Get help with Language, 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 62 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 Ontario Language, Grade 4 curriculum
Ontario defines Language, 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 Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 9 | Literacy Connections and Applications |
| Strand B | 11 | Foundations of Language |
| Strand C | 22 | Comprehension: Understanding and Responding to Texts |
| Strand D | 14 | Composition: Expressing Ideas and Creating Texts |
Every skill below, taught one on one.
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How MapleMind teaches Language, 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 1Literacy Connections and ApplicationsOfficial strand · Strand A
Using digital tools and online spaces safely and responsibly, thinking critically about media, and exploring stories and voices from many communities, including First Nations, Métis, and Inuit cultures.
Being Safe, Private, and Responsible Online
- My rights and responsibilities onlineA2.1 — Explain rights and responsibilities when interacting online with appropriate permission, and how online decisions shape a digital identity.
- Managing my privacy and looking out for my well-beingA2.2 — Understand how to navigate online environments safely, manage privacy and personal data, and support one's own well-being and others', with appropriate permission.
- Checking if information is trustworthyA2.3 — Gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to build knowledge and demonstrate learning.
- How media is built to affect its audienceA2.4 — Understand the forms, conventions, and techniques of digital and media texts, consider their impact on an audience, and apply this when analyzing and creating texts.
- Form, message, audience, and purpose all connectA2.5 — Understand the interrelationships between the form, message, and context of texts, the intended audience, and the purpose for production.
- Using digital tools to solve real problemsA2.6 — Select and use appropriate digital and media tools to support the design process and address authentic, real-world problems by developing innovative solutions.
- Collaborating online with respect and cultural awarenessA2.7 — Communicate and collaborate with various communities safely, respectfully, responsibly, and inclusively online, showing cultural awareness with community members.
Stories, Histories, and Voices From Many Communities
- Identity, belonging, and history in diverse storiesA3.2 — Understand the historical contexts, contributions, lived experiences, and perspectives of diverse individuals and communities, including in Canada, through the concepts of identity, self, and belonging in culturally responsive texts.
- Themes and ways of knowing in First Nations, Métis, and Inuit culturesA3.3 — Explain themes explored in First Nations, Métis, and Inuit cultures to understand varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing.
The official wording — 9 outcomes in this unit
- A2.1
explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities
- A2.2
demonstrate an understanding of how to navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others, including seeking appropriate permission
- A2.3
gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to construct knowledge, create texts, and demonstrate learning
- A2.4
demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts
- A2.5
demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended audience, and the purpose for production
- A2.6
select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions
- A2.7
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community
- A3.2
demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts
- A3.3
explain themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
Unit 2Foundations of LanguageOfficial strand · Strand B
Listening and speaking with purpose, building word knowledge for meaning, and mastering more advanced sentence, grammar, and punctuation building blocks.
Listening and Speaking With Purpose
- Asking questions that help a speaker say moreB1.1 — Use effective listening skills, including asking questions to encourage a speaker to elaborate, and responding to others' contributions in group discussions.
- Using listening strategies and seeking clarificationB1.2 — Select and use listening strategies before, during, and after listening, express interest at appropriate times, seek clarification, and develop an appropriate response.
- Speaking clearly by paraphrasing and restatingB1.3 — Identify the purpose and audience for speaking in formal and informal contexts, and use strategies including paraphrasing and restating to communicate clearly and coherently.
- Explaining how gestures and expression add meaningB1.4 — Identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and explain how these strategies help understand or communicate meaning.
- Choosing vivid words and varied sentences when speakingB1.5 — Use appropriate word choice, new vocabulary, varied adjectives and adverbs, a variety of sentence types, and cohesive sentences to support audience comprehension.
Word Parts, Vocabulary, and Fluent Reading
- Using word parts to read and spellB2.1 — Use knowledge of the meanings of words and morphemes, bases, prefixes, and suffixes, to read and spell words.
- Figuring out new words using context and word partsB2.2 — Understand a variety of words, acquire and use explicitly taught vocabulary across subject areas, and use morphological knowledge to analyze and understand new words in context.
- Reading fluently and adjusting expression to purposeB2.3 — Read a variety of texts fluently with accuracy and appropriate pacing, and when reading aloud, adjust expression and intonation according to the purpose of reading.
Clauses and Prepositional Phrases
- Independent and dependent clausesB3.1 — Identify and construct sentences using independent and dependent clauses.
- Sentences built with prepositional phrasesB3.1 — Identify and construct simple and compound sentences formed with prepositional phrases.
Relative Pronouns, Verb Forms, and Pronouns as Adjectives
- Relative pronouns: who, which, and thatB3.2 — Understand and use relative pronouns to support comprehension and communicate meaning clearly.
- The perfect verb tenseB3.2 — Understand and use the perfect verb tense to support comprehension and communicate meaning clearly.
- Verbs for asking and commandingB3.2 — Understand and use interrogative and imperative verbs to support comprehension and communicate meaning clearly.
- Using pronouns as adjectivesB3.2 — Understand and use pronouns as adjectives to support comprehension and communicate meaning clearly.
Proper Adjectives, Direct Address, and Titles
- Capital letters for proper adjectivesB3.3 — Use capital letters for proper adjectives to communicate meaning clearly and coherently.
- Commas to set off nouns of direct addressB3.3 — Use commas to set off nouns of direct address to communicate meaning clearly and coherently.
- Quotation marks for titles of short worksB3.3 — Use quotation marks to indicate the title of a short work to communicate meaning clearly and coherently.
The official wording — 11 outcomes in this unit
- B1.1
use effective listening skills, including asking questions to encourage a speaker to elaborate, and responding to the contributions of others in group discussions, in formal and informal contexts and for various purposes
- B1.2
select and use a variety of listening strategies before, during, and after listening to comprehend information and messages communicated orally and non-verbally, express interest in what is being said at appropriate times, seek clarification, and develop an appropriate response
- B1.3
identify the purpose and audience for speaking in formal and informal contexts, and use appropriate speaking strategies, including paraphrasing and restating, to communicate clearly and coherently
- B1.4
identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and explain how these strategies help them understand or communicate ideas and meaning
- B1.5
use appropriate word choice, including new vocabulary, varied adjectives and adverbs to elaborate, a variety of sentence types, and cohesive sentences during formal and informal communication, to support audience comprehension
- B2.1
use knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell words
- B2.2
demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use morphological knowledge to analyze and understand new words in context
- B2.3
read a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading
- B3.1
independent and dependent clauses
- B3.2
relative pronouns
- B3.3
capital letters for proper adjectives
Unit 3Comprehension: Understanding and Responding to TextsOfficial strand · Strand C
Reading and understanding a wide range of texts, noticing how they're built, using strategies to make meaning, and thinking critically about perspective, culture, and bias.
Reading and Understanding a Range of Texts
- Reading and understanding a variety of textsC1.1 — Read and comprehend various texts using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge.
- Describing text forms, genres, and cultural textsC1.2 — Describe characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning.
- Using text patterns and features to find meaningC1.3 — Identify text patterns, such as spatial order, and text features, such as type styles and hyperlinks, and explain how they help readers, listeners, and viewers understand meaning.
- How images, graphics, and design create meaningC1.4 — Explain how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts.
- Analyzing style choices and why they fit a textC1.5 — Identify elements of style, including voice, word choice, word patterns, and sentence structure, and analyze how each helps create meaning and fits the text form and genre.
- Comparing first-, second-, and third-person narrationC1.6 — Identify the narrator's point of view, including first, second, or third person, and describe the advantages and disadvantages of the approach used in each story.
- Making meaning from First Nations, Métis, and Inuit textsC1.7 — Read, listen to, and view texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about their histories, cultures, relationships, and lived experiences.
Strategies for Understanding What We Read
- Using and explaining prior knowledgeC2.1 — Identify and explain prior knowledge from various sources, including personal experiences, that can be used to make connections and understand new texts.
- Choosing texts by diverse creators for a purposeC2.2 — Identify a variety of purposes for engaging with texts, and select texts from diverse creators that are suitable for those purposes.
- Predicting and checking with a questionC2.3 — Make predictions using background knowledge, text features, and evidence from the text, and pose questions to check whether predictions were correct.
- Adjusting reading rate and consulting other sourcesC2.4 — Use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references or other sources, to monitor and confirm understanding.
- Connecting ideas to my life, other texts, and the worldC2.5 — Describe how ideas expressed in texts connect to one's own knowledges and lived experiences, ideas in other texts, and the world around them.
- Summarizing and drawing a conclusionC2.6 — Summarize the main idea of a text and the supporting details in sequence, and draw a simple conclusion.
- Explaining which strategies helped me understandC2.7 — Explain how strategies, such as visualizing, making predictions, summarizing, and connecting to experiences, have helped comprehend various texts.
Thinking Critically About Texts
- Personification and anthropomorphismC3.1 — Describe literary devices, including personification and anthropomorphism, and explain how they help create meaning and fit the intended purpose and audience.
- Making local and global inferencesC3.2 — Make local and global inferences, using explicit and implicit evidence, to extend understanding of various texts.
- Analyzing main ideas, multiple plots, and cause and effectC3.3 — Analyze texts by identifying main and supporting ideas, sequencing the events of multiple plots, and explaining cause and effect.
- Investigating cultural elements and their meaningC3.4 — Identify cultural elements represented in texts, including norms, values, artifacts, sports, and music, investigate their meanings, and connect them to lived experience and culture.
- Noticing perspective, evidence, and biasC3.5 — Identify explicit and implicit perspectives, explain how they are conveyed, give evidence of any biases, and suggest how such biases could influence an audience.
- Diversity, inclusion, and accessibility in textsC3.6 — Explain how topics such as diversity, inclusion, and accessibility are addressed in texts, and describe what insights or messages are conveyed.
- Connecting First Nations, Métis, and Inuit texts to todayC3.7 — Explain how texts created by First Nations, Métis, and Inuit individuals or communities are influenced by historical periods and events, and how they relate to current lived experiences.
- Naming the critical thinking skills that helped meC3.8 — Identify the critical thinking skills used to analyze and evaluate texts, and explain how these skills helped better understand the texts.
The official wording — 22 outcomes in this unit
- C1.1
read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
- C1.2
describe some characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning
- C1.3
identify text patterns, such as spatial order in a graphic text, and text features, such as type styles and hyperlinks, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning
- C1.4
explain how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts
- C1.5
identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre
- C1.6
identify the narrator’s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story
- C1.7
read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
- C2.1
identify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts
- C2.2
identify a variety of purposes for engaging with texts, and select texts from diverse creators that are suitable for the purposes
- C2.3
make predictions using background knowledge, text features, and evidence from the text, and pose questions to check whether their predictions were correct
- C2.4
use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts
- C2.5
describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them
- C2.6
summarize the main idea of a text and the supporting details in sequence, and draw a simple conclusion
- C2.7
explain how strategies, such as visualizing, making predictions, summarizing, and connecting to their experiences, have helped them comprehend various texts
- C3.1
describe literary devices, including personification and anthropomorphism, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience
- C3.2
make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts
- C3.3
analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, and explaining cause and effect
- C3.4
identify cultural elements that are represented in various texts, including norms, values, artifacts, sports, and music, investigate the meanings of these elements, and make connections to their lived experience and culture
- C3.5
identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience
- C3.6
explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed
- C3.7
explain how texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations are influenced by historical periods, cultural experiences, and events, and how they relate to current lived experiences
- C3.8
identify the critical thinking skills they used to analyze and evaluate various texts, and explain how these skills have helped them better understand the texts
Unit 4Composition: Expressing Ideas and Creating TextsOfficial strand · Strand D
Planning with real sources and strategies, drafting and writing in cursive, revising and editing with purpose, and publishing and presenting finished texts.
Planning My Writing
- Choosing a text form that suits my purpose and audienceD1.1 — Identify the topic, purpose, and audience for texts being planned, and explain why the chosen text form, genre, and medium suit the purpose and audience and help communicate meaning.
- Generating ideas from many topics and subjectsD1.2 — Generate and develop ideas about various topics, including topics related to diversity, equity, and inclusion and other subject areas, using strategies and drawing on lived experiences.
- Gathering and recording information from sourcesD1.3 — Gather information relevant to a topic using a variety of sources and strategies, and record the sources of information.
- Selecting, classifying, and sequencing my contentD1.4 — Select and classify ideas and collected information using appropriate strategies and tools, and sequence content based on the chosen text form, genre, and medium.
- Explaining which planning tools helped me grow as a writerD1.5 — Describe strategies and tools that helped develop ideas and organize content, and explain how they helped improve as a text creator.
Drafting, Writing in Cursive, and Finding My Voice
- Drafting narrative, persuasive, and informational textsD2.1 — Draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies.
- Writing in cursive and beginning touch-typingD2.2 — Write in cursive with appropriate shape, size, proportion, and slant, and begin developing fluent keyboarding skills using touch-typing techniques.
- Establishing a personal voice and toneD2.3 — Establish a personal voice using varied language and elements of style to express thoughts, feelings, and opinions, with a tone appropriate to the form and genre.
- Noticing point of view and bias in my own writingD2.4 — Identify the point of view used in one's own texts, and the perspectives and bias conveyed in those texts.
- Revising content and style using feedbackD2.5 — Make revisions to the content of draft texts and to elements of style, such as word choice and adding or deleting sentences, to improve clarity, focus, and coherence, seeking feedback.
- Editing for accuracy and style using a word processorD2.6 — Edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format, using a word processor to edit texts.
Publishing and Presenting My Text
- Publishing a final text using digital design toolsD3.1 — Produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect.
- Publishing, presenting, and explaining my media choicesD3.2 — Publish and present created texts using selected media and tools, and explain how each helped communicate the intended message.
- Describing strategies that helped me grow as a presenterD3.3 — Describe strategies that helped present and communicate a message when publishing and presenting texts, and explain how they helped improve as a text creator.
The official wording — 14 outcomes in this unit
- D1.1
identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience and how they will help communicate the intended meaning
- D1.2
generate and develop ideas about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences
- D1.3
gather information and content relevant to a topic, using a variety of sources and strategies, and record the sources of information
- D1.4
select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium
- D1.5
describe the strategies and tools that helped them develop ideas and organize content for texts of the chosen forms, genres, and media, and explain how they helped them improve as a text creator
- D2.1
draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies
- D2.2
write in cursive, forming letters of appropriate shape, size, proportion, and slant to improve the legibility of texts, and begin to develop fluent keyboarding skills using touch-typing techniques
- D2.3
establish a personal voice in their texts, using varied language and elements of style to express their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre
- D2.4
identify the point of view used in their texts, and the perspectives and bias conveyed in their texts
- D2.5
make revisions to the content of draft texts and to elements of style, such as word choice and adding or deleting sentences, to improve clarity, focus, and coherence, seeking feedback
- D2.6
edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; use a word processor to edit texts
- D3.1
produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect
- D3.2
publish and present texts they have created, using selected media and tools, and explain how each helped them communicate their intended message
- D3.3
describe various strategies that helped them present and communicate their message when publishing and presenting texts, and explain how they helped them improve as a text creator
Printable workbook · A keepsake of the year
A Language, 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
What it looks like in the app
Common questions
Can MapleMind help my child with Language, Grade 4?
Yes. MapleMind's AI tutor covers all 62 skills in Ontario's Language, 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 Ontario's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Ontario'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 Language, 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 Ontario curriculum for Language, Grade 4?
The official source is linked on this page — Ontario'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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