Subjects › Grade 4 English Language Arts
Grade 4 English Language Arts: reading, writing, and grammar by talking it through
This course covers Grade 4 Common Core English Language Arts: reading literature and informational text, foundational decoding and fluency, the four writing types (opinion, informative, narrative, research), speaking and listening, and language conventions including grammar, vocabulary, and figurative language. Students move from decoding multisyllabic words and citing text evidence to writing organized paragraphs with precise words, correct grammar, and proper punctuation.
A lesson starts from what the student can already do, like reading simple paragraphs or spotting a noun or verb. The tutor asks a short question about a sentence, a passage, or a writing choice, listens to the actual answer, and builds the next question on it, whether the student got it right, partly right, or missed it. Instead of being told the rule for commas or the definition of theme, the student is guided to find it by looking closely at an example, then checked again later to see if it stuck.
Who it is for
- Fourth graders who can read simple paragraphs and know basic parts of speech, ready for grade-level texts and longer writing
- Parents who want to see exactly what their child can explain and do, not just a grade
- Teachers looking for extra practice aligned to Common Core Grade 4 standards
- Students who read fluently but need help with inference, theme, and organizing writing
- Families supplementing a classroom curriculum with one-on-one question-based practice
What you will be able to do
- Decode multisyllabic words and read grade-level prose and poetry aloud with accuracy and expression
- Cite specific text evidence to support explicit answers and inferences, and determine theme or main idea
- Explain figurative language, word relationships, and the meaning of academic and domain-specific words
- Write organized opinion, informative, and narrative pieces with reasons, facts, dialogue, and precise words
- Apply grade 4 grammar, capitalization, punctuation, and spelling conventions in finished writing
- Take part in discussions and give organized oral reports, citing reasons and evidence from a speaker or text
A taste of a lesson on Determining Theme and Summarizing Stories
The tutor asks, you answer, and it works from what you actually said. No videos to sit through.
The 61 topics in Grade 4 English Language Arts
Each topic builds on the ones before it. The tutor checks what you already know and starts there.
Multisyllabic Word Decoding
Teach syllabication patterns (VCCV, VCV, consonant-le, closed and open syllables, vowel teams) and how to combine letter-sound knowledge with morphology (roots and affixes) to read unfamiliar multisyllabic words accurately, both in isolation and in context. Students should decode words like 'unhappily' or 'imagination' by splitting into syllables and checking meaning in the sentence.
Accurate, Expressive Oral Reading
Teach reading grade-level prose and poetry aloud with accuracy, appropriate rate, and expression across successive readings. Teach self-correction: noticing a misread word, using context to confirm or fix it, and rereading when meaning breaks down. Students should show phrasing that follows punctuation and dialogue.
Builds on Multisyllabic Word Decoding
Reading On-Level Text with Purpose and Understanding
Teach strategies for reading grade 4 texts with a purpose: previewing, asking questions before and during reading, monitoring comprehension, and rereading. Students learn that comprehension is checked by retelling and answering questions about what was read.
Builds on Accurate, Expressive Oral Reading
Citing Details: Explicit Meaning and Inference
Teach the difference between what a text says explicitly and what can be inferred. Students learn to point to specific words or sentences as evidence (text-based evidence) and to combine clues from the text with their own reasoning to make a supported inference. Practice with short stories and informational passages.
Builds on Reading On-Level Text with Purpose and Understanding
Determining Theme and Summarizing Stories
Teach that a theme is a central message or lesson about life stated in general terms, not a single topic word. Students learn to find theme from details (how characters change, what they learn, what happens at the end) and to write a short summary that includes the main events in order and leaves out minor details and personal opinions.
Builds on Citing Details: Explicit Meaning and Inference
Describing Characters, Settings, and Events in Depth
Teach how to describe a character, setting, or event in depth using specific details: a character's thoughts, words, and actions; how a setting shapes events; and how an event unfolds and affects characters. Students practice moving from a surface description to a detailed one supported by quotations and specific text evidence.
Builds on Citing Details: Explicit Meaning and Inference
Figurative Language: Similes, Metaphors, Idioms, Adages, and Proverbs
Teach what similes (comparison using like or as) and metaphors (direct comparison) are, and how to explain their meaning in context (e.g., 'as pretty as a picture'). Also teach common idioms, adages, and proverbs (e.g., 'a penny saved is a penny earned', 'break a leg') as non-literal expressions whose meaning must be interpreted from context and common usage.
Builds on Citing Details: Explicit Meaning and Inference
Word Relationships, Synonyms, Antonyms, and Nuances
Teach how words relate: synonyms (similar but not identical meaning, such as 'big' and 'enormous'), antonyms (opposites), and nuance differences in intensity or connotation (e.g., 'walk', 'stroll', 'stomp'). Students should explain why one word fits a sentence better than another, and use a thesaurus to find alternatives.
Builds on Figurative Language: Similes, Metaphors, Idioms, Adages, and Proverbs
Structure of Poems and Drama Compared with Prose
Teach major differences among poetry, drama, and prose: poems use verse, stanzas, rhythm, and sometimes meter and rhyme; drama uses a cast of characters, settings, dialogue, and stage directions; prose uses paragraphs and chapters. Students identify these structural elements and explain them when discussing a text.
Builds on Describing Characters, Settings, and Events in Depth
Point of View: First and Third Person
Teach how point of view is determined by who narrates: first person uses I/we and a narrator inside the story; third person uses he/she/they, either limited to one character's thoughts or omniscient. Students compare stories with different narrators and explain how the narration changes what the reader knows and feels.
Builds on Describing Characters, Settings, and Events in Depth
Connecting a Story to Its Performance or Adaptation
Teach how a story can be presented visually or orally (film, audio, staged reading, illustrated book). Students compare a written text with a performance or illustration, identify where the performance reflects specific descriptions or stage directions, and explain differences in what each version adds or changes.
Builds on Structure of Poems and Drama Compared with Prose
Comparing Themes and Patterns Across Traditional Stories
Teach how stories, myths, and folktales from different cultures treat similar themes (e.g., good versus evil) and share patterns of events such as the quest, the trickster, or the hero's journey. Teach the idea of mythological allusions (e.g., 'Herculean') and how to determine the meaning of words that allude to mythological figures.
Builds on Determining Theme and Summarizing Stories, Figurative Language: Similes, Metaphors, Idioms, Adages, and Proverbs
Main Idea, Key Details, and Summary of Informational Text
Teach how to determine the main idea of an informational text and support it with key details, then summarize the text in a few sentences. Students learn to separate the main idea from supporting details and to omit minor details in a summary.
Builds on Reading On-Level Text with Purpose and Understanding
Text Structures: Chronology, Comparison, Cause/Effect, Problem/Solution
Teach the four common informational text structures: chronology (time order), comparison (similarities and differences), cause/effect (what happened and why), and problem/solution. Students identify the structure of a passage or section by signal words and organization, and explain why the author chose it.
Builds on Main Idea, Key Details, and Summary of Informational Text
Explaining Events, Procedures, and Concepts in Science and History Texts
Teach how to explain what happened and why in historical, scientific, or technical texts, and how procedures or concepts are described in steps or sequences. Students must cite specific information from the text rather than relying on background knowledge alone.
Builds on Citing Details: Explicit Meaning and Inference, Text Structures: Chronology, Comparison, Cause/Effect, Problem/Solution
Determining Meaning of Academic and Domain-Specific Words
Teach how to find the meaning of general academic words (e.g., 'region', 'evidence', 'constructed') and domain-specific words in science and social studies texts, using context clues and the text's definitions, examples, and restatements. Students practice explaining meaning in their own words.
Builds on Main Idea, Key Details, and Summary of Informational Text
Interpreting Charts, Graphs, Diagrams, and Timelines
Teach how to read charts, graphs, diagrams, timelines, and interactive web features, describe the data or sequence they show, and explain how that information adds to understanding of the text. Students practice reading units, labels, and legends, and comparing visual information with written information.
Builds on Text Structures: Chronology, Comparison, Cause/Effect, Problem/Solution
How Authors Use Reasons and Evidence
Teach how an author supports a point with reasons (why a claim is true) and evidence (facts, examples, quotations, statistics). Students identify claims, reasons, and evidence in an informational or persuasive passage, and judge whether the support is sufficient.
Builds on Explaining Events, Procedures, and Concepts in Science and History Texts
Comparing Firsthand and Secondhand Accounts
Teach the difference between a firsthand account (written by someone who experienced the event) and a secondhand account (written by someone who learned about it from others). Students compare two accounts of the same event, describing differences in focus, detail, and information provided.
Builds on How Authors Use Reasons and Evidence
Integrating Information from Two Texts on the Same Topic
Teach how to read two texts on the same topic, combine the information, note where they agree and differ, and use the combined knowledge to speak or write knowledgeably about the subject. Students should cite which text each fact came from.
Builds on Determining Meaning of Academic and Domain-Specific Words, Comparing Firsthand and Secondhand Accounts
Relative Pronouns and Relative Adverbs
Teach relative pronouns (who, whose, whom, which, that) that introduce relative clauses describing a noun, and relative adverbs (where, when, why) that introduce clauses about place, time, or reason. Students combine two sentences into one using these words and identify the noun each clause modifies. Assumes students can identify nouns, verbs, and complete subject-verb sentences from Grade 3.
Progressive Verb Tenses
Teach the progressive aspect: form of be plus present participle (-ing). Cover past progressive (I was walking), present progressive (I am walking), and future progressive (I will be walking). Students form each tense correctly, use it to describe ongoing actions, and distinguish it from simple tenses.
Regular and Irregular Verb Forms and Simple, Compound, and Complex Sentences
Teach regular past-tense verbs (-ed) and common irregular past forms (went, saw, ran, wrote, broke) and their correct use in simple past sentences. Then teach the three sentence types: simple (one independent clause), compound (two independent clauses joined by a coordinating conjunction such as and, but, or, so), and complex (an independent clause plus a dependent clause beginning with a subordinating word such as because, when, although). Students identify each sentence type and write examples of each.
Modal Auxiliaries for Conditions
Teach modal auxiliaries (can, may, must, should, will, would, might) and what each conveys: ability, permission, obligation, possibility, or necessity. Students use modals to express different conditions and choose the modal that matches the intended meaning.
Ordering Adjectives
Teach the conventional order of adjectives before a noun: opinion, size, age, shape, color, origin, material, purpose (e.g., 'a small red bag' rather than 'a red small bag'). Students order multiple adjectives correctly and recognize when a sentence sounds wrong because of order.
Forming and Using Prepositional Phrases
Teach prepositions (in, on, under, across, beside, during, etc.) and how a preposition plus its object forms a prepositional phrase that works as an adjective or adverb. Students identify prepositional phrases in sentences, build them to add detail, and locate the words they modify. Assumes students can identify nouns and verbs from Grade 3.
Complete Sentences, Fragments, and Run-On Sentences
Teach what makes a complete sentence (subject, predicate, complete thought), how to recognize and correct sentence fragments (missing subject or verb, dependent clause alone), and run-on sentences (two independent clauses joined with no punctuation or only a comma). Students fix each error by rewriting.
Builds on Relative Pronouns and Relative Adverbs, Regular and Irregular Verb Forms and Simple, Compound, and Complex Sentences, Forming and Using Prepositional Phrases
Frequently Confused Words
Teach homophones and commonly confused word pairs such as to/too/two, there/their/they're, your/you're, its/it's, than/then, and accept/except. Students choose the correct word by meaning and check their writing for these errors. Assumes basic parts of speech and sentence reading from Grade 3.
Correct Capitalization
Teach capitalization rules: first word of a sentence, proper nouns (names of people, places, days, months, holidays, organizations), the pronoun I, and titles of books and works. Students correctly capitalize sentences and titles in their writing. Assumes basic sentence and noun recognition from Grade 3.
Commas and Quotation Marks for Direct Speech and Quotations
Teach how to set off direct speech with quotation marks and a comma or end punctuation, separate a speaker tag from the spoken words, and mark quotations from a text in writing. Students punctuate dialogue and quoted text correctly.
Builds on Complete Sentences, Fragments, and Run-On Sentences
Comma Before a Coordinating Conjunction in Compound Sentences
Teach compound sentences: two independent clauses joined by a coordinating conjunction (for, and, nor, but, or, yet, so). Students place a comma before the conjunction, and recognize that no comma is needed when the conjunction joins only two words or a short phrase.
Builds on Regular and Irregular Verb Forms and Simple, Compound, and Complex Sentences, Complete Sentences, Fragments, and Run-On Sentences
Spelling Grade-Appropriate Words and Using References
Teach spelling patterns for grade 4 words (common prefixes and suffixes, vowel teams, silent letters, homophone spellings) and strategies to check spelling: sound it out, use word families, and consult a dictionary or spell-checker. Students spell grade-level words correctly and identify when a reference is needed.
Builds on Multisyllabic Word Decoding
Choosing Precise Words and Phrases
Teach how to choose words and phrases that convey ideas precisely, replacing vague words (e.g., 'nice', 'good', 'went') with specific ones (e.g., 'delightful', 'excellent', 'hurried'). Students revise sentences to make meaning exact and vivid.
Builds on Word Relationships, Synonyms, Antonyms, and Nuances
Punctuation for Effect
Teach how punctuation changes meaning and tone: exclamation points for emotion, question marks for questions, dashes and ellipses for pauses or interruptions, and italics or quotation marks for emphasis. Students choose punctuation deliberately in their own sentences and explain the effect.
Builds on Commas and Quotation Marks for Direct Speech and Quotations
Formal and Informal English in Context
Teach the difference between formal English (for presentations, written reports, and speaking to unfamiliar adults) and informal discourse (for small-group discussion and conversations with friends). Students practice switching register and explain which context calls for which style.
Builds on Choosing Precise Words and Phrases
Greek and Latin Affixes and Roots
Teach common grade-appropriate Greek and Latin roots and affixes (e.g., tele- 'far', photo- 'light', auto- 'self', graph 'write', bio 'life', un-, re-, pre-, -able, -ful) and use them to infer meanings of unfamiliar words such as telegraph, photograph, autograph.
Builds on Spelling Grade-Appropriate Words and Using References
Using Context Clues for Unknown and Multiple-Meaning Words
Teach context clues: definitions within the sentence, examples, restatements, and contrasts. Also teach multiple-meaning words (e.g., 'bat', 'bank', 'scale') and how the surrounding sentence selects the right meaning. Students identify the clue type and state the meaning.
Builds on Determining Meaning of Academic and Domain-Specific Words
Using Dictionaries, Glossaries, and Thesauruses
Teach how to use print and digital references: alphabetize to locate entries, read pronunciation keys and syllable breaks, choose the correct meaning among several definitions, use glossaries in nonfiction, and use a thesaurus to find synonyms and antonyms. Students use these tools to clarify the precise meaning of a key word.
Builds on Greek and Latin Affixes and Roots, Using Context Clues for Unknown and Multiple-Meaning Words
Words That Signal Precise Actions, Emotions, and States of Being
Teach specific verbs and descriptive words that signal exact actions (quizzed, whined, stammered, dashed), emotions (furious, anxious, delighted), and states of being, and the domain-specific words basic to a subject. Students replace general verbs with precise ones in their writing and explain how each word changes the picture.
Builds on Choosing Precise Words and Phrases, Using Dictionaries, Glossaries, and Thesauruses
Concrete Words, Sensory Details, and Descriptive Writing
Teach how concrete words and sensory details (sight, sound, smell, taste, touch) make experiences vivid and precise. Students revise a plain paragraph by adding sensory details and concrete nouns and verbs.
Builds on Words That Signal Precise Actions, Emotions, and States of Being
Writing Opinion Pieces: Structure and Reasons
Teach the opinion essay: introduce the topic clearly, state an opinion, group related reasons, support each reason with facts and details, link ideas with words such as for instance, in order to, in addition, and close with a concluding statement tied to the opinion.
Builds on How Authors Use Reasons and Evidence, Complete Sentences, Fragments, and Run-On Sentences
Writing Informative and Explanatory Texts
Teach informative/explanatory writing: introduce a topic, group related information into paragraphs and sections with headings, develop with facts, definitions, concrete details, quotations, and examples, link ideas with words such as another, for example, also, because, use precise domain-specific vocabulary, and write a concluding section.
Builds on Determining Meaning of Academic and Domain-Specific Words, Writing Opinion Pieces: Structure and Reasons
Dialogue Punctuation in Narrative Writing
Teach how to write dialogue in a story: start a new paragraph for each speaker, use quotation marks and a comma before speech tags, and show a character's response through what they say and do.
Builds on Commas and Quotation Marks for Direct Speech and Quotations
Writing Narratives: Situation, Sequence, Dialogue, and Conclusion
Teach narrative writing: orient the reader by establishing a situation and introducing a narrator and characters, organize an event sequence that unfolds naturally, use dialogue and description to show character responses, use transitional words (first, then, later, finally) to manage sequence, and write a conclusion that follows from the events.
Builds on Concrete Words, Sensory Details, and Descriptive Writing, Dialogue Punctuation in Narrative Writing
Planning, Revising, and Editing Writing
Teach the writing process: plan with a graphic organizer or outline, draft, revise for clarity and organization (using peer and adult feedback), and edit for conventions using a checklist. Students apply these steps to a piece of their own writing.
Builds on Writing Informative and Explanatory Texts, Writing Narratives: Situation, Sequence, Dialogue, and Conclusion
Keyboarding Skills for a Page of Writing
Teach touch-typing fundamentals and build speed and accuracy to type at least one page of writing in a single sitting, with correct home-row posture and punctuation keys. Students measure their typing rate and accuracy across practice sessions.
Publishing Writing with Word Processing and Supervised Online Tools
Teach word-processor features (save, font, spell-check, insert image) to format and publish a finished piece, and how to use supervised internet tools to share writing with others and collaborate on a shared document. Students publish one piece of their writing with an image and share it safely.
Builds on Planning, Revising, and Editing Writing, Keyboarding Skills for a Page of Writing
Short Research Projects and Note-Taking
Teach how to ask a research question, gather relevant information from print and digital sources, take notes in own words, categorize notes under headings, and list sources. Students complete a short research project that builds knowledge about one aspect of a topic.
Builds on Using Dictionaries, Glossaries, and Thesauruses, Publishing Writing with Word Processing and Supervised Online Tools
Recalling Experience and Gathering Information for Writing
Teach how to recall relevant information from personal experience and gather relevant information from print and digital sources for a writing task, sorting out irrelevant details. Students practice using notes and experiences as evidence for a piece of writing.
Builds on Short Research Projects and Note-Taking
Drawing Evidence from Texts for Writing
Teach how to use evidence from literary and informational texts to support analysis, reflection, and research: apply reading standards for character, setting, and event descriptions in literature, and apply reasons-and-evidence analysis to informational texts in writing about what was read.
Builds on Describing Characters, Settings, and Events in Depth, How Authors Use Reasons and Evidence, Recalling Experience and Gathering Information for Writing
Routine Writing Over Extended and Short Time Frames
Teach the habit and stamina of writing routinely: short timed responses completed in one sitting or a day or two, and longer pieces developed over days with time for research, reflection, and revision. Students learn to pace a longer project and to adjust tone and length to task and audience.
Builds on Planning, Revising, and Editing Writing, Drawing Evidence from Texts for Writing
Summarizing Oral and Written Information
Teach how to condense a passage into a short summary that keeps the main points in order and omits minor details and personal opinion. Students practice summarizing a read-aloud story or article in a few sentences.
Builds on Determining Theme and Summarizing Stories, Main Idea, Key Details, and Summary of Informational Text
Paraphrasing Read-Aloud and Multimedia Information
Teach how to paraphrase portions of a text read aloud, or information presented visually, quantitatively, or orally, in one's own words, keeping the key meaning and dropping minor details. Students listen to a passage or view a chart and retell its main points.
Builds on Interpreting Charts, Graphs, Diagrams, and Timelines, Summarizing Oral and Written Information
Identifying a Speaker's Reasons and Evidence
Teach how to listen to a speaker or presentation and identify the claims, reasons, and evidence the speaker gives to support each point. Students practice naming reasons and judging whether the evidence supports the claim.
Builds on How Authors Use Reasons and Evidence, Paraphrasing Read-Aloud and Multimedia Information
Collaborative Discussion: Preparation, Roles, and Rules
Teach how to take part in collaborative discussions one-on-one, in groups, and teacher-led: come prepared by reading the material, follow agreed-upon discussion rules, carry out assigned roles (e.g., leader, recorder, timekeeper), and speak in turn.
Builds on Reading On-Level Text with Purpose and Understanding
Building on Others' Ideas in Discussion
Teach how to pose and respond to specific questions that clarify or follow up on information, link comments to what others said, review key ideas expressed, and explain one's own ideas in light of the discussion. Students practice paraphrasing a peer's point before adding their own.
Builds on Identifying a Speaker's Reasons and Evidence, Collaborative Discussion: Preparation, Roles, and Rules
Organized Oral Reports and Storytelling
Teach how to report on a topic, tell a story, or recount an experience in an organized way: state a main idea, use appropriate facts and relevant descriptive details, speak clearly at an understandable pace, and close with a conclusion. Students deliver a short oral presentation.
Builds on Recalling Experience and Gathering Information for Writing, Building on Others' Ideas in Discussion
Adding Audio and Visual Displays to Presentations
Teach how to add audio recordings, images, charts, or other visual displays to a presentation so they clarify and develop main ideas, and how to avoid displays that distract from the message. Students plan and add one visual or audio element to an oral report.
Builds on Organized Oral Reports and Storytelling
Using Formal English in Presentations
Teach when to use formal English in presentations and reports: complete sentences, standard grammar, precise vocabulary, and no slang, versus informal discourse in small-group talk. Students deliver a short presentation using formal English and identify informal language to revise.
Builds on Formal and Informal English in Context, Organized Oral Reports and Storytelling
Integrating Grammar and Usage in Standard English Writing and Speaking
Bring together the grade 4 conventions of standard English grammar and usage: relative clauses, progressive tenses, modal auxiliaries, adjective order, prepositional phrases, complete sentences, and frequently confused words, in both writing and speaking. Students edit a paragraph that uses all of these conventions and explain each correction.
Builds on Relative Pronouns and Relative Adverbs, Progressive Verb Tenses, Regular and Irregular Verb Forms and Simple, Compound, and Complex Sentences, Modal Auxiliaries for Conditions, Ordering Adjectives, Forming and Using Prepositional Phrases, Complete Sentences, Fragments, and Run-On Sentences, Frequently Confused Words
Applying Capitalization, Punctuation, and Spelling Conventions in Writing
Bring together capitalization, commas for direct speech and quotations, commas before coordinating conjunctions, and grade-appropriate spelling in an edited piece of writing. Students check a draft against each convention and explain their corrections.
Builds on Correct Capitalization, Commas and Quotation Marks for Direct Speech and Quotations, Comma Before a Coordinating Conjunction in Compound Sentences, Spelling Grade-Appropriate Words and Using References
Practice questions in Grade 4 English Language Arts
A few of the kinds of questions you will work through, with answers.
What does the idiom "it's raining cats and dogs" mean?
See the answer
It is raining very hard.
An idiom's meaning is different from the literal words; this one describes heavy rain, not falling animals.
A passage explains that factories dumped waste into a river, so fish died, and the town had to build a water treatment plant. What text structure is this?
See the answer
Cause/effect
The passage shows an action (dumping waste) leading to a result (fish dying, then a solution being built), which is the pattern of cause and effect.
Combine these using a relative pronoun: "The book is on the table. The book belongs to Maria."
See the answer
The book that belongs to Maria is on the table.
"That" introduces a relative clause describing "the book," combining the two sentences into one.
Add the comma if needed: "Jamal finished his homework and he went outside to play."
See the answer
Jamal finished his homework, and he went outside to play.
Two independent clauses joined by the coordinating conjunction "and" need a comma before it.
Which sentence states an opinion with a clear reason, as expected in a grade 4 opinion piece: "Dogs make better pets than cats" or "Dogs make better pets than cats because they can be trained to help with daily tasks"?
See the answer
The second sentence.
A grade 4 opinion piece needs the opinion plus a supporting reason, not just a bare claim.
A diary entry written by a sailor during a storm is what kind of account, firsthand or secondhand?
See the answer
Firsthand
A firsthand account is written by someone who directly experienced the event, like the sailor's own diary.
Questions about this subject
Does this follow what my child's school is teaching?
It follows the Grade 4 Common Core ELA standards across reading, writing, language, and speaking and listening, so it should line up closely with most Grade 4 classrooms, though pacing and specific texts may differ.
My child reads well but struggles with writing. Can the course focus there?
Yes, a student can spend more time on the writing topics, such as organizing an opinion piece or punctuating dialogue, while moving faster through reading topics they already handle well.
Does it cover grammar rules like comma placement and verb tenses?
Yes, topics include progressive verb tenses, relative pronouns, commas in compound sentences, frequently confused words, and other grade 4 conventions, each practiced in example sentences before being applied in the student's own writing.
Is this only reading comprehension, or does it include actual writing practice?
It includes both: reading topics like citing evidence and determining theme, and writing topics covering opinion, informative, and narrative pieces, plus the planning, revising, and editing process.
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