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Grade 4

Language

Curriculum Overview

Language development is central to students’ intellectual, social, and emotional growth, and should be seen as a key element of the curriculum. The language curriculum is based on the belief that literacy is critical to responsible and productive citizenship. The curriculum is designed to provide students with the knowledge and skills they need to achieve this goal.   

Students are encouraged to learn to identify and explore multiple perspectives, question the messages in texts, and look at issues related to fairness, equity, and social justice as language is a fundamental element of identity and culture. In order to communicate their own ideas and opinions students read and reflect on a rich variety of literary, informational, and media texts and begin to develop a deeper understanding of themselves and others. If they see themselves and others in the texts they read and the oral and media works they engage in, they are able to feel the works connect to the world they live in and from there come to appreciate the nature and value of a diverse, multicultural society. 

The language curriculum is divided into four strands:

  • Oral Communication
  • Reading
  • Writing
  • Media Literacy

Interested in learning more? View Curriculum PDF
For French resources, please visit idello.org

On this page:

Vocabulary

Review this list of vocabulary associated with the curriculum. Practice spelling, research definitions, and find these vocabulary words when engaging with the TVO resources or completing learning activities.

Students should understand and be able to apply these words in context.

across

against

answer

awhile

between

board

bottom

breakfast

broken

building

captain

carried

caught

charge

chicken

circus

cities

clothes

company

couldn’t

country

discover

doctor

doesn’t

dollar

during

eighth

else

enjoy

enough

everybody

example

except

excuse

field

fifth

finish

following

good-bye

group

happened

haven’t

heavy

held

hospital

idea

instead

known

laugh

middle

minute

mountain

ninth

ocean

office

parent

peanut

pencil

picnic

pretty

prize

quite

radio

raise

really

reason

remember

return

Saturday

scare

second

since

slowly

stories

student

sudden

suit

sure

swimming

though

threw

tired

together

tomorrow

toward

tried

trouble

truly

turtle

until

village

visit

wear

we’ll

whole

whose

women

wouldn’t

writing

written

wrote

yell

young

Resources for Learning

Chosen by TVO educators, these resources support the curriculum outlined above. Review the below list of options along with the activities. Then, read, watch, listen or play to build understanding and knowledge.

Complete the suggested activities using these resources and other TVO resources.

Suggested Activities

Complete these activities to consolidate learning across all curriculum strands.

  • Create your own definitions for 20 of the words in the vocabulary list. 

  • Select a text of your choice. What do you think will happen based on what the author has told you so far? As you are reading, take a moment to reflect on what the author is suggesting “between the lines”. 

  • Select a text of your choice and then consider the following questions:  

    • How will you identify your topic? 

    • What is the purpose of your writing?

    • What form will best suit the purpose?

    • Who will your audience be?

  • How does your experience with a variety of texts help you as a writer? In what way is talking before writing helpful to you? How does it help you to listen to someone else read your writing?

  • Explain which elements of a video game seem realistic and believable to you. Why is that? Did anything seem exaggerated to you? Do the characters in the video game accurately represent the diversity you see in society?

  • On television, what characteristics are shared by positive role models? 

  • Think of your favourite breakfast cereal. If you were creating an advertisement for it what kinds of images would you use so parents would buy the cereal? What kind of music would you have playing? How would you ensure your advertisement stood out?

  • What kind of music would you use in a commercial for bicycles? Why?

  • Does reading and writing about a story after seeing the movie, give you new ideas about what you saw

Looking for a Different Subject?

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