Grade Four
Grade four is a milestone year for students as they make the transition from the primary to
intermediate grades. A longer school day and a sharpened focus on content instruction require that
students employ their literacy skills in ways that are increasingly complex and flexible. Students’
foundational skills should be firmly rooted so they can concentrate their energies on using their
literacy skills as a tool within disciplines while advancing their proficiency in all strands of the language
arts. At the same time, students make great gains toward the goal of becoming broadly literate as
they engage in wide reading. (See chapter 2 of this ELA/ELD Framework for a discussion of wide and
independent reading.) Teachers provide an organized independent reading program and ensure that
every student experiences a range of excellent literature.
This grade-level section provides an overview of the key themes of ELA/literacy and ELD
instruction in grade four. It offers guidance for ensuring ELs have access to ELA and content
instruction, including integrated and designated ELD instruction. Brief snapshots and longer vignettes
bring several of the concepts to life.Key Themes of ELA/Literacy and ELD Instruction in Grade Four
Instruction in ELA/literacy is designed to ensure that all students receive excellent first instruction.
As students look forward to early adolescence, it is important that they be deeply engaged in
literacy and content learning and develop the sophisticated reading, writing, speaking and listening,
and language knowledge skills necessary for the coming years. In this section, the key themes of
ELA/literacy and ELD instruction, as they apply to grade four, are discussed: Meaning Making,
Language Development, Effective Expression, Content Knowledge, and Foundational
Skills. These themes are addressed in an instructional context that is integrated, motivating,
engaging, respectful, and intellectually challenging. Furthermore, teachers recognize that what
happens in this grade level contributes significantly to students’ ultimate achievement of the
overarching goals of ELA/literacy and ELD programs upon high school graduation: Students develop
readiness for college, careers, and civic life; attain the capacities of literate individuals; become
broadly literate; and acquire the skills for living and learning in the 21st century. See figure 5.8.
Figure 5.8. Circles of Implementation of ELA/Literacy and ELD Instruction424 | Chapter 5 Grade 4