own processes and strategies in reading and viewing
- NB-ELA-4.5.1
answer, with assistance, their own and others’ questions by seeking information from a variety of texts − determine their own and community (class) needs for information − recognize the purpose of classification systems and basic reference materials − use a range of reference texts and a database or an electronic search to facilitate the selection process − reflect on the process of generating and responding to their own and others’ questions
- NB-ELA-4.6.1
describe, share, and discuss their personal reactions to texts
- NB-ELA-4.6.2
give reasons for their opinions about texts and types of texts and the work of authors and illustrators
- NB-ELA-4.7.1
use their background knowledge to question information presented in print and visual texts
- NB-ELA-4.7.2
identify conventions and characteristics of different types of print and media texts that help them understand what they read and view
- NB-ELA-4.7.3
respond critically to texts by − asking questions and formulating understandings − discussing texts from the perspective of their own experiences − identifying instances where language is being used, not only to entertain, but to manipulate, persuade, or control them − identifying instances of prejudice and stereotyping
Unit 3Writing and Other Ways of RepresentingOfficial strand · Strand WR
GCOs 8-10 (woven): using writing and representation to explore and reflect; creating texts for a range of audiences and purposes; and using a range of strategies and conventions to develop effective writing and media products.
Writing and representing to explore and reflect (GCO 8)
- Using writing strategies to explore ideas and feelingsNB-ELA-4.8.1 — Use strategies in writing and other ways of representing to formulate questions and organize ideas, generate topics, express attitudes and feelings, compare beliefs, record experiences, formulate learning goals, and monitor learning.
- Experimenting with ways of making notesNB-ELA-4.8.2 — Experiment with different ways of making their own notes, such as webbing, jot notes, and matrix.
- Experimenting with imaginative languageNB-ELA-4.8.3 — Experiment with language, appropriate to audience, purpose, and form, that enhances meaning and demonstrates imagination in writing and other ways of representing.
Creating texts for audiences and purposes (GCO 9)
- Creating texts in different modes and formsNB-ELA-4.9.1 — Create written and media texts, collaboratively and independently, in different modes (expressive, transactional, and poetic) and a variety of forms, recognizing that particular forms require specific features.
- Demonstrating awareness of purpose and audienceNB-ELA-4.9.2 — Demonstrate an awareness of purpose and audience.
- Inviting responses to shape draftsNB-ELA-4.9.3 — Invite responses to early drafts of their writing/media productions and use audience reaction to help shape subsequent drafts.
Strategies and conventions for effective writing (GCO 10)
- Developing writing process strategiesNB-ELA-4.10.1 — Develop a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies.
- Applying conventions of written languageNB-ELA-4.10.2 — Demonstrate an understanding of many conventions of written language in final products: spelling familiar words, punctuation, capitalization, paragraphing, syntax, and using references while editing.
- Using technology in writing and representingNB-ELA-4.10.3 — Use technology with increasing proficiency in writing and other forms of representing.
- Committing to shaping pieces through stagesNB-ELA-4.10.4 — Demonstrate a commitment to shaping pieces of writing and other representations through stages of development.
- Selecting and combining information from sourcesNB-ELA-4.10.5 — Select, organize, and combine relevant information from two or more sources to construct and communicate meaning.
The official wording — 11 outcomes in this unit
- NB-ELA-4.8.1
use strategies in writing and other ways of representing to − formulate questions and organize ideas − generate topics of personal interest and importance − discover and express personal attitudes, feelings, and opinions − compare their own thoughts and beliefs to those of others − describe feelings, reactions, values, and attitudes − record experiences − formulate goals for learning − practise strategies for monitoring their own learning
- NB-ELA-4.8.2
experiment with different ways of making their own notes (e.g., webbing, jot notes, matrix)
- NB-ELA-4.8.3
experiment with language, appropriate to audience, purpose, and form, that enhances meaning and demonstrates imagination in writing and other ways of representing
- NB-ELA-4.9.1
create written and media texts, collaboratively and independently, in different modes (expressive, trans- actional, and poetic) and in a variety of forms − recognize that particular forms require the use of specific features, structures, and patterns
- NB-ELA-4.9.2
demonstrate an awareness of purpose and audience
- NB-ELA-4.9.3
invite responses to early drafts of their writing/media productions − use audience reaction to help shape subsequent drafts
- NB-ELA-4.10.1
develop a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies
- NB-ELA-4.10.2
demonstrate an understanding of many conventions of written language in final products − correctly spell many familiar and commonly used words − demonstrate an increasing understanding of punctuation, capitalization, and paragraphing − demonstrate a growing awareness of appropriate syntax − use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists)
- NB-ELA-4.10.3
use technology with increasing proficiency in writing and other forms of representing
- NB-ELA-4.10.4
demonstrate a commitment to shaping pieces of writing and other representations through stages of development
- NB-ELA-4.10.5
select, organize, and combine relevant information from two or more sources to construct and communicate meaning
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.
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 33 skills in New Brunswick'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 New Brunswick's official curriculum?
Yes. Every skill in this course maps to an official outcome code from New Brunswick'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 New Brunswick curriculum for English Language Arts, Grade 4?
The official source is linked on this page — New Brunswick's official K-12 education resources. 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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