Saskatchewan · Grade 4
English Language Arts, Grade 4
Saskatchewan’s Grade 4 English course, from Comprehend and Respond to Assess and Reflect.
- Units
- 3
- Lessons
- 3
- Skills
- 14
- Provincial exam
- None
- Official curriculum
- Saskatchewan Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 6 skills
Comprehend and Respond
Backing Up My Response With Evidence
Responding to identity texts with evidence
I can respond to a text about identity and support my response with evidence.
Official code: CR4.1
Responding to community texts with evidence
I can respond to a text about community and support my response with evidence.
Official code: CR4.1
Responding to caring-for-our-world texts with evidence
I can respond to a text about caring for our world and support my response with evidence.
Official code: CR4.1
Evaluating a creator's technique and its impact
I can explain a technique the creator used and how it affects viewers.
Official code: CR4.2
Summarizing and evaluating what I hear
I can summarize and paraphrase what I heard, evaluate it, and draw a conclusion.
Official code: CR4.3
Reading for different purposes and text structures
I can read for a purpose and recognize how a non-fiction text is structured.
Official code: CR4.4
The official wording · 6 outcomes
- CR4.1
- Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: • identity (e.g., Expressing Myself)
- CR4.1
- texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: • community (e.g., Building Community)
- CR4.1
- texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: • social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.
- CR4.2
- View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creator’s technique and the impact on viewers.
- CR4.3
- Listen, summarize, paraphrase, and evaluate what was heard and draw conclusions.
- CR4.4
- Read for various purposes and demonstrate comprehension of grade-appropriate fiction (including stories and novels), scripts, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations and Métis and countries (including Canada).
Key ideas
Evidence is proof — a specific line, event, or detail from the text, or a real experience of your own.
A strong response to an identity text names your idea AND backs it up with evidence.
Texts about building community can show many cultures and worldviews, including First Nations and Métis communities.
We support our response by pointing to evidence in the text and comparing it to our own community experiences.
Social responsibility texts, like preserving a habitat, ask us to care for living things and places.
Watch out for
- Giving an opinion with no evidence to support it.
- Only using feelings and never pointing to the text itself.
- Assuming all communities are the same instead of using text evidence.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Compose and Create
Creating Texts Through Experience and Inquiry
Creating identity texts through experience and inquiry
I can create a text about who I am that grows from my experiences or a question I have.
Official code: CC4.1
Creating community texts through experience and inquiry
I can create a text about celebrating my community that grows from experience or a question.
Official code: CC4.1
Creating caring-community texts through experience and inquiry
I can create a text about my responsibility to others that grows from experience or a question.
Official code: CC4.1
Creating clear representations of ideas and information
I can create a clear representation that communicates information relevant to my topic and purpose.
Official code: CC4.2
Speaking in formal and informal situations
I can adapt how I speak for a formal or informal situation and my audience.
Official code: CC4.3
Writing multi-paragraph compositions with a point of view
I can write a multi-paragraph composition that focuses on a central idea and gives reasons or evidence.
Official code: CC4.4
The official wording · 6 outcomes
- CC4.1
- Compose and create a range of visual, multimedia, oral, and written texts that explore: • identity (e.g., Expressing Myself)
- CC4.1
- texts that explore: • community (e.g., Celebrating and Honouring Others)
- CC4.1
- texts that explore: • social responsibility (e.g., Within My Circle) through personal experiences and inquiry.
- CC4.2
- Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.
- CC4.3
- Speak to present and express a range of ideas and information in formal and informal speaking situations (including giving oral explanations, delivering brief reports or speeches, demonstrating and describing procedures) for differing audiences and purposes.
- CC4.4
- Use a writing process to produce descriptive, narrative, and expository compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence.
Key ideas
We express our identity by drawing on our own experiences and interests.
Inquiry means starting from a question we want to explore, then sharing what we find.
Communities celebrate and honour people in many ways, and we can explore these through our own experiences.
Inquiry lets us ask a question about our community and share what we learn.
Social responsibility can start close to home — the people 'within my circle' whom I care for.
Watch out for
- Creating a piece that has nothing to do with your real experiences.
- Skipping the question and just listing facts.
- Creating without connecting to a real community experience.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 2 skills
Assess and Reflect
Reflecting, Improving, and Pursuing Goals
Reflecting on strategies and exploring improvements
I can reflect on my strategies and explore a way to improve them.
Official code: AR4.1
Setting and pursuing personal goals
I can set a personal goal and actually pursue it over time.
Official code: AR4.2
The official wording · 2 outcomes
- AR4.1
- Reflect on and assess own viewing, listening, reading, speaking, writing, and other representing experiences, the selected strategies employed (e.g., using class-generated criteria), and explore possible ways to improve.
- AR4.2
- Set and pursue personal goals to improve viewing, listening, reading, speaking, writing, and other representing tasks more effectively.
Key ideas
Reflecting means honestly asking what I already know, what I can do, and what strategies I used.
Exploring ways to improve means thinking of a specific next move to make a strategy work better.
Setting a goal is only the start — pursuing it means working at it and checking your progress.
Good goals connect to what you reflected on, so they target a real next step in your learning.
Watch out for
- Reflecting only on the product, never the strategies used to make it.
- Noticing a weakness but not exploring any way to improve.
- Setting a goal and then forgetting about it.
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 Saskatchewan’s own curriculum for English Language Arts, Grade 4.
Textbooks
The textbooks Saskatchewan Ministry of Education lists for English Language Arts, Grade 4:
- Gage Cornerstones 4: Canadian Language Arts
- Nelson Language Arts 4. And Who Are You? Student Anthology
- Nelson Spelling 4
- Turtle Island Voices Grade 4
From core resources, read October 27, 2026. curriculum.gov.sk.ca
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
- 23
- Fillable fields
- 1,112
- Price
- $4.99
Questions about English Language Arts, Grade 4
What is English Language Arts, Grade 4?
Saskatchewan’s Grade 4 English course: 3 units and 14 skills, from Comprehend and Respond to Assess and Reflect.
What units are in English Language Arts, Grade 4?
1. Comprehend and Respond, 2. Compose and Create and 3. Assess and Reflect.
Is there a provincial exam for English Language Arts, Grade 4?
No. Saskatchewan gives no provincial exam for English Language Arts, Grade 4.
What textbook does English Language Arts, Grade 4 use?
The textbooks Saskatchewan Ministry of Education lists for English Language Arts, Grade 4: Gage Cornerstones 4: Canadian Language Arts, Nelson Language Arts 4. And Who Are You? Student Anthology, Nelson Spelling 4 and Turtle Island Voices Grade 4.
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.
