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 35 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 Nova Scotia English Language Arts, Grade 4 curriculum
Nova Scotia 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 Nova Scotia's official curriculumRead it on the government site — curriculum.novascotia.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 10 | Language |
| Strand B | 11 | Comprehension |
| Strand C | 10 | Composition |
| Strand D | 4 | Literacy in the Content Areas |
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 1LanguageOfficial strand · Strand A
Strand A: oral communication, foundational language knowledge, and the conventions of sentences, grammar, capitalization and punctuation that underpin reading and writing.
Oral and Non-Verbal Communication
- Using listening strategies (Grade 4)NS-ELA-4.A1.i1 — Select and use listening strategies by asking questions to clarify understanding and respond to others in different contexts, including cultural contexts.
- Oral and non-verbal communication strategies (Grade 4)NS-ELA-4.A1.i2 — Identify and use oral and non-verbal communication strategies to understand or communicate ideas and meaning
- Using taught vocabulary, syntax and grammar in talk (Grade 4)NS-ELA-4.A1.i3 — Use explicitly taught vocabulary, syntax, and grammar to expand on communicating ideas and information.
Foundational Language: Phonics, Vocabulary and Fluency
- Phonics: blending and segmenting to read and spell (Grade 4)NS-ELA-4.A2.i1 — Use phonics and orthographic knowledge to fluently read, spell, and pronounce multisyllabic words
- Letters and alphabetic knowledge / orthographic patterns (Grade 4)NS-ELA-4.A2.i2 — Use developing morphological knowledge to understand, read and spell words with increasing independence.
- Grapheme-phoneme correspondences / morphology and vocabulary (Grade 4)NS-ELA-4.A2.i3 — Identify the meaning of vocabulary through implicit learning, explicit instruction, and word awareness.
- Reading fluently with accuracy, pacing and expression (Grade 4)NS-ELA-4.A2.i4 — Read texts fluently with accuracy, pacing, and expression to support comprehension.
Sentence Structure, Grammar and Conventions
- Composing sentences (Grade 4)NS-ELA-4.A3.i1 — Identify and create different sentence types, including simple and compound sentences
- Parts of speech to support reading and writing (Grade 4)NS-ELA-4.A3.i2 — Identify how different parts of speech work in sentences and use them correctly to support reading comprehension and writing.
- Capitalization and punctuation (Grade 4)NS-ELA-4.A3.i3 — Use capitalization and a variety of punctuation correctly, to communicate clearly.
The official wording — 10 outcomes in this unit
- NS-ELA-4.A1.i1
Select and use listening strategies by asking questions to clarify understanding and respond to others in different contexts, including cultural contexts
- NS-ELA-4.A1.i2
Identify and use oral and non-verbal communication strategies to understand or communicate ideas and meaning
- NS-ELA-4.A1.i3
Use explicitly taught vocabulary, syntax, and grammar to expand on communicating ideas and information
- NS-ELA-4.A2.i1
Use phonics and orthographic knowledge to fluently read, spell, and pronounce multisyllabic words
- NS-ELA-4.A2.i2
Use developing morphological knowledge to understand, read and spell words with increasing independence
- NS-ELA-4.A2.i3
Identify the meaning of vocabulary through implicit learning, explicit instruction, and word awareness
- NS-ELA-4.A2.i4
Read texts fluently with accuracy, pacing, and expression to support comprehension
- NS-ELA-4.A3.i1
Identify and create different sentence types, including simple and compound sentences
- NS-ELA-4.A3.i2
Identify how different parts of speech work in sentences and use them correctly to support reading comprehension and writing
- NS-ELA-4.A3.i3
Use capitalization and a variety of punctuation correctly, to communicate clearly
Unit 2ComprehensionOfficial strand · Strand B
Strand B: applying knowledge of text forms and features, and using reading, listening and viewing strategies and critical thinking, to comprehend a variety of texts.
Text Forms, Features and Style
- Narrative and informational text forms (Grade 4)NS-ELA-4.B1.i1 — Use knowledge of different text forms and organizational structures to support comprehension.
- Organizational structures and text features (Grade 4)NS-ELA-4.B1.i2 — Identify organizational structures and text features and apply this knowledge to support reading comprehension.
- Visual elements and design (Grade 4)NS-ELA-4.B1.i3 — Examine the relationship between visual elements, visual design and text, describe how they communicate meaning.
- Elements of style (Grade 4)NS-ELA-4.B1.i4 — Identify various elements of style in texts and explain how they help communicate meaning.
Reading, Listening and Viewing Strategies
- Purpose for reading / background knowledge (Grade 4)NS-ELA-4.B2.i1 — Use both implicitly learned and explicitly taught background knowledge to support comprehension before and during reading
- Purpose for reading and reading goals (Grade 4)NS-ELA-4.B2.i2 — Identify and describe the purpose for reading a text and develop reading goals to support this purpose.
- Monitoring comprehension (Grade 4)NS-ELA-4.B2.i3 — Use strategies to support reading goals. Identify when comprehension has broken down and select strategies to clarify meaning.
- Making inferences to support comprehension (Grade 4)NS-ELA-4.B2.i4 — Make inferences using implicit and explicitly taught background knowledge and evidence from the text to support comprehension.
Critical Thinking and Response
- Literary devices and rhetorical techniques (Grade 4)NS-ELA-4.B3.i1 — Recognize literary devices and rhetorical techniques in texts and describe how they contribute to the meaning.
- Identifying the point of view in texts (Grade 4)NS-ELA-4.B3.i2 — Identify the point of view in texts.
The official wording — 11 outcomes in this unit
- NS-ELA-4.B1.i1
Use knowledge of different text forms and organizational structures to support comprehension
- NS-ELA-4.B1.i2
Identify organizational structures and text features and apply this knowledge to support reading comprehension
- NS-ELA-4.B1.i3
Examine the relationship between visual elements, visual design and text, describe how they communicate meaning
- NS-ELA-4.B1.i4
Identify various elements of style in texts and explain how they help communicate meaning
- NS-ELA-4.B2.i1
Use both implicitly learned and explicitly taught background knowledge to support comprehension before and during reading
- NS-ELA-4.B2.i2
Identify and describe the purpose for reading a text and develop reading goals to support this purpose
- NS-ELA-4.B2.i3
Use strategies to support reading goals. Identify when comprehension has broken down and select strategies to clarify meaning
- NS-ELA-4.B2.i4
Make inferences using implicit and explicitly taught background knowledge and evidence from the text to support comprehension
- NS-ELA-4.B3.i1
Recognize literary devices and rhetorical techniques in texts and describe how they contribute to the meaning
- NS-ELA-4.B3.i2
Identify the point of view in texts
- NS-ELA-4.B3.i3
Analyse how the author’s use of literary elements in various texts influences a reader's understanding and interpretation of the text
Unit 3CompositionOfficial strand · Strand C
Strand C: pre-writing, drafting, revising and editing, and publishing and presenting a variety of texts for authentic audiences and purposes.
Pre-Writing and Planning
- Writing strengths, growth areas and goals (Grade 4)NS-ELA-4.C1.i1 — Identify strengths and areas for growth for and develop relevant writing goals.
- Identify topic, audience and purpose for writing (Grade 4)NS-ELA-4.C1.i2 — Identify the topic, audience, and purpose for writing.
- Generating and documenting ideas for writing (Grade 4)NS-ELA-4.C1.i3 — Use explicitly taught strategies to generate and document ideas or topics for writing.
- Organizing writing (Grade 4)NS-ELA-4.C1.i4 — Use explicitly taught strategies to organize writing
Drafting, Revising and Editing
- Writing fluently by hand and building word-processing skills (Grade 4)NS-ELA-4.C2.i1 — Write fluently by hand and develop word processing skills to support writing.
- Drafting with audience, purpose, topic and conventions (Grade 4)NS-ELA-4.C2.i2 — Draft texts using knowledge of audience, purpose, topic, and conventions
- Reflecting on goals and revising writing (Grade 4)NS-ELA-4.C2.i3 — Reflect on personal writing goals and use revision strategies to improve content, clarity, and style
- Editing drafts and exploring a word processor (Grade 4)NS-ELA-4.C2.i4 — Make edits to drafts to improve accuracy, check for errors, and explore the use of a word processor.
Publishing and Presenting
- Producing and presenting final texts (Grade 4)NS-ELA-4.C3.i1 — Produce and Present text to audiences.
- Reflecting on the writing process (Grade 4)NS-ELA-4.C3.i2 — Reflect on strengths and areas for growth throughout the writing process
The official wording — 10 outcomes in this unit
- NS-ELA-4.C1.i1
Identify strengths and areas for growth for and develop relevant writing goals
- NS-ELA-4.C1.i2
Identify the topic, audience, and purpose for writing
- NS-ELA-4.C1.i3
Use explicitly taught strategies to generate and document ideas or topics for writing
- NS-ELA-4.C1.i4
Use explicitly taught strategies to organize writing
- NS-ELA-4.C2.i1
Write fluently by hand and develop word processing skills to support writing
- NS-ELA-4.C2.i2
Draft texts using knowledge of audience, purpose, topic, and conventions
- NS-ELA-4.C2.i3
Reflect on personal writing goals and use revision strategies to improve content, clarity, and style
- NS-ELA-4.C2.i4
Make edits to drafts to improve accuracy, check for errors, and explore the use of a word processor
- NS-ELA-4.C3.i1
Produce and Present text to audiences
- NS-ELA-4.C3.i2
Reflect on strengths and areas for growth throughout the writing process
Unit 4Literacy in the Content AreasOfficial strand · Strand D
Strand D: applying literacy skills to comprehend and communicate ideas in the content areas.
Literacy in the Content Areas
- Subject vocabulary in the content areas (Grade 4)NS-ELA-4.D1.i1 — Use subject-specific vocabulary and background knowledge to support reading, writing, and communication in content area.
- Gathering key information across sources (Grade 4)NS-ELA-4.D1.i2 — Gather and use key information from texts and multiple sources to build, organize and communicate understanding.
- Synthesizing sources for a content concept (Grade 4)NS-ELA-4.D1.i3 — Use information from multiple sources to a cohesive communicate understanding of a content-area concept.
- Writing to learn in the content areas (Grade 4)NS-ELA-4.D1.i4 — Use writing and other communication forms to organize, refine, and express ideas for learning in different content areas.
The official wording — 4 outcomes in this unit
- NS-ELA-4.D1.i1
Use subject-specific vocabulary and background knowledge to support reading, writing, and communication in content area
- NS-ELA-4.D1.i2
Gather and use key information from texts and multiple sources to build, organize and communicate understanding
- NS-ELA-4.D1.i3
Use information from multiple sources to a cohesive communicate understanding of a content-area concept
- NS-ELA-4.D1.i4
Use writing and other communication forms to organize, refine, and express ideas for learning in different content areas
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 35 skills in Nova Scotia'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 Nova Scotia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Nova Scotia'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 Nova Scotia curriculum for English Language Arts, Grade 4?
The official source is linked on this page — Nova Scotia'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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