New Brunswick · Grade 4
English Language Arts, Grade 4
New Brunswick’s Grade 4 English course, from Speaking and Listening to Writing and Other Ways of Representing.
- Units
- 3
- Lessons
- 8
- Skills
- 33
- Provincial exam
- Yes
- Official curriculum
- New Brunswick Department of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 11 skills
Speaking and Listening
Exploring, questioning, and explaining through talk (GCO 1)
Exploring and discussing thoughts and experiences
I can explore and discuss my ideas and consider my peers' ideas.
Skill 1.1
Asking questions to clarify and solve problems
I can ask and answer questions to clarify and explore solutions to problems.
Skill 1.2
Explaining personal opinions and responding to others
I can explain my opinions and respond to others' questions and opinions.
Skill 1.3
Listening critically to ideas and opinions
I can listen critically to the ideas or opinions others express.
Skill 1.4
Communicating information effectively (GCO 2)
Contributing to discussion and knowing when to speak
I can contribute to discussions and know when to speak and when to listen.
Skill 1.5
Using voice, expression, and gestures for the occasion
I can use word choice, tone, expression, and gestures that fit the occasion.
Skill 1.6
Giving and following instructions
I can give and follow instructions and respond to questions and directions.
Skill 1.7
Engaging with and responding to oral presentations
I can engage in and respond to oral presentations.
Skill 1.8
Interacting with sensitivity and respect (GCO 3)
Showing courtesies in group interactions
I can show basic courtesies of conversation in group interactions.
Skill 1.9
Identifying prejudice and using respectful language
I can identify prejudice and stereotyping in oral language and use respectful language.
Skill 1.10
Matching language to situations and audiences
I can show awareness of language appropriate to different situations and audiences.
Skill 1.11
The official wording · 11 outcomes
- 1.1
- explore and discuss their thoughts, ideas, and experiences and consider those of their peers
- 1.2
- ask and respond to questions to clarify information and explore solutions to problems (e.g., using an interview format)
- 1.3
- explain personal opinions and respond to the questions and opinions of others
- 1.4
- listen critically to others’ ideas or opinions expressed
- 1.5
- contribute to conversations and small-group and whole-group discussion, show an awareness of when to speak and when to listen
- 1.6
- use word choice, tone of voice, facial expressions, and gestures appropriate to the speaking occasion
- 1.7
- give and follow instructions and respond to questions and directions
- 1.8
- engage in and respond to oral presentations (e.g., retell a story, sing a song)
- 1.9
- show basic courtesies of conversation in group interactions
- 1.10
- identify examples of prejudice and stereotyping in oral language, and use language that shows respect for all people
- 1.11
- show an awareness of the kinds of language appropriate to different situations and audiences
Key ideas
Exploring ideas in talk means thinking out loud with others.
Contributing means adding useful ideas to a discussion.
Courtesies include turn-taking, listening, and kind responses.
Considering peers' ideas means weighing them, not just hearing them.
Awareness of timing keeps a discussion balanced.
Watch out for
- Only sharing your idea and ignoring peers'.
- Dominating or never contributing.
- Talking over others in a group.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 11 skills
Reading and Viewing
Selecting, reading, and navigating texts (GCO 4)
Selecting texts with growing independence
I can select, with growing independence, texts that fit my interests and learning needs.
Skill 2.1
Reading widely with emphasis on genre and authors
I can read widely across genres and authors of children's literature.
Skill 2.2
Using text features to locate and verify information
I can use pictures, word structures, and text features to locate and verify information.
Skill 2.3
Integrating cueing systems to construct meaning
I can integrate cueing systems and strategies to construct meaning.
Skill 2.4
Describing your reading and viewing processes
I can describe my own reading and viewing processes and strategies.
Skill 2.5
Finding information and responding to texts (GCOs 5-7)
Answering questions by seeking information from sources
I can answer questions by seeking information from a variety of texts and reflecting on the process.
Skill 2.6
Describing and discussing personal reactions to texts
I can describe, share, and discuss my personal reactions to texts.
Skill 2.7
Giving reasons for opinions about texts and authors
I can give reasons for my opinions about texts, types of texts, and authors' work.
Skill 2.8
Using background knowledge to question texts
I can use my background knowledge to question information in print and visual texts.
Skill 2.9
Identifying conventions of different text types
I can identify conventions and characteristics of different text types that aid understanding.
Skill 2.10
Responding critically to texts
I can respond critically by questioning, discussing from experience, and spotting persuasion and bias.
Skill 2.11
The official wording · 11 outcomes
- 2.1
- select, with growing independence, texts appropriate to their interests and learning needs
- 2.2
- read widely and experience a variety of children’s literature with an emphasis in genre and authors
- 2.3
- 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
- 2.4
- 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
- 2.5
- describe their own processes and strategies in reading and viewing
- 2.6
- 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
- 2.7
- describe, share, and discuss their personal reactions to texts
- 2.8
- give reasons for their opinions about texts and types of texts and the work of authors and illustrators
- 2.9
- use their background knowledge to question information presented in print and visual texts
- 2.10
- identify conventions and characteristics of different types of print and media texts that help them understand what they read and view
- 2.11
- 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
Key ideas
Growing independence means choosing more on your own.
Research starts with knowing your information needs.
Good choices match your interest AND your reading level.
Reference materials and classification systems help you find information.
A just-right text is one you can read and enjoy.
Watch out for
- Choosing only by the cover.
- Starting research with no question or need in mind.
- Always picking the same kind of book.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 11 skills
Writing and Other Ways of Representing
Writing and representing to explore and reflect (GCO 8)
Using writing strategies to explore ideas and feelings
I can use writing strategies to explore ideas, express feelings, and reflect on learning.
Skill 3.1
Experimenting with ways of making notes
I can experiment with different ways of making my own notes.
Skill 3.2
Experimenting with imaginative language
I can experiment with language that enhances meaning and shows imagination.
Skill 3.3
Creating texts for audiences and purposes (GCO 9)
Creating texts in different modes and forms
I can create texts in different modes and forms, recognizing each form's features.
Skill 3.4
Demonstrating awareness of purpose and audience
I can demonstrate an awareness of purpose and audience.
Skill 3.5
Inviting responses to shape drafts
I can invite responses to early drafts and use them to shape later drafts.
Skill 3.6
Strategies and conventions for effective writing (GCO 10)
Developing writing process strategies
I can develop a range of writing process strategies.
Skill 3.7
Applying conventions of written language
I can apply many conventions of written language in my final products.
Skill 3.8
Using technology in writing and representing
I can use technology with increasing proficiency in writing and representing.
Skill 3.9
Committing to shaping pieces through stages
I can commit to shaping my writing through stages of development.
Skill 3.10
Selecting and combining information from sources
I can select, organize, and combine information from two or more sources in my own words.
Skill 3.11
The official wording · 11 outcomes
- 3.1
- 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
- 3.2
- experiment with different ways of making their own notes (e.g., webbing, jot notes, matrix)
- 3.3
- experiment with language, appropriate to audience, purpose, and form, that enhances meaning and demonstrates imagination in writing and other ways of representing
- 3.4
- 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
- 3.5
- demonstrate an awareness of purpose and audience
- 3.6
- invite responses to early drafts of their writing/media productions − use audience reaction to help shape subsequent drafts
- 3.7
- develop a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies
- 3.8
- 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)
- 3.9
- use technology with increasing proficiency in writing and other forms of representing
- 3.10
- demonstrate a commitment to shaping pieces of writing and other representations through stages of development
- 3.11
- select, organize, and combine relevant information from two or more sources to construct and communicate meaning
Key ideas
Writing can formulate questions, organize ideas, and generate topics.
Modes include expressive, transactional, and poetic writing.
The writing process runs from prewriting through presentation.
You write to express attitudes and feelings and compare beliefs.
Different forms require specific features, structures, and patterns.
Watch out for
- Thinking writing is only for finished pieces.
- Using one mode or form for everything.
- Treating drafting as the whole process.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows New Brunswick’s own curriculum for English Language Arts, Grade 4.
Study it in MapleMind
MapleMind teaches English Language Arts, Grade 4 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English Language Arts, Grade 4 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 26
- Fillable fields
- 1,407
- Price
- $4.99
Questions about English Language Arts, Grade 4
What is English Language Arts, Grade 4?
New Brunswick’s Grade 4 English course: 3 units and 33 skills, from Speaking and Listening to Writing and Other Ways of Representing.
What units are in English Language Arts, Grade 4?
1. Speaking and Listening, 2. Reading and Viewing and 3. Writing and Other Ways of Representing.
Is there a provincial exam for English Language Arts, Grade 4?
Yes. The Grade 4 English Reading Assessment is written in New Brunswick. Next sitting: April 30, 2027.
What comes after English Language Arts, Grade 4?
English Language Arts, Grade 5.
Can MapleMind help with English Language Arts, Grade 4?
Yes. MapleMind teaches every skill of English Language Arts, Grade 4, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for English Language Arts, Grade 4
Practise every skill of English Language Arts, Grade 4 in MapleMind, free with daily limits.
