Vocabulary words for 4th graders: Academic vocabulary words for 4th graders

Common 4th Grade Vocabulary Words

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  4th grade vocabulary word glacier

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Fourth grade is an opportune time to build a student’s vocabulary. But increasing vocabulary doesn’t have to just be a language arts lesson. Keep reading for possible words to add to a fourth grade math, science, social studies, and language arts vocabulary list.

Fourth Grade Vocabulary Words With 3-5 Letters

As fourth graders learn more about social studies concepts such as urban and rural areas, they might benefit from these specific vocabulary words. A list of short words also includes math terms such as array, language arts terms such as hero, and science terms such as atom.

• array (n.) – arrangement of numbers that show multiplication problems as repeated addition problems, and division problems as fair shares of a whole
• atom (n. ) – the smallest component of an element
• digit (n.) – the expression of numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9
• force (n.) – the agent that causes an item to do work (i.e. move)
• hero (n.) – a person who acts in a courageous or brave way
• mass (n.) – the amount of matter in an object
• ray (n.) – a straight line that extends from a point
• rural (adj.) – relating to living in the country or farmland
• urban (adj.) – relating to living in a large, busy city
• vast (adj.) – immense, stretching
• weary (adj.) – very tired

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Fourth Grade Vocabulary Words With 6-7 Letters

Elementary students are ready to analyze and recognize what they read. But do they know the definitions of these academic terms? Include words with 6-7 letters for both advanced and beginning readers.

• analyze (v.) – to evaluate a situation by splitting it into parts
• ascend (v.) – to go upward
• circuit (n.) – a closed path for electricity to flow
• climate (n.) – weather patterns in a particular area
• decimal (n.) – fraction of a number expressed in base 10
• descend (v.) – to go downward
• divisor (n.) – number that is used to divide another number (dividend)
• eclipse (n.) – an event in which light is blocked by another object
• energy (n.) – the ability to do work
• equator (n.) – the imaginary line between the North and South Poles of the Earth
• erosion (n. ) – gradual wearing away of land by water
• errand (n.) – a quick trip to complete a task
• example (n.) – something used as a model for others to follow
• factor (n.) – mathematical expression that is multiplied by another factor
• formula (n.) – standard way to solve a mathematical problem
• fossil (n.) – preserved remains of an ancient or prehistoric organism
• glacier (n.) – a mass of snow and ice
• motion (n.) – movement
• recognize (v.) – to identify someone or something from a previous time
• vertex (n.) – the corner of a shape

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Fourth Grade Vocabulary Words With 8-9 Letters

Math students are busy making sure their dividends and quotients are accurate. Defining these terms, however, may be a trickier task. Try out these interdisciplinary vocabulary words that have 8-9 letters in your next list.

• accurate (adj.) – correct; without errors
• classify (v.) – to sort items into appropriate categories
• coastline (n.) – place where the land meets an ocean boundary
• congruent (adj.) – shapes or figures that have an attribute in common
• diversity (n.) – a population marked by differences
• dividend (n.) – number divided by another number (divisor)
• numerator (n.) – top part of a fraction
• peculiar (adj.) – not like others
• quotient (n.) – the result of dividing one number by another number
• remainder (n. ) – number left over in a division problem
• restless (adj.) – constantly moving
• simplify (v.) – to reduce a fraction to its simplest form
• tradition (n.) – a custom passed down from year to year
• variable (n.) – value that could change in a mathematical problem

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Fourth Grade Vocabulary Words With 10 or More Letters

Advanced readers may be ready to move onto longer words. Test their vocabulary with science terms such as condensation and evaporation or math terms such as denominator and expression.

• accelerate (v.) – to move faster
• appropriate (adj.) – correct for the setting or purpose
• communicate (v.) – to make something known
• condensation (n. ) – conversion of gas into liquid
• denominator (n.) – bottom part of a fraction
• environment (n.) – connection of ecosystems in a given area
• equivalent (adj.) – basically equal to something else
• evaporation (n.) – conversion of liquid into vapor
• expression (n.) – mathematical problem without an equal sign
• hemisphere (n.) – half a sphere; half of the Earth
• microscope (n.) – a tool that magnifies organisms that are not visible to the naked eye

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Strategies for Teaching Vocabulary

Building a cross-curricular vocabulary is important for any age. If you’d like more tips on how to teach new words to an elementary class, check out a helpful education article. You can also vary your assessment style with these strategies on how to assess vocabulary.

Vocabulary for 4th & 5th Grades

What is Vocabulary?

Vocabulary refers to knowledge of the meanings of individual words being read. Vocabulary knowledge is important to a student’s ability to read and comprehend what is read. (Definition from University of Oregon)

In 4th and 5th grade, readers determine the meaning of unknown and multiple- meaning words/phrases, recognize and interpret figurative language, and expand their vocabulary to include words that signal precise actions, emotions, states of being, contrast, and other relationships. Learn about figurative language here.

What Does it Look Like?

Can your fourth grader figure out the meaning of new words?

Is your 5th grader building vocabulary from reading?

Practice Activities

My Dictionary: Help the child keep track of new/unfamiliar words and their meanings by helping the child create their own dictionary or word catcher.  The child can write the words, draw pictures to illustrate the word or definition, and write sentences using the words.

Family Vocabulary Project: Create a decorative jar or container to initiate a vocabulary building family project.  Family members can write down new vocabulary words they read or hear and include the definition on the back.  The vocabulary words are shared, discussed, and added to the jar.  Family members can include the new words in their everyday writing and speaking.  You may even choose to make a “word of the day” or “word of the week” to help focus the family on using one or two of the newly learned words.

Synonym/Antonym Brainstorm: Name a word. Take turns brainstorming words that mean the same thing as the word that was named.   Alternate antonym version:  Play the game brainstorming words that mean the opposite of the word that was named.

Affix Activity: Using newspapers, magazines, cookbooks, or storybooks, have the child search for words with a targeted prefix or suffix, writing the words found on a piece of paper.  Once several words have been found, work together to break the words into the affix (prefix or suffix) and root word and explain what the word means (e.g., “I found the word unthinkable! If I break it into the root and affixes, it is un-think- able.  That means that if something is unthinkable, you are not able to think of it.”).

Word Categories: Play a word association game with your child.  Call out a category name, and take turns brainstorming other words that make you think of the category word (e.g., “The category is weather.” “Thunderstorm!” “Snow!” “Cumulus Clouds!” “Typhoon!).  Afterward, have the child sort the words into other categories, based on their similarities.   Have the child explain what is similar about all of the words in their new categories (e.g., “I put train, monorail, boats, and strollers in the same category because they are all types of transportation people use at theme parks.”).

Sharing Our Writing: Consider connecting your child with a relative or pen-pal as a meaningful opportunity for your child to practice their writing skills.  This could be through email or hand-written letters.  Encourage your child to add descriptive words throughout and to incorporate new vocabulary they have been learning.

H, H, & H: Take notice of the three unique word types listed below while the child is reading or while you read to them.  Isolate the word and discuss how variations can differ in spelling, pronunciation, and meaning.

Practice Activities (with Printables)

If you don’t have a printer, your child’s school will print these for you.

Homograph Hook: Match words that sound the same but have different meanings with the cards provided.   Homograph Hook

Homophone Go-Fish: Match homophones with their meanings by playing a card game.  Homophone Go-Fish

Opposite Meanings: Match words with opposite meanings while playing with the domino-like cards provided.  Opposite Meanings

Synonym Bingo: Play this spin on the classic bingo game for practice identifying synonyms of the called word.  Synonym Bingo

Up with Words: Practice using more precise language in writing by using synonyms to complete the provided sentence cards.  Up with Words

Meaning Extender: Draw cards with specific questions around new vocabulary words and apply the new words to a variety of contexts.  Meaning Extender

Context Clues: Assist the child in determining the meaning of unfamiliar words by reading context clues.  Then sort the words by type.  Context Clues

Online Activities

Vocabulary Crossword Puzzle: This game has children apply vocabulary as they complete a crossword puzzle by matching a definition and word from a given list.

Vocab Vik: This game has children match words to a given vocabulary word.

ANTonyms: This game has children find the matching ants to form antonym pairs.

Figurative Language Exploration: This Classroom Connect lesson teaches children about figurative language by practicing with similes and metaphors. Extension Activity (optional)

Grammar Gladiator: This game provide practice with articles, verbs, homophones, and punctuation while unleashing fireballs from dangerous lava vents.

Prefix Popper: This game has children match a prefix to its meaning while popping balloons.

Russian language. 4th grade. Textbook. At 2 o’clock Part 2 Zheltovskaya L.Ya., Kalinina O.B.

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• Russian language. 4th grade. Textbook. At 2 o’clock Part 2

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Russian language. Andrianova T.M., Zheltovskaya L.Ya. (1-4)

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Zheltovskaya L.Ya., Kalinina O.B.

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The textbook in two parts is included in T.M. Andrianova’s and L.Ya. – Feel the pleasure of learning your native language. Corresponds to the federal state educational standard of elementary general education.

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Online tests in English grade 4 (vocabulary)

We offer you to take online tests in English for grade 4 for vocabulary. These tests are ideal for children who studied according to the textbook by O. V. Afanasyeva, I. V. Mikheeva. All words are taken from this textbook. Tests contain 30 questions. Anyone can pass without registration and find out the result immediately after the test is completed.

Content of the article:

Online English Tests for Grade 4

1. Write the word sugar in English with a small letter.

2. Behind means … ?

front

right

rear

side by side

take

arrive

put

wash

4. Cucumber in English would be…?

vegetable

cucumber

potato

tomato

5. Answer translated into Russian means …?

ask

understand

close

answer

6. How will lunch be in English?

supper

lunch

breakfast

dinner

7. Can you hear in English?

ride

read

write

listen

8. It was early. Translate into English. Choose the correct answer.

It was rainy.

It was warm.

It was foggy.

It was early.

9. Usually translated into Russian means …?

never

sometimes

usually

often

travel

visit

decide

invite

11. People in Russian — …?

schoolchildren

people

children

students

Write in small letters.

13. Yesterday in English will be …?

tomorrow

today

yesterday

now

0012 daughter in Russian?

wife

husband

grandfather

daughter

15. Breakfast is…?

12 noon to 1 pm

midday meal

morning meal

evening meal

16. Translate into English travel by train .

travel by train

travel by plane

travel by ship

travel by bus

17. How will butter be in English? Write in small letters.

18. How will holiday (day off) in English. Write in small letters.

19. Write the word country in English with a small letter.

20. Cozy translated into English?

comfortable

dirty

messy

cozy

21. Last summer translated into Russian means …?

this summer

next summer

this summer

last summer

22. Favorite book translated into Russian means …?

favorite book

interesting book

funny book

useful book

sofa

armchair

table

cupboard

24. Translate into English cloudy day . Specify the correct answer.

foggy day

windy day

cloudy day

rainy day

25. The verb think means …?

know

speak

watch

think

27. How will kitchen be translated into English?

bathroom

living room

garden

kitchen

dinner

breakfast

lunch

30. Write the word plant in English with a small letter.

Question 1 of 30

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4th Grade Basic English Rules

Let’s remember the 4th Grade Basic English Grammar Rules.

Modal verb have to

Have to. This verb expresses the need for something.

I have to clean my room every day. I have to (I have to) clean my room every day.

Interrogative and negative sentences are formed using the verbs do and does.

Do you have to clean your room every day? Do you have to clean your room every day?

Anna doesn’t have to clean her room every day. – Anna doesn’t have to clean her room every day

Much/many/a lot of

Adverbs much/many/a lot of have the meaning of “a lot”.

Many is used only for countable items (used in all sentence forms, more often in questions and negatives), much – for uncountable items (used in all sentence forms, more often in questions and negatives), a lot of – for both countable and uncountable nouns, but only in affirmation and negation.

How much sugar do you put in your tea? How much sugar do you put in your tea?

I don’t put much / a lot of sugar in my tea. I don’t put a lot of sugar in my tea.

How many textbooks are in your bag? How many textbooks are in your bag?

There are not many textbooks in my bag. There are not many textbooks in my bag.

I always buy a lot of clothes for the summer. I always buy a lot of clothes for the summer.

Modal verb Must/Must not

Must – must. Expresses an action that must, under any circumstances, be performed.

I must come to the office every day. I have to come to the office every day.

Must not. Expresses an action that should not be performed, equates to prohibiting something.

You must not leave the classroom during the lesson. You mustn’t leave the classroom during the lesson.

The particle to is not put after the verbs must and must not.

Comparative degree of adjectives

For monosyllabic words, add the ending -er to form the comparative and the ending -est to form the superlative.

Small – smaller – the smallest

Small – less – the smallest

In polysyllabic words, add the prefix more to form a comparative and the prefix the most to form a superlative degree.

Important – more important – the most important

Important – more important – the most important

Exception words:

Bad – worse – the worst (bad – worse – worst) less – the smallest number)

Far – further – the farthest (far – further – farthest)

Present Simple

Simple present. Expresses an action that is happening in the present. We devoted a separate lesson to Present Simple, where we analyzed everything in detail. Follow the link above and remember the rules and see examples.

Present Continuous

Present Continuous. In most cases, it is used to express an action that is happening right at the moment, right now.

This section occupies a very important place in English grammar. Therefore, let’s take a closer look at Present Continuous, the rules for its use, the main features, differences from the usual simple time and, of course, examples. Lesson link here.

Past Simple

Past Simple. Expresses an action that happened in the past.

Statement:

I / you / we / they / he / she / it + regular verb with –ed ending / irregular verb II form.

We worked yesterday.

We went to the park yesterday.

Question:

Verb did + I / you / we / they / he / she / it + action verb without any changes?

Did you work yesterday?

Did she go to the park yesterday?

Negation:

I / you / we / they / he / she / it + did not (=didn’t) + verb without any changes.

We did not work yesterday.

He didn’t go to the park yesterday.

Future Simple

Simple future tense. Expresses an action that will happen in the future.

Statement:

I / you / we / they / he / she / it + will + action verb.

We will visit this museum tomorrow.

Question:

Will + I / you / we / they / he / she / it + action verb?

Will you visit this museum tomorrow?

Negation:

I / you / we / they / he / she / it + will not + action verb.

I will not visit this museum tomorrow.

There is / There are

Constructions are used to say that someone or something is in a certain place.

Statement:

For singular nouns we use the there is construction, for plural nouns we use the there are construction.

There is a magazine on the shelf. – There is a magazine on the shelf.

There are magazines on the shelf.