Prince Edward Island · Grade 4
English Language Arts, Grade 4
Prince Edward Island’s Grade 4 English course, from Speaking and Listening to Writing and Representing.
- Units
- 3
- Lessons
- 10
- Skills
- 46
- Provincial exam
- Yes
- Official curriculum
- Prince Edward Island Department of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 15 skills
Speaking and Listening
Listening and responding to what you hear
Using active listening strategies
I can use active listening strategies to focus on a speaker.
Official code: O-1.1
Identifying the purpose of what you hear
I can figure out why a message is being shared with me.
Official code: O-1.2
Restating the important ideas
I can find the important ideas and say them in my own words.
Official code: O-1.3
Contributing ideas with courtesy
I can contribute my ideas and respond respectfully to others.
Official code: O-1.4
Expressing thoughts and feelings about what you hear
I can share my thoughts and feelings about a message, connected to what I know.
Official code: O-1.5
Speaking clearly and correctly
Using correct vocabulary and conversational conventions
I can use correct words and conversation habits when I speak.
Official code: O-2.1
Using sentence structures and connecting words
I can speak in clear sentences using tenses and connecting words.
Official code: O-2.2
Communicating ideas in a logical sequence
I can put my ideas in an order that makes sense.
Official code: O-2.3
Distinguishing sounds and pronouncing words correctly
I can hear the sounds in words and pronounce them correctly.
Official code: O-2.4
Using formal and informal language appropriately
I can choose formal or informal language to fit the setting.
Official code: O-2.5
Reading aloud with fluency
I can read aloud smoothly with good pronunciation and pace.
Official code: O-2.6
Preparing and delivering presentations
Planning and delivering a presentation
I can plan, rehearse, and deliver a short presentation.
Official code: O-3.1
Using effective presentation strategies
I can use presentation strategies that fit my purpose.
Official code: O-3.2
Using visual aids to enhance a presentation
I can use visual aids to make my presentation clearer.
Official code: O-3.3
Reflecting on presentation strengths and goals
I can reflect on what went well and what to work on next.
Official code: O-3.4
The official wording · 15 outcomes
- O-1.1
- recognize and use some basic active listening strategies;
- O-1.2
- recognize that oral and oral-visual communications have a purpose, and identify that purpose (e.g., to obtain information, to follow simple verbal instructions, to respond to comprehension questions) when listening and viewing;
- O-1.3
- identify the important ideas, information, and/or messages in oral and oral-visual communications, restating them in their own words;
- O-1.4
- contribute ideas and opinions to formal and informal discussions, and respond with courtesy and respect to the contributions of others;
- O-1.5
- express their thoughts and feelings about the ideas and information presented in oral and oral- visual communications, drawing on their own prior knowledge, experience, values, and beliefs
- O-2.1
- use basic vocabulary and conversational conventions correctly in classroom discussions and presentations;
- O-2.2
- use basic sentence structures, simple verb tenses, and simple connecting words when contributing to classroom discussions and making presentations;
- O-2.3
- use a simple, logical sequence to communicate ideas, information, and opinions clearly and coherently;
- O-2.4
- identify and distinguish among sounds in spoken language, and imitate models of correct pronunciation of familiar vocabulary when speaking;
- O-2.5
- use formal and informal language appropriately in classroom settings;
- O-2.6
- read aloud with some fluency, focusing on correct pronunciation, intonation, and pace
- O-3.1
- plan, develop, review, revise, rehearse, and deliver a variety of short oral and/or oral visual presentations, independently or in collaboration with other students, incorporating the characteristics of and techniques associated with the particular type of presentation
- O-3.2
- use strategies of effective presentation that are appropriate for the intended purpose;
- O-3.3
- use a variety of visual aids to enhance their presentations (e.g., use appropriate objects to demonstrate a process, use basic video or audio recording technology);
- O-3.4
- identify, with the teacher’s assistance, their presentation strengths, the areas in which they are experiencing problems, and the areas on which they need to focus in order to improve
Key ideas
Active listening means paying attention on purpose.
Basic vocabulary means using words correctly and clearly.
A presentation follows a process: plan, develop, revise, rehearse, deliver.
Strategies include looking at the speaker and thinking about the message.
Conversational conventions include turn-taking and staying on topic.
Watch out for
- Thinking hearing and active listening are the same.
- Using vague words when a precise one is needed.
- Skipping planning and rehearsal.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 19 skills
Reading and Viewing
Understanding words and ideas in texts
Activating prior knowledge before reading
I can think about what I already know before I read.
Official code: R-1.1
Identifying purposes for reading
I can match my reading purpose to the right kind of text.
Official code: R-1.2
Predicting content from illustrations
I can predict what a text is about from its pictures and graphics.
Official code: R-1.3
Using text features to preview a text
I can use text features to get to know a text before reading it closely.
Official code: R-1.4
Applying French language knowledge to reading
I can use what I know in French to help me read English.
Official code: R-1.5
Using word-solving strategies
I can solve and pronounce unfamiliar words using strategies.
Official code: R-1.6
Using visualization to understand texts
I can make pictures in my mind to understand a text.
Official code: R-1.7
Monitoring and revising comprehension
I can notice when I stop understanding and fix it.
Official code: R-1.8
Reading at an appropriate rate and expression
I can read at a good pace with expression that shows the meaning.
Official code: R-1.9
Forms and elements of texts
Identifying elements of narrative texts
I can identify the basic elements of a narrative text.
Official code: R-2.1
Describing the form and structure of poems
I can describe how a poem is built.
Official code: R-2.2
Identifying elements of narrative and descriptive paragraphs
I can identify the purpose and structure of narrative and descriptive paragraphs.
Official code: R-2.3
Identifying common elements of children's magazines
I can identify the common elements of a children's magazine.
Official code: R-2.4
Identifying elements of procedural texts
I can identify the common elements of a procedural text.
Official code: R-2.5
Identifying elements of friendly messages in media
I can identify the elements of friendly messages in different media.
Official code: R-2.6
Thinking critically about texts
Developing opinions by comparing ideas
I can develop my own opinion by comparing what texts say to what I know.
Official code: R-3.1
Noticing the influence of advertisements
I can notice advertisements and describe how they try to influence me.
Official code: R-3.2
Analysing word and image choices
I can spot the words and comparisons authors use to create images.
Official code: R-3.3
Drawing inferences about messages
I can infer a text's message and suggest another way of seeing it.
Official code: R-3.4
The official wording · 19 outcomes
- R-1.1
- activate their prior knowledge about the topic of a new text before reading;
- R-1.2
- identify different purposes for reading (e.g., for pleasure, to obtain information), and describe the types of texts that are most appropriate for these purposes;
- R-1.3
- make predictions about the content of a text before and during reading on the basis of illustrations and other graphic elements in the text;
- R-1.4
- use simple text features (e.g., cover, illustrations, table of contents) to become familiar with the general contents of a text;
- R-1.5
- apply their knowledge of French vocabulary and grammar in a variety of ways, including the following, to help them understand texts: recognize words that are similar in both languages (e.g., table/table); find the verb in a sentence;
- R-1.6
- use basic word-solving strategies, including the following, to decode and pronounce unfamiliar words: identify common letter patterns (e.g., ing in thing and living); identify sound-symbol relationships (e.g., the various ways in which “ough” is pronounced in English, as in tough, through, and doughnut); consult a visual dictionary;
- R-1.7
- use visualization strategies to predict the meaning of unfamiliar words and to help them understand the main ideas, information, and messages in texts;
- R-1.8
- monitor and, where necessary, revise their comprehension of a text;
- R-1.9
- read texts that are appropriate for their reading level at a sufficient rate and with sufficient precision and expression to convey the sense of the text readily to the reader and to an audience;
- R-2.1
- read a short novel and a variety of story books and other narrative texts (e.g., graphic novels, folk tales) and identify their basic elements (e.g., narrator, characters, main conflict);
- R-2.2
- read a variety of poems and describe their form and structure;
- R-2.3
- read a variety of narrative and descriptive paragraphs and identify their purpose, their structure, and some of the characteristics common to each form;
- R-2.4
- read a variety of children’s magazines and identify their common elements;
- R-2.5
- read a variety of simple procedural texts (e.g., instructions for a treasure hunt, directions to the school cafeteria) and identify their common elements;
- R-2.6
- read and view a variety of simple friendly messages produced in different media forms (e.g., postcards, greeting cards, e-invitations), and identify elements and techniques that are characteristic of each form
- R-3.1
- develop their own opinions by considering and comparing ideas and information presented in texts and relating the ideas and information to their prior knowledge, experience, values, and beliefs;
- R-3.2
- identify examples of advertisements in various media that they encounter in their daily lives, and describe the influence those advertisements have on them;
- R-3.3
- identify the words and expressions (e.g., descriptive language in poetry) and the comparisons (e.g., similes, metaphors) chosen by authors to evoke clear mental images and impressions in the minds of readers;
- R-3.4
- draw inferences about the ideas and messages in a text on the basis of evidence in the text and their prior knowledge (e.g., violence in a cartoon may imply that violence is acceptable in general), and present a possible alternative perspective.
Key ideas
Prior knowledge is what you already know about a topic.
Narratives include novels, story books, graphic novels, and folk tales.
An opinion grows from comparing ideas across texts.
Activating it before reading helps you understand more.
Basic elements are the narrator, characters, and main conflict.
Watch out for
- Starting to read with no thought about the topic.
- Confusing the narrator with the author.
- Adopting a text's opinion without thinking.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 12 skills
Writing and Representing
Planning what to write
Determining purpose and audience
I can decide why I am writing and who will read it.
Official code: W-1.1
Using pre-writing strategies to generate ideas
I can use pre-writing strategies to generate ideas and pick a topic.
Official code: W-1.2
Sorting and ordering ideas
I can sort my ideas and put them in a logical order.
Official code: W-1.3
Writing in different forms
Writing simple poems
I can write a simple poem using expressive words and a literary device.
Official code: W-2.1
Writing narrative paragraphs
I can write a narrative paragraph that tells events in order.
Official code: W-2.2
Writing descriptive paragraphs
I can write a descriptive paragraph with vivid words.
Official code: W-2.3
Writing procedural texts
I can write clear instructions in a logical order.
Official code: W-2.4
Producing friendly messages in media forms
I can produce a friendly message using the elements of its form.
Official code: W-2.5
Revising and editing
Revising to improve content and clarity
I can revise to make my writing clearer and more interesting.
Official code: W-3.1
Editing and proofreading with conventions
I can edit and proofread my work using the language conventions.
Official code: W-3.2
Publishing and reflecting
Producing a clean, legible final draft
I can produce a clean final draft that is organized and easy to read.
Official code: W-4.1
Reflecting on writing strengths and goals
I can reflect on my writing and set a goal to improve.
Official code: W-4.2
The official wording · 12 outcomes
- W-1.1
- determine, independently or with guidance from the teacher, the purpose of and audience for the text they are planning to create;
- W-1.2
- use a variety of simple pre-writing strategies independently and as a class to generate and develop ideas and to select an appropriate topic or form for their writing;
- W-1.3
- sort and classify their ideas and information, listing those they intend to present in a logical order;
- W-2.1
- write simple poems, including acrostic poems: using expressive vocabulary related to a theme; applying basic elements of the form (e.g., stanzas) and some simple literary devices (e.g., alliteration);
- W-2.2
- write narrative paragraphs: relating events in chronological order; using connecting words to indicate the passage of time;
- W-2.3
- write descriptive paragraphs (e.g., describing a person, place, or thing): using an appropriate structure; using descriptive vocabulary;
- W-2.4
- write simple procedural texts (e.g., instructions for a treasure hunt, directions to the cafeteria): using imperative verbs; including simple but detailed information; following a logical order;
- W-2.5
- produce simple friendly messages in a variety of media forms (e.g., postcards, greeting cards, e-invitations), using elements and techniques (e.g., greetings, good wishes, illustrations, clip art) that are characteristic of the form selected;
- W-3.1
- make simple revisions to improve the content, clarity, and interest of their written work, using feedback from the teacher and focusing on the following: ensuring that all relevant ideas and information are included, and deleting unnecessary ideas and information; introducing new words from their reading into their writing; using common synonyms (e.g., small/little/tiny) and antonyms (e.g., tall/short); varying their verbs (e.g., using synonyms of the verb to use);
- W-3.2
- edit and proofread their written work, using reference material and guidelines developed by the teacher, and applying the language conventions set out on page 34;
- W-4.1
- produce a clean and legible final draft, using simple techniques and resources to format and enhance the presentation, with a focus on the following: using headings appropriately to help organize the text; using underlining, colour, and/or a different style of lettering (e.g., printing, cursive writing, a different font) to emphasize certain text; integrating clip art, photos, and/or diagrams to supplement or to reinforce information and messages;
- W-4.2
- identify, with the teacher’s assistance, their writing strengths, the areas in which they are experiencing problems, and the parts of the writing process on which they need to focus in order to improve
Key ideas
Purpose is your reason for writing.
An acrostic spells a word down the first letters of lines.
Revising improves content, clarity, and interest.
Headings help organize the text for a reader.
Audience is who will read your text.
Watch out for
- Starting to write with no purpose or audience in mind.
- Thinking poems must always rhyme.
- Thinking revising is just fixing spelling.
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 Prince Edward Island’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
- 1,606
- Price
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Questions about English Language Arts, Grade 4
What is English Language Arts, Grade 4?
Prince Edward Island’s Grade 4 English course: 3 units and 46 skills, from Speaking and Listening to Writing and Representing.
What units are in English Language Arts, Grade 4?
1. Speaking and Listening, 2. Reading and Viewing and 3. Writing and Representing.
Is there a provincial exam for English Language Arts, Grade 4?
Yes. The School-based Assessment in Grade 4 Writing is written in Prince Edward Island. Next sitting: May 17, 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.
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