GEN
TM
Ac
b
4
Grade
Assessment
STUDENT BOOK
Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Hoboken, New Jersey
Acknowledgment
Unit 1 End-of-Unit Assessment passage “The Volcano Wakes”: Reprinted with the permission of Simon &
Schuster Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division from VOLCANO
by Patricia Lauber. Copyright © 1986 Patricia Lauber.
Unit 2 End-of-Unit Assessment passage “Batwings and the Curtain of Night”: From Batwings and the Curtain
of Night by Marguerite W. Davol. Text copyright © 1997 by Marguerite W. Davol. Reprinted by permission of
Orchard Books, an imprint of Scholastic.
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America. This publication is protected by copyright, and permission should be obtained from the publisher
prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any
means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission
to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of
students in each class. Notice of copyright must appear on all copies. For information regarding permissions,
write to Rights Management & Contracts, Pearson Education, Inc., 221 River Street, Hoboken, New Jersey
07030.
Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its
affiliates.
Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and
Council of Chief State School Officers. All rights reserved.
ISBN-13: 978-0-328-82582-0
ISBN-10:
0-328-82582-4
1 2 3 4 5 6 7 8 9 10 V0N4 18 17 16 15 14
BASELINE • FIRST PASSAGE
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
A Tall Day
Finally, Saturday arrived! Down at the harbor, the best show ever was
about to take place: a fleet of tall ships was going to sail into the bay.
“Are you ready, Matt?” asked Mom.
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“Yes, I have everything, even the binoculars.” They were the same
binoculars that Mom and Dad used to get a close look at birds, and they
would help Matt see details on the tall ships.
“Let’s go right now, or we’ll miss the train,” said Mom.
Mom and Matt walked as briskly as they could to the station, but as
they drew near, the train suddenly pulled out of the station and chugged
toward the city.
“What happened?” cried Mom. “The train wasn’t supposed to leave
until 2:15, and it’s only 2:10.” Mom paused, frowned, and then said,
“I forgot that my watch has been running slow. I’m afraid we’ve missed
the train, and unfortunately, there won’t be another one for two hours.”
“But that’s terrible!” cried Matt. “We’ll miss the best part—when
they fire the ship cannons. They’re not real cannons, of course, but
they’ll make a lot of terrific noise and smoke. What will we do?”
Mom looked stumped—but just then, a car slowed down and stopped.
“Hey,” said Matt, “that’s Ms. Lopez, our school librarian.”
Ms. Lopez rolled down the window and said, “You look lost. By any
chance, are you going down to the tall ships show at the city harbor?”
Baseline Assessment 1
BASELINE • FIRST PASSAGE Continued
Mom and Matt explained that they had just missed the train.
Ms. Lopez said, “You’re in luck because that’s where I’m going too.
I’d love some company, so why don’t you hop in?”
Mom and Matt thanked her, they got in the car, and Ms. Lopez
confidently headed for the interstate.
About twenty minutes later, Ms. Lopez drove into a city parking lot.
“Let’s hurry,” she said. The three of them walked down to the harbor
and found a place at the railing. In front of them was the most beautiful
sight Matt had ever seen: ten tall ships gliding majestically in single file
across the bay. When the cannons boomed, Matt had to cover his ears—
but it was really exciting. He thought it was just like being in a sea battle
of long ago.
Later, when Ms. Lopez stopped in front of Matt’s house, Matt said,
“Thanks, Ms. Lopez, I’ll never forget this day!” Mom added her thanks
too, and she thought to herself that she’d never forget the tall ships
either.
2 Baseline Assessment
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During the ride, Ms. Lopez explained that she had been researching
the tall ships on the Internet. “You can’t imagine how complicated these
big sailing ships are. They have four or five masts and many sails, and
the sailors have to handle all these ropes and rigging. Sometimes sails
have to be furled—that means rolled up so they won’t catch the wind—
and other times they have to be unfurled, or unrolled.”
BASELINE • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer.
Be sure to answer both parts of each question.
1. Part A
What problem do the main characters have?
a.They have watches that don’t work.
b.They are slow getting ready to leave.
c. They miss the train going downtown.
d.They don’t understand the ships.
Part B
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Which detail from the passage best supports your answer to Part A?
a.“as they drew near, the train suddenly pulled out of the station”
b.“Mom looked stumped—but just then, a car slowed down and
stopped.”
c. “‘You can’t imagine how complicated these big sailing ships
are.’”
d.“Mom and Matt walked as briskly as they could to the station”
Baseline Assessment 3
BASELINE • COMPREHENSION Continued
2. Part A
How do the main characters solve their problem?
a.Mom and Matt wait for another train.
b.Ms. Lopez gives them a ride to the city.
c. Ms. Lopez convinces them to go another day.
d.Mom and Matt go downtown in Mom’s car.
Part B
Which detail from the passage best supports your answer to Part A?
a.“‘We’ll miss the best part—when they fire the ship cannons.’”
c. “The three of them walked down to the harbor and found a place
at the railing.”
d.“Ms. Lopez said, ‘You’re in luck because that’s where I’m
going too.’”
4 Baseline Assessment
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b.“‘Let’s go right now, or we’ll miss the train,’ said Mom.”
BASELINE • COMPREHENSION Continued
3. Part A
How does Matt feel about Ms. Lopez at the end of the day?
a.He thinks she is boring.
b.He is surprised by how much she knows.
c. He is grateful that she gave them a ride.
d.He thinks she is bossy.
Part B
Which detail from the passage best supports your answer to Part A?
a.“‘Hey,’ said Matt, ‘that’s Ms. Lopez, our school librarian.’”
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b.“‘Let’s go right now, or we’ll miss the train’”
c. “Ms. Lopez explained that she had been researching the tall
ships”
d.“‘Thanks, Ms. Lopez, I’ll never forget this day!’”
Baseline Assessment 5
BASELINE • VOCABULARY
Vocabulary
Directions: Read the questions below and choose the best answer.
Be sure to answer both parts of each question.
1. Part A
Matt tells Mom that he has the binoculars. What is the best definition
for “binoculars”?
a.lenses that make objects look less blurry
b.lenses that make objects look more colorful
c. lenses that make faraway objects look closer
d.lenses that make dark objects look lighter
Which detail from the passage best helps you understand the meaning
of “binoculars”?
a.Matt is able to carry the binoculars, so they must be light.
b.Mom and Dad use the binoculars to get a close look at birds.
c. It is Matt’s responsibility to take the binoculars to the show.
d.Mom wonders if Matt remembered to bring the binoculars.
6 Baseline Assessment
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Part B
BASELINE • VOCABULARY Continued
2. Part A
“Mom and Matt walked as briskly as they could to the station, but as
they drew near, the train suddenly pulled out of the station and chugged
toward the city.” What does the word “briskly” mean in this sentence?
a.in a speedy way
b.in a careless way
c. in a thoughtful way
d.in a noisy way
Part B
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Which detail from the passage best helps you understand the meaning
of “briskly”?
a.Mom’s watch is running five minutes slow, and she has not gotten
it fixed yet.
b.Mom and Matt are in a hurry because they are afraid they will
miss the train.
c. Matt covers his ears when the cannons fire.
d.Ms. Lopez offers to help Mom and Matt.
Baseline Assessment 7
BASELINE • VOCABULARY Continued
3. Part A
“‘You can’t imagine how complicated these big sailing ships are.’”
What does the word “complicated” mean in this sentence?
a.The ships are very graceful and elegant.
b.The ships are very dangerous to work on.
c. The ships have been used a long time and have a lot of history.
d.The ships have many parts and are difficult to operate.
Part B
Which detail from the passage best helps you understand the meaning
of “complicated”?
b.“When the cannons boomed, Matt had to cover his ears”
c. “‘They have four or five masts and many sails, and the sailors
have to handle all these ropes and rigging.’”
d.“In front of them was the most beautiful sight Matt had ever seen:
ten tall ships gliding majestically in single file across the bay.”
8 Baseline Assessment
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a.“He thought it was just like being in a sea battle of long ago.”
BASELINE • Second Passage
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Up in the Rigging
mast
yard
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rigging
ratline
sail
bowsprit
Tall ships have long captured people’s imaginations. Tall ships are
old-fashioned ships with long masts. Masts are poles that are attached to
the ship’s sails. When all the sails are in use, these ships are graceful and
beautiful. Wind catches in the sails and puffs them out. As a result, the
sails aren’t flat like paper on a table. Instead, they appear rounded, like
pillows. Many artists have painted beautiful pictures of tall ships.
Tall ships may be beautiful, but they are not easy to control. In order
to use the sails, sailors must climb up into the rigging. The rigging is the
system of ropes and wires that holds the masts in place and controls
the sails.
Baseline Assessment 9
BASELINE • SECOND PASSAGE Continued
Along the length of each mast is a rope ladder called the “ratline.”
Sailors climb the ratline to go up the tall mast. And masts can be really
tall: on the largest tall ships, they are more than 100 feet high!
Along the length of the masts are several bars called “yards.” These
poles stretch from side to side and are firmly attached to the mast. The
sails are hung from the yards. The sails can be let out—unfurled—or
they can be rolled up tightly on the yard—furled.
When the captain gives an order, the crew’s job is to carry it out right
away. The sailors scramble up the ratlines to the yards. They remove
clips holding a sail tightly to the yard. Then they unfurl the sail. Or they
do the opposite: furl the sail and clip it to the yard. Sometimes the orders
to furl or unfurl come very quickly. This is true when the ship must sail
upwind—that is, facing into the wind. This special, complicated kind of
back and forth movement requires the sailors to stay up in the rigging.
They furl or unfurl as soon as the captain gives the command. The work
is hard and sometimes dangerous.
Perhaps the most unnerving job is managing the bowsprit sails. The
bowsprit is a pole that sticks out from the bow of the ship. That’s the
point right at the front. The bowsprit hangs out over the water. It has
sails that stretch up to a mast on the ship’s deck. Sometimes a sailor has
to crawl along the bowsprit to adjust the sails. During this maneuver, he
or she hangs right over the water!
Tall ships are beautiful to look at. But there is hard work and danger
involved in sailing on one!
10 Baseline Assessment
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The most important job in the rigging is to furl or unfurl the sails.
When sails are unfurled, they catch the wind and push the ship forward.
That doesn’t happen when sails are furled. The ship’s captain makes
the decision about how to use the sails. On a tall ship of long ago,
the captain was a stern taskmaster. The captain managed the ship and
decided where to go. The captain punished sailors who broke the rules
or did not follow commands.
BASELINE • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer.
Be sure to answer both parts of each question.
1. Part A
Which sentence best states the main idea of the passage?
a.“Tall ships have long captured people’s imaginations.”
b.“Tall ships may be beautiful, but they are not easy to control.”
c. “The bowsprit is a pole that sticks out from the bow of the ship.”
d.“Many artists have painted beautiful pictures of tall ships.”
Part B
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Which of the following helped you choose the main idea in Part A?
a.Most of the passage describes controlling the ship.
b.It takes imagination to paint pictures of tall ships.
c. The best clue is within the term “tall ships” itself.
d.The first paragraph describes the beauty of tall ships.
Baseline Assessment 11
BASELINE • COMPREHENSION Continued
2. Part A
To move the ship, what do the sailors do?
a.They furl the sails.
b.They clip the sails.
c. They fold the sails.
d.They unfurl the sails.
Part B
Which sentence from the passage helped you answer Part A?
a.“Or they do the opposite: furl the sail and clip it to the yard.”
c. “The sailors scramble up the ratlines to the yards.”
d. “The sails can be let out—unfurled—or they can be rolled up
tightly on the yard—furled.”
12 Baseline Assessment
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b. “When sails are unfurled, they catch the wind and push the ship
forward.”
BASELINE • COMPREHENSION Continued
3. Part A
Study the three diagrams below. Which diagram correctly shows a tall
ship’s forward movement against the wind?
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Sailing Upwind
1
2
3
Wind
Wind
Wind
Ship
Ship
Ship
a.diagram 1
b.diagram 2
c. diagram 3
d.none of the diagrams
Part B
Which detail from the passage helped you choose the answer to Part A?
a.The sails on tall ships can be furled, or they can be unfurled.
b.Sailors who adjust the bowsprit sails may hang right over the
water.
c. The captain manages the ship and decides how to use the sails.
d.Moving upwind is complicated, and it requires many sail
changes.
Baseline Assessment 13
BASELINE • VOCABULARY
Vocabulary
Directions: Read the questions below and choose the best answer. Be sure
to answer both parts of each question.
1. Part A
The captain is described as a “stern taskmaster.” What does this
phrase mean?
a.a leader who is not responsible
b.a person who is likeable
c. a leader who is strict
d.a person who is mean and unfair
Which of the following details helps you answer Part A?
a.The captain chooses a job for each sailor on the ship.
b.The captain calls out many orders for sailing upwind.
c. The captain does not climb up the ratlines to the sails.
d.The captain punishes crew members when necessary.
14 Baseline Assessment
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Part B
BASELINE • VOCABULARY Continued
2. Part A
Based on the text and the drawing, which word names the forward part
of a ship?
a.yard
b.bow
c. ratline
d.rigging
Part B
Which sentence from the passage helped you choose the word in
Part A?
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a.“That’s the point right at the front.”
b. “Tall ships are beautiful to look at.”
c. “The bowsprit is a pole that sticks out from the bow”
d. “The sailors scramble up the ratlines to the yards.”
Baseline Assessment 15
BASELINE • VOCABULARY Continued
3. Part A
“Perhaps the most unnerving job is managing the bowsprit sails.” What
does the word “unnerving” mean in this sentence?
a.popular
b.simple
c. powerful
d.scary
Part B
Which other job mentioned in the passage is also unnerving?
a.giving orders to the crew
c. staying up in the rigging
d.deciding the route
16 Baseline Assessment
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b.checking the wind
BASELINE • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
On a tall ship of long ago, the captain had great power. He made the
rules and punished crew members who did not obey him. He also
decided where the ship would go.
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Do you think it was right for the captain to have so much power over the
crew? State your opinion and give reasons to support it.
Baseline Assessment 17
BASELINE • THIRD PASSAGE
Name
Third Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
On the High Seas in High Style
Only the world’s richest nations could build such ships. France had
the France and the Normandie. England had the Mauretania, the Queen
Mary, and the Queen Elizabeth. The United States had its star luxury
liner, the United States. These giant ships had the best of everything for
the passengers aboard. They also had the newest technologies for speed
of travel.
No expense was spared for the first-class quarters of the ship. First
class describes the passengers who paid the most for their tickets and
received the best care. On the Mauretania, for example, the first-class
dining room was designed to look just like the inside of a French castle.
In the ceiling was a magnificent skylight filled with stained glass. People
claimed that the best French restaurant in the world was aboard the
France.
The captain held the highest responsibility for the well-being of
passengers and crew. He or she gave orders for running the ship and
planning the route. However, the captain’s duties also had a social side.
The captain invited celebrities or other important passengers to dine at
the captain’s table. That was the most favored spot in the ship’s main
dining room. Everyone wanted an invitation to eat there.
18 Baseline Assessment
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They were called “luxury liners,” “queens of the seas,” and “floating
cities.” They were the largest cruise ships ever built. Between around
1900 and 1970, these enormous luxury ships sailed the seas, especially
the Atlantic Ocean, carrying eager tourists to their destinations.
BASELINE • THIRD PASSAGE Continued
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However, many other crew members did the actual work of driving
the ship. The big luxury liners had immense engine rooms with huge
engines called steam turbines. The power of steam made the engines
turn. To boil water for the steam, the workers burned coal or oil in
furnaces. In the early years, workers had to shovel coal into the furnaces
constantly. This was hard, hot work, way down in the bottom of the ship.
Later, most luxury ships were using oil burners, but engine room work
was still hot and hard. And it could be dangerous. If the engines were
not properly handled, a boiler could explode. Some engine room
workers lost their lives in such accidents.
What happened to the queens of the seas? Sadly, over time, they
became too expensive to operate. By the 1960s, oil and other fuels cost
more and more. The great luxury liners had been designed for speed, not
for saving energy. Also, people found they could travel much faster by
jet. One by one, companies running these elegant ships pulled the plug
on their cruises. Some of the ships ended up being scrapped so their
materials and parts could be sold. Others ended up in harbors and began
new lives as museums. One such ship was the Queen Mary. In 1973, the
city of Long Beach, California, bought it. Today the grand old queen is a
floating museum and hotel, once again a fine destination for tourists.
Baseline Assessment 19
BASELINE • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer.
Be sure to answer both parts of each question.
1. Part A
Which sentence best states the main idea of the passage?
a.Wealthy people used to receive special care when they traveled.
b.Working in the engine room of a luxury liner was difficult and
unpleasant.
c. The captain made all the important decisions on a luxury liner.
Part B
Which detail from the passage helped you choose the main idea in
Part A?
a.The captain ran the ship and decided what route the ship would
take.
b.Luxury liners crossed the ocean quickly and in style until about
1970.
c. The best French restaurant was aboard the ship France.
d.Engine room crew members had to work in hot conditions.
20 Baseline Assessment
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d.Luxury liners of the 1900s were fast and elegant, but their time
is past.
BASELINE • COMPREHENSION Continued
2. Part A
Who was the most important crew member on the ship?
a.the chef
b.a worker who shoveled coal into the furnace
c. the captain
d.a celebrity who was invited to eat with the captain
Part B
Which detail from the passage helped you answer Part A?
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a.“People claimed that the best French restaurant in the world was
aboard the France.”
b.“To boil water for the steam, the workers burned coal or oil in
furnaces.”
c. “The captain held the highest responsibility for the well-being of
passengers and crew.”
d.“The captain invited celebrities or other important passengers to
dine at the captain’s table.”
Baseline Assessment 21
BASELINE • COMPREHENSION Continued
3. Part A
If steam was so dangerous, why was it used in the engine room?
a.It was not dangerous if the workers were careful.
b.Steam drove the engines that moved the ship.
c. Steam was needed to keep the engine room clean.
d.It cost too much to use any other form of power.
Part B
Which sentence from the passage helped you answer Part A?
a.“The power of steam made the engines turn.”
c. “If the engines were not properly handled, a boiler could
explode.”
d.“This was hard, hot work, way down in the bottom of the ship.”
22 Baseline Assessment
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b.“By the 1960s, oil and other fuels cost more and more.”
BASELINE • VOCABULARY
Vocabulary
Directions: Read the questions below and choose the best answer. Be
sure to answer both parts of each question.
1. Part A
Why does the author refer to the ships in the passage as “floating
cities”?
a.Dining areas in the ship were built to look like places in famous
cities.
b.Cities sometimes bought the ships and turned them into
museums.
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c. The first-class passengers that traveled on the ships were often
from cities.
d.The ships seemed like cities because they had so many comforts
and services.
Part B
Which detail from the passage helped you understand the meaning of
“floating cities”?
a.“the best French restaurant in the world was aboard the France”
b.“These giant ships had the best of everything for the passengers
aboard.”
c. “Others ended up in harbors and began new lives as museums.”
d.“the first-class dining room was designed to look just like the
inside of a French castle”
Baseline Assessment 23
BASELINE • VOCABULARY Continued
2. Part A
“That was the most favored spot in the ship’s main dining room.” What
does the word “favored” mean in this sentence?
a.beautiful
b.expensive
c. preferred
d.healthiest
Part B
a.“In the ceiling was a magnificent skylight”
b.“Everyone wanted an invitation to eat there.”
c. “The captain invited celebrities and other important passengers to
dine at the captain’s table.”
d.“The captain held the highest responsibility for the well-being of
passengers and crew.”
24 Baseline Assessment
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Which detail from the passage helped you understand the meaning
of “favored”?
BASELINE • VOCABULARY Continued
3. Part A
“One by one, companies running these elegant ships pulled the plug on
their cruises.” What does “pulled the plug” mean in this sentence?
a.changed
b.described
c. stopped
d.increased
Part B
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Which detail from the passage helped you choose the meaning of
“pulled the plug”?
a.Some of the ships ended up being scrapped.
b.Most ships started using oil instead of coal.
c. The ships had been designed for speed.
d.First-class tickets were very expensive.
Baseline Assessment 25
BASELINE • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
Imagine that you are cruising across the Atlantic Ocean on one of the
luxury liners you read about in the passage. You are in the main dining
room, and the captain invites you and your family to the captain’s table
for dinner.
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Use information from the passage to write a story about your
experience. Organize the events in a logical sequence. Be sure to
describe how you and the other characters feel and act. Use dialogue to
show what you, your family, and the captain say.
26 Baseline Assessment
BASELINE • EXTENDED RESPONSE
Extended Response
You have read selections about ships.
• “Up in the Rigging”
• “On the High Seas in High Style”
In “Up in the Rigging,” you learned about tall sailing ships. In “On the
High Seas in High Style,” you learned about large luxury ships with
steam turbine engines.
Think about the work that the crew members do on each type of ship to
keep the ship moving. How is their work similar? How is it different?
Consider the locations, the conditions, and the dangers involved.
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Write an essay explaining how the work done by crew members on each
kind of ship is similar and different.
Baseline Assessment 27
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BASELINE • EXTENDED RESPONSE Continued
28 Baseline Assessment
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BASELINE • EXTENDED RESPONSE Continued
Baseline Assessment 29
UNIT 1 • End-of-Unit Assessment
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
When a Volcano Erupts
by Ron Fridell
What happens when a volcano erupts?
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About 60 volcanoes erupt each year. These mountains of lava are
found all around the world, even up on Antarctica’s icecap and deep
down on ocean floors.
Some volcanoes erupt quietly, gently oozing out their lava. Hawaii’s
Kilauea is a very quiet volcano. It has been erupting since 1983. It has
buried roads and destroyed a few houses, but slowly and quietly.
Other volcanoes are not so quiet or gentle when they erupt. One man
watching a volcano in Iceland put it this way: “I saw the earth explode!”
These explosions send steam, water, ash, and lava flying high. Hunks
of molten rock called lava bombs cool and harden as they fall. These
lava bombs can be as big as 20 feet (6 meters) around.
Volcanoes can bury towns and forests in ash and lava. When Mount
St. Helens erupted, it destroyed 200 homes. A volcano in the nation of
Colombia buried an entire city of 25,000 people. Erupting volcanoes can
also cause landslides, earthquakes, and tsunamis.
Some volcanoes cause a whole lot of trouble. A volcano called
Krakatoa changed weather all around the world. When it erupted in
1893, the ash kept skies dark everywhere. This darkness lasted for five
years. The ash also kept Earth’s temperatures low and snowfalls at
record highs.
Unit 1 • End-of-Unit Assessment 1
UNIT 1 • FIRST PASSAGE Continued
Erupting volcanoes can do bad things, but they can also help good
things to happen. The Mount St. Helens eruptions wiped out animals
and plants for hundreds of square miles. They left the earth covered
in ash. People thought the land would stay that way. But no. The old
species of plants and animals were soon back, and new species were too.
Forests grew back. The blast also left behind two new lakes and 130 new
ponds for all the new plants and animals. The Mount St. Helens volcano
hurt the land, but it also helped it.
2 Unit 1 • End-of-Unit Assessment
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In 2010, a volcano in Iceland changed the lives of millions of people
all at once. It sent tons of ash miles in the air. The ash flew so high that
it reached the jet stream, a narrow band of wind that circles the earth.
The jet stream carried the ash along with it. This ash is a danger to
airplanes. It can make their engines lose power. For six days, flights
were canceled all across Europe. Millions of people had to change their
plans. U.S. President Barack Obama had to cancel a flight to Europe.
Tons of fresh flowers died when planes could not fly them from Africa
to England. Car factories in Asia had to shut down when parts were not
delivered. All because of one volcano.
UNIT 1 • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
According to the passage, which two of the following can happen when
a volcano erupts? Choose 2 answers.
a. Ash and lava can destroy houses.
b. Temperatures on Earth can drop.
c. Hurricanes and tornadoes can occur.
d. Oceans and groundwater can form.
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Part B
Which two details from the passage help you answer Part A?
Choose 2 answers.
a. “The ash also kept Earth’s temperatures low and snowfalls at
record highs.”
b. “The blast also left behind two new lakes and 130 new ponds”
c. “Volcanoes can bury towns and forests in ash and lava.”
d. “Erupting volcanoes can also cause landslides, earthquakes,
and tsunamis.”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Informational Text 2. Determine the main idea of a text and
explain how it is supported by key details; summarize the text.
Unit 1 • End-of-Unit Assessment 3
UNIT 1 • COMPREHENSION Continued
2. Part A
Why is ash dangerous to airplanes?
a. It makes the jet stream hard to find.
b. It causes airplanes to get too hot.
c. It makes it difficult for the pilot to see.
d. It causes the motor to break down.
Part B
Which detail from the passage helps you answer Part A?
a. “the ash kept skies dark everywhere”
b. “It can make their engines lose power.”
d. “The jet stream carried the ash along with it.”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Informational Text 3. Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text.
4 Unit 1 • End-of-Unit Assessment
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c. “explosions send steam, water, ash, and lava flying”
UNIT 1 • COMPREHENSION Continued
3. Part A
The passage states that a volcano in Iceland “changed the lives of
millions of people all at once.” How did one volcano affect so many
people?
a. The weather made it dangerous for people to leave their homes.
b. People could not travel or move supplies to other locations.
c. Ash traveled through the jet stream and made the Earth very hot.
d. Lava bombs fell hundreds of miles away from the volcano.
Part B
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Which two details from the passage help you answer Part A?
Choose 2 answers.
a. “For six days, flights were canceled all across Europe.”
b. “Hunks of molten rock called lava bombs cool and harden as
they fall.”
c. “The ash flew so high that it reached the jet stream”
d. “Car factories in Asia had to shut down when parts were not
delivered.”
e. “These explosions send steam, water, ash, and lava flying high.”
f. “The ash also kept Earth’s temperatures low and snowfalls at
record highs.”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Informational Text 3. Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text.
Unit 1 • End-of-Unit Assessment 5
UNIT 1 • Vocabulary
Vocabulary
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
“Some volcanoes erupt quietly, gently oozing out their lava.” In this
sentence, what does the word “oozing” mean?
a. pushing powerfully
b. moving quickly
c. spraying noisily
d. flowing slowly
“Some volcanoes erupt quietly, gently oozing out their lava.” Which
word from this sentence helps you understand the meaning of
“oozing”?
a. “erupt”
b. “gently”
c. “out”
d. “lava”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 4 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.
6 Unit 1 • End-of-Unit Assessment
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Part B
UNIT 1 • Vocabulary Continued
2. Part A
Reread the last paragraph of the passage. What does the phrase “wiped
out” mean in the sentence “The Mount St. Helens eruptions wiped out
animals and plants for hundreds of square miles”?
a. knocked down
b. killed
c. provided for
d. cleaned
Part B
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Which two phrases from the last paragraph of the passage help you
answer Part A? Choose 2 answers.
a. “can also help”
b. “left the earth”
c. “stay that way”
d. “grew back”
COMMON CORE STATE STANDARDS
Language 4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase. Language 5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. Language 5.c. Demonstrate understanding of words by relating them to
their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Unit 1 • End-of-Unit Assessment 7
UNIT 1 • Vocabulary Continued
3. Part A
“One man watching a volcano in Iceland put it this way: ‘I saw the
earth explode!’” What did this man mean?
a. The eruption was so frightening that people screamed and hid
from the explosion.
b. The eruption looked like an explosion because ash and lava shot
out of the ground.
c. The eruption caused an earthquake that sounded like a large
explosion.
d. The eruption released lava bombs, which exploded when they got
20 feet above Earth.
Which detail from the passage best helps you understand the meaning
of “I saw the earth explode”?
a. “A volcano in the nation of Colombia buried an entire city of
25,000 people.”
b. “These lava bombs can be as big as 20 feet (6 meters) around.”
c. “These explosions send steam, water, ash, and lava flying high.”
d. “Erupting volcanoes can also cause landslides, earthquakes, and
tsunamis.”
COMMON CORE STATE STANDARDS
Language 4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase. Language 5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
8 Unit 1 • End-of-Unit Assessment
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Part B
UNIT 1 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the questions below and answer them in a paragraph.
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Volcanoes can cause many problems when they erupt. In your opinion,
what is the worst effect of volcanic eruptions? Why do you think it is
the worst? Choose an effect described in the passage and use facts and
details from the text to support your opinion.
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Writing 1. Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
Unit 1 • End-of-Unit Assessment 9
UNIT 1 • Second Passage
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
The Volcano Wakes
by Patricia Lauber
Mount St. Helens was built by many eruptions over thousands of
years. In each eruption, hot rock from inside the earth forced its way to
the surface. The rock was so hot that it was molten, or melted, and it had
gases trapped in it. The name for such rock is magma. Once the molten
rock reaches the surface it is called lava. In some eruptions the magma
was fairly liquid. Its gases escaped gently. Lava flowed out of the
volcano, cooled, and hardened. In other eruptions the magma was thick
and sticky. Its gases burst out violently, carrying along sprays of molten
rock. As it blasted into the sky, the rock cooled and hardened. Some of it
rained down as ash—tiny bits of rock. Some rained down as pumice—
frothy rock puffed up by gases.
Together the lava flows, ash, and pumice built a mountain with a
bowl-shaped crater at its top. Mount St. Helens grew to a height of 9,677
feet, so high that its peak was often hidden by clouds. Its big neighbors
were built in the same way. Mount St. Helens is part of the Cascade
Range, a chain of volcanoes that runs from northern California into
British Columbia.
10 Unit 1 • End-of-Unit Assessment
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For many years the volcano slept. It was silent and still, big and
beautiful. Then the volcano, which was named Mount St. Helens, began
to stir. On March 20, 1980, it was shaken by a strong earthquake. The
quake was a sign of movement inside St. Helens. It was a sign of a
waking volcano that might soon erupt again.
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UNIT 1 • SECOND PASSAGE Continued
For well over a hundred years the volcano slept. Each spring, as
winter snows melted, its slopes seemed to come alive. Wildflowers
bloomed in meadows. Bees gathered pollen and nectar. Birds fed, found
mates, and built nests. Bears lumbered out of their dens. Herds of elk
and deer feasted on fresh green shoots. Thousands of people came to
hike, picnic, camp, fish, paint, bird-watch, or just enjoy the scenery.
Logging crews felled tall trees and planted seedlings.
These people knew that Mount St. Helens was a volcano, but they did
not fear it. To them it was simply a green and pleasant mountain where
forests of firs stretched up the slopes and streams ran clear and cold.
The mountain did not seem so trustworthy to geologists, scientists
who study the earth. They knew that Mount St. Helens was dangerous. It
was a young volcano and one of the most active in the Cascade Range.
In 1975 two geologists finished a study of the volcano’s past eruptions.
They predicted that Mount St. Helens would erupt again within 100
years, perhaps before the year 2000.
The geologists were right. With the earthquake of March 20, 1980,
Mount St. Helens woke from a sleep of 123 years.
Unit 1 • End-of-Unit Assessment 11
UNIT 1 • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
How does the author support the statement that geologists considered
Mount St. Helens dangerous?
a. She says that the volcano had not erupted in a very long time.
b. She explains that the volcano is in a range of volcanoes.
c. She implies that the volcano was not always 9,677 feet high.
d. She suggests that the volcano had erupted many times in the past.
Which detail from the passage best helps you answer Part A?
a. “For many years the volcano slept. It was silent and still, big and
beautiful.”
b. “Each spring, as winter snows melted, its slopes seemed to come
alive.”
c. “These people knew that Mount St. Helens was a volcano, but
they did not fear it.”
d. “It was a young volcano and one of the most active in the
Cascade Range.”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Informational Text 8. Explain how an author uses reasons
and evidence to support particular points in a text.
12 Unit 1 • End-of-Unit Assessment
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Part B
UNIT 1 • COMPREHENSION Continued
2. Part A
Look at the diagram in the passage. Based on what the diagram shows,
how are lava and volcanic ash alike?
a. Both are molten rock filled with gases.
b. Both flow down the sides of a volcano.
c. Both are on the outside of a volcano.
d. Both are very hot rocks from a volcano.
Part B
Which two details from the passage are supported by the answer to
Part A? Choose 2 answers.
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a. “Once the molten rock reaches the surface it is called lava.”
b.“In other eruptions the magma was thick and sticky.”
c. “Some of it rained down as ash—tiny bits of rock.”
d.“Together the lava flows, ash, and pumice built a mountain”
e. “Some rained down as pumice—frothy rock puffed up by gases.”
f. “Mount St. Helens grew to a height of 9,677 feet”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text say explicitly
and when drawing inferences from the text. Informational Text 3. Explain events, procedures, ideas,
or concepts in a historical, scientific, or technical text, including what happened and why, based on
specific information in the text. Informational Text 7. Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the text in which it appears.
Unit 1 • End-of-Unit Assessment 13
UNIT 1 • COMPREHENSION Continued
3. Part A
Before 1980, when did Mount St. Helens last erupt?
a. in the year 1975
b. 123 years earlier
c. thousands of years earlier
d. in the year 2000
Part B
Which detail from the passage best helps you answer Part A?
b. “In 1975 two geologists finished a study of the volcano’s past
eruptions.”
c. “They predicted that Mount St. Helens would erupt again within
100 years, perhaps before the year 2000.”
d. “With the earthquake of March 20, 1980, Mount St. Helens woke
from a sleep of 123 years.”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Informational Text 3. Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text.
14 Unit 1 • End-of-Unit Assessment
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a. “Mount St. Helens was built by many eruptions over thousands of
years.”
UNIT 1 • Vocabulary
Vocabulary
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
The sentence “For many years the volcano slept” is an example of
figurative language. What does the phrase “the volcano slept” mean in
the passage?
a. The mountain was not being worn away.
b. Creatures living there were sleeping.
c. Plants could not grow on its slopes.
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d. The volcano was not actively erupting.
Part B
Which detail from the passage helps you understand the meaning of “the
volcano slept”?
a. “It was silent and still, big and beautiful.”
b. “its slopes seemed to come alive”
c. “Bears lumbered out of their dens.”
d. “The mountain did not seem so trustworthy”
COMMON CORE STATE STANDARDS
Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. Language 5.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
Unit 1 • End-of-Unit Assessment 15
UNIT 1 • Vocabulary Continued
2. Part A
In the sentence “Its big neighbors were built in the same way,” what is
the author referring to with the phrase “big neighbors”?
a. animals that lived there
b. other volcanoes in the area
c. nearby states and countries
d. people visiting the mountain
Part B
Which detail from the passage best helps you answer Part A?
b. “Mount St. Helens is part of the Cascade Range, a chain of
volcanoes”
c. “Bears lumbered out of their dens. Herds of elk and deer feasted”
d. “Thousands of people came to hike . . . or just enjoy the scenery.”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
16 Unit 1 • End-of-Unit Assessment
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a. “On March 20, 1980, it was shaken by a strong earthquake.”
UNIT 1 • VOCABULARY Continued
3. Part A
“Its gases burst out violently, carrying along sprays of molten rock.”
Which of the following words from the passage is closest in meaning to
the word “burst”?
a. “flowed”
b. “escaped”
c. “blasted”
d. “rained”
Part B
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Which word from the sentence best helps you understand the meaning
of “burst”?
“Its gases burst out violently, carrying along sprays of molten rock.”
a. “gases”
b. “violently”
c. “sprays”
d. “rock”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Unit 1 • End-of-Unit Assessment 17
UNIT 1 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
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Scientists knew Mount St. Helens was dangerous, but many people
went there to work or enjoy themselves. Based on what you read in the
passage, do you think it is safe to visit volcanoes? Why or why not? Use
information from the passage to support your opinion.
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Writing 1. Write opinion pieces on topics or texts, supporting
a point of view with reasons and information. Writing 4. Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience.
18 Unit 1 • End-of-Unit Assessment
UNIT 1 • EXTENDED RESPONSE
Extended Response
You have read two passages about volcanoes:
• “When a Volcano Erupts”
• “The Volcano Wakes”
In “When a Volcano Erupts,” you learned about several volcanic
eruptions. In “The Volcano Wakes,” you learned about the eruption of
Mount St. Helens.
You are now a volcano expert! Write a paragraph to share five facts
about volcanoes with the public. Include scientific terms from the
passages, such as lava, erupt, and magma, and define them for
your readers.
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In your paragraph, be sure to
• include five facts about volcanoes.
• include information from both passages.
• use and define scientific words correctly.
• use linking words and phrases.
• include a clear introduction and conclusion.
• use proper grammar, usage, spelling, capitalization, and punctuation.
COMMON CORE STATE STANDARDS
Informational Text 9. Integrate information from two texts on the same topic in order to write or speak
about the subject knowledgably. Writing 2. Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. Writing 2.a. Introduce a topic clearly and group related information
in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension. Writing 2.b. Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic. Writing 2.c. Link ideas within
categories of information using words and phrases (e.g., another, for example, also, because). Writing 2.d.
Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e.
Provide a concluding statement or section related to the information or explanation presented. Language 1.
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. Language 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Unit 1 • End-of-Unit Assessment 19
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UNIT 1 • EXTENDED RESPONSE Continued
20 Unit 1 • End-of-Unit Assessment
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UNIT 1 • EXTENDED RESPONSE Continued
Unit 1 • End-of-Unit Assessment 21
UNIT 2 • End-of-Unit Assessment
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Blame It on Hades
“Grandpa, I’m so tired of all of this snow! Will spring ever arrive?”
the young boy moaned.
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“Well, son, you can blame it on Hades. If he hadn’t been lonely, we
would have spring weather every day of the year. But let me start from
the beginning . . .”
Long ago, three Greek gods ruled the world; Zeus ruled the sky,
Poseidon the sea, and Hades the underworld. The underworld was a dark
and scary place. Hades was lonely, seeing that his only visitors were
dead people. Every so often, Hades would cruise the earth, looking for a
bride to end his loneliness.
One day he saw a beautiful girl picking flowers. It was love at
first sight. Her name was Persephone. Persephone’s mother, Demeter,
was a powerful goddess who gave life to the things that grow in this
world. She would never approve of her daughter marrying the dark
and depressing Hades. Zeus, tired of seeing Hades moping around the
underworld, devised a plan for Hades to marry Persephone.
Zeus created a beautiful white narcissus flower. It had a scent so
sweet that it filled the whole earth. He knew that Persephone wouldn’t
be able to resist. “Now, when Persephone goes to pick the flower,”
whispered Zeus, “you grab her and take her to the underworld.”
Unit 2 • End-of-Unit Assessment 1
UNIT 2 • FIRST PASSAGE Continued
Everything went as planned. Just as Persephone knelt to pick the
flower, the earth trembled and split between her feet. Then up from
the dark world rode Hades on a chariot led by four black horses.
Hades swept up Persephone and quickly descended into the cold, dark
underworld.
It didn’t take long for Demeter to find out what happened. She was
angry to learn that Zeus had helped in the plan. After unsuccessfully
pleading with Zeus to get her daughter back, she decided to take matters
into her own hands.
“Nothing on this earth will grow!” she screamed, and suddenly it got
extremely hot.
Zeus relented. He sent a messenger to the underworld to plead with
Hades, but it was too late. Hades had tricked Persephone into eating
from a pomegranate, which in those days meant the marriage was
official.
Exasperated, Zeus went to the underworld and worked out an
arrangement with Hades. For six months Persephone would be with
Hades. For six months she would be with her mother. The pact remains
to this day.
“So, son, when you see the leaves turn brown and fall to the cold,
damp earth, it is because Demeter is grieving for her daughter and
causing winter to set in. But when Persephone returns to her mother, the
barren fields sprout with green, flowers bloom, and spring fills the air.”
2 Unit 2 • End-of-Unit Assessment
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It was so hot that the crops began to wilt and die. The rivers only
trickled and dried, and the people, who were terribly hungry, cried,
“When will this heat end?”
UNIT 2 • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
Why did Zeus instruct Hades to use a beautiful flower in his plan to
attract Persephone?
a. It would be a sign to Persephone that Hades had good taste.
b. It would show Persephone the beauty of the underworld.
c. It would distract Persephone so Hades could kidnap her.
d. It would allow Hades to easily confuse Persephone’s mother.
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Part B
Which detail from the passage helps you answer Part A?
a. “She would never approve of her daughter marrying the dark and
depressing Hades.”
b. “‘you grab her and take her to the underworld”’
c. “up from the dark world rode Hades on a chariot led by four
black horses”
d. “It had a scent so sweet that it filled the whole earth.”
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Unit 2 • End-of-Unit Assessment 3
UNIT 2 • COMPREHENSION Continued
2. Part A
At the beginning of the myth, how do the settings of the underworld
and the earth contrast?
a. Both are beautiful all year long.
b. The underworld is bright; the earth is dark.
c. Both are lovely but at different times of the year.
d. The underworld is dreary; the earth is beautiful.
Part B
Which two details from the passage help you answer Part A?
Choose 2 answers.
b. “‘fields sprout with green, flowers bloom, and spring fills
the air’”
c. “‘you see the leaves turn brown and fall to the cold, damp earth’”
d. “It was so hot that the crops began to wilt and die.”
e. “the earth trembled and split between her feet”
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Literature 3. Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
4 Unit 2 • End-of-Unit Assessment
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a. “The underworld was a dark and scary place.”
UNIT 2 • COMPREHENSION Continued
3. Part A
Which of the following is true of this Greek myth?
a. It uses the gods to explain the natural world.
b. It shows that the gods act out of anger.
c. It explains why there is death and the afterlife.
d. It demonstrates the gods’ superiority over humans.
Part B
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Find a sentence in the passage with details that support your response
to Part A. Write that sentence on the lines below.
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Unit 2 • End-of-Unit Assessment 5
UNIT 2 • Vocabulary
Vocabulary
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
“The pact remains to this day.” What does the word “pact” mean?
a. underworld
b. agreement
c. question
d. marriage
Which phrase from the following paragraph helps you determine the
meaning of “pact”?
“Exasperated, Zeus went to the underworld and worked out an
arrangement with Hades. For six months Persephone would be
with Hades. For six months she would be with her mother. The pact
remains to this day.”
a. “went to the underworld”
b. “worked out an arrangement”
c. “would be with Hades”
d. “remains to this day”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
6 Unit 2 • End-of-Unit Assessment
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Part B
UNIT 2 • Vocabulary Continued
2. Part A
“Hades swept up Persephone and quickly descended into the cold, dark
underworld.” What does the word “descended” mean in this sentence?
a. went down
b. rose up
c. walked out
d. swam through
Part B
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Which phrase from the following sentence helps you understand the
meaning of the word “descended”?
“Then up from the dark world rode Hades on a chariot led by four
black horses.”
a. “up from”
b. “dark world”
c. “rode Hades”
d. “led by”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Unit 2 • End-of-Unit Assessment 7
UNIT 2 • Vocabulary Continued
3. Part A
The passage says that after hearing the pleas of the hungry, hot, and
miserable people, “Zeus relented.” What does the word “relented”
mean?
a. got angry
b. gave in
c. made worse
d. went away
Part B
a. “‘Nothing on this earth will grow!’ she screamed”
b. “For six months Persephone would be with Hades.”
c. “She was angry to learn that Zeus had helped in the plan.”
d. “Zeus went to the underworld and worked out an arrangement”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
8 Unit 2 • End-of-Unit Assessment
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Which detail from the passage best helps you understand the meaning
of “relented”?
UNIT 2 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the questions below and answer them in one or more
paragraphs.
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What human characteristics do the gods show in this myth? How are
the gods similar to people? In what ways are they different? Be sure to
include details from the passage to support your ideas.
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Writing 2. Write informative/explanatory texts to examine a topic
and convey ideas and information clearly. Writing 4. Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience.
Unit 2 • End-of-Unit Assessment 9
UNIT 2 • Second Passage
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Batwings and the Curtain of Night
by Marguerite W. Davol
While many of Earth’s creatures were happy with the way the curtain
of night unrolled and stretched out across the sky, the animals and
birds that prowl and hunt under cover of darkness grew more and more
discontented. One night they gathered where the sand meets the sea and
began to complain loudly.
With grunts and growls, hoots and howls, the night creatures voiced
their complaints. All agreed—although it was much too dark, they
preferred the night. Day was too bright. They must change the night—
but how? Each animal had a different idea and argued loudly about what
to do.
From far beyond the curtain of night, the Mother of All Things heard
the creatures’ noisy grumbling. With a wave of her hand, a wind of
silence swirled over the world. “Find a way,” she whispered. “You must
find a way.”
In the silence the owl closed her wise eyes and thought for a long
time. Finally she spoke. “One of us must pull aside the curtain of night.
We must let in a little light.” The word went out. Bats from everywhere
gathered as the curtain of night unrolled across the sky. In one enormous
swoop and swirl, black clouds of bats headed up into the sky. But the
way was long, too long, and the distance far, too far. One by one the bats
10 Unit 2 • End-of-Unit Assessment
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The Mother of All Things has woven a curtain to separate night
from day. Unfortunately, the curtain is so black and thick, the night
creatures can’t see to roam and hunt.
UNIT 2 • SECOND PASSAGE Continued
fell back to earth, exhausted, their wings limp. “The sky is too high,”
they squeaked.
Then the coyote had an idea. “Cling to my back, and I’ll run up the
highest hill. From there you can reach the sky.”
Bats settled onto the coyote. Indeed, from the hilltop they flew higher
than before, but not high enough.
Stretching his long night-black shape, the panther said, “Now it is my
turn. Cling to my back, and I’ll search out the highest mountain. Surely
from its top you can reach the sky.”
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“I’ll join you,” said the owl. “My wings are wide, my talons large.”
Bats crowded onto the panther’s back, and the owl perched on his
head. Together they climbed the highest mountain. When they reached
the peak, they looked up. The sky, almost dark by now, still seemed very
far away. Could they reach it?
The owl said, “We must all fly as high as our hearts will allow.”
This time they reached the curtain of night. Every bat grabbed with its
claws. Hanging upside down, they pulled and pulled together. Owl, too,
dug in her great talons. She yanked and tugged. But the curtain of night
did not budge. One by one the bats fluttered wearily to earth, their wings
tattered. Finally the owl, too, glided down, defeated. They had failed.
But when the creatures looked up, they were astonished. The dark
was not so dark! Wherever the bats’ sharp claws had clung, a glitter of
light appeared. And where the owl’s talons had tugged, a large hole let
the light shine through.
The Mother of All Things looked out at the night creatures below.
She nodded, pleased.
To this day all creatures that prefer the night welcome the light from
the moon and stars to guide them through the dark. And to this day
colonies of bats crowd together and cling upside down.
Unit 2 • End-of-Unit Assessment 11
UNIT 2 • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
Why did the night animals gather together and complain about the
night?
a. The night sky was too bright.
b. The night was too short.
c. The night sky was too dark.
d. The night was too long.
Which detail from the passage best helps you answer Part A?
a. “One night they gathered where the sand meets the sea and began
to complain loudly.”
b. “With grunts and growls, hoots and howls, the night creatures
voiced their complaints.”
c. “Stretching his long night-black shape, the panther said, ‘Now it
is my turn.’”
d. “although it was much too dark, they preferred the night. Day
was too bright.”
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Literature 3. Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
12 Unit 2 • End-of-Unit Assessment
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Part B
UNIT 2 • COMPREHENSION Continued
2. Part A
The narrator calls the owl “wise.” How does the owl live up to this
description in the story?
a. She suggests a plan for the animals to follow.
b. She uses her talons to tear at the night curtain.
c. She allows the panther to give the bats a ride.
d. She does not listen to the Mother of All Things.
Part B
Which detail from the passage best supports the answer to Part A?
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a. “Finally she spoke. ‘One of us must pull aside the curtain of
night.’”
b. “the Mother of All Things heard the creatures’ noisy grumbling”
c. “Bats crowded onto the panther’s back, and the owl perched on
his head.”
d. “Owl, too, dug in her great talons. She yanked and tugged.”
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Literature 3. Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Unit 2 • End-of-Unit Assessment 13
UNIT 2 • COMPREHENSION Continued
3. Part A
According to the passage, how was the moon made?
a. The owl made a big tear in the curtain of night.
b. The bats poked holes in the curtain of night.
c. The Mother of All Things removed the curtain of night.
d. The bats and the owl opened the curtain of night.
Part B
Which detail from the passage best helps you answer Part A?
b. “Owl, too, dug in her great talons. She yanked and tugged. But
the curtain of night did not budge.”
c. “But when the creatures looked up, they were astonished. The
dark was not so dark!”
d. “And where the owl’s talons had tugged, a large hole let the light
shine through.”
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Literature 3. Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
14 Unit 2 • End-of-Unit Assessment
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a. “Every bat grabbed with its claws. Hanging upside down, they
pulled and pulled together.”
UNIT 2 • Vocabulary
Vocabulary
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
The passage explains that “many of Earth’s creatures were happy with
the way the curtain of night unrolled and stretched out across the sky.”
What does the phrase “the curtain of night” mean in the passage?
a. closed drapes in homes
b. the darkness of night
c. the length of the night
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d. a high window covering
Part B
Which detail from the passage helps you understand the meaning of “the
curtain of night”?
a. “beyond the curtain of night, the Mother of All Things heard the
creatures’ noisy grumbling”
b. “the curtain is so black and thick, the night creatures can’t see to
roam and hunt”
c. “But the way was long, too long, and the distance far, too far.”
d. “The owl said, ‘We must all fly as high as our hearts will allow.’”
COMMON CORE STATE STANDARDS
Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. Language 5.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
Unit 2 • End-of-Unit Assessment 15
UNIT 2 • Vocabulary Continued
2. Part A
“Owl, too, dug in her great talons.” What are “talons”?
a. beaks
b. wings
c. claws
d. hands
Part B
Which detail from the passage best helps you answer Part A?
b. “‘I’ll join you,’ said the owl. ‘My wings are wide, my talons
large.’”
c. “And where the owl’s talons had tugged, a large hole let the light
shine through.”
d. “The Mother of All Things looked out at the night creatures
below. She nodded, pleased.”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
16 Unit 2 • End-of-Unit Assessment
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a. “Then the coyote had an idea. ‘Cling to my back, and I’ll run up
the highest hill.’”
UNIT 2 • VOCABULARY Continued
3. Part A
“From far beyond the curtain of night, the Mother of All Things heard
the creatures’ noisy grumbling.” What is the meaning of the word
“grumbling”?
a. unhappy muttering
b. silly chatter
c. angry shouting
d. quiet whispering
Part B
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Which word in the following sentence from the passage has almost the
same meaning as “grumbling”?
“With grunts and growls, hoots and howls, the night creatures
voiced their complaints.”
a. “hoots”
b. “creatures”
c. “voiced”
d. “complaints”
COMMON CORE STATE STANDARDS
Language 4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning
of a word or phrase. Language 5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. Language 5.c. Demonstrate understanding of words by relating them to
their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Unit 2 • End-of-Unit Assessment 17
UNIT 2 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the questions below and answer them in a paragraph.
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What were the animals trying to accomplish in “Batwings and the
Curtain of Night”? Did they accomplish their goal? If so, how? Be sure
to include details from the passage in your paragraph.
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Writing 2. Write informative/explanatory texts to examine a topic
and convey ideas and information clearly. Writing 4. Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience.
18 Unit 2 • End-of-Unit Assessment
UNIT 2 • EXTENDED RESPONSE
Extended Response
You have read two myths that explain how things in nature
came about.
• “Blame It on Hades”
• “Batwings and the Curtain of Night”
In “Blame It on Hades,” a grandfather explains how the seasons are
affected by the gods. In “Batwings and the Curtain of Night,” a group of
animals works together to change the night.
Now write your own myth explaining how something in nature came
about. Use characters from both passages in your myth. You may also
include additional characters.
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In your myth be sure to
• introduce the characters and setting.
• use characters from both passages.
• use dialogue and details to describe characters and events.
• u se transitional words and phrases such as “then,” “next,” “later,”
and “at last” to help show the sequence of events.
• include a conclusion that makes sense with the rest of the story.
• use proper grammar, usage, spelling, capitalization, and punctuation.
COMMON CORE STATE STANDARDS
Writing 3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. Writing 3.a. Orient the reader by establishing a situation
and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Writing
3.b Use dialogue and description to develop experiences and events or show the responses of characters
to situations. Writing 3.c. Use a variety of transitional words and phrases to manage the sequence of
events. Writing 3.d. Use concrete words and phrases and sensory details to convey experiences and
events precisely. Writing 3.e. Provide a conclusion that follows from the narrated experiences or events.
Language 1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. Language 2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Unit 2 • End-of-Unit Assessment 19
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UNIT 2 • EXTENDED RESPONSE Continued
20 Unit 2 • End-of-Unit Assessment
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UNIT 2 • EXTENDED RESPONSE Continued
Unit 2 • End-of-Unit Assessment 21
UNIT 3 • END-OF-UNIT ASSESSMENT
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Awesome H2O
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If we made a list of the things we absolutely cannot do without, water
would be at the top. Every living thing on Earth is made mostly of water,
and no organism on Earth can survive without it. Water is a life-giving
substance.
Water is also a powerful substance. First think of water in its liquid
form. Massive ocean waves rise up and pound the shore. Rain crashes
down in torrents, and rivers spill over their banks to flood the land.
Awesome power!
Now think of water in its solid form—ice. There’s awesome power
there too. As water freezes, it expands in volume, moving outward in
all directions and pushing with tremendous force against everything in
its path. Ice can even make rocks move. When water below the ground
freezes, it forms ice crystals that take up more space than liquid water.
The ice crystals push on the rocks, causing the rocks above them to
move upward until the rocks break through the earth’s surface.
Ice also has the power to split rocks. Imagine water that gets trapped
inside a crack in a rock and turns to ice. This ice puts so much pressure
on the surrounding rock that the crack gets longer and wider.
Later, the ice thaws, and more water seeps into the widened crack.
And when that water freezes, the crack grows still wider. This freezethaw cycle continues until the rock finally splits or shatters into shards
and particles.
Unit 3 • End-of-Unit Assessment 1
UNIT 3 • FIRST PASSAGE Continued
Water also has the power to make rough things smooth. Picture
stones in a rushing stream. Water from rain and melted snow runs
across the land into the stream. This water carries bits of rock that act
like sandpaper on bigger rocks. The tiny particles are pushed over and
around the stones by the flowing water. As a result, the stones become
smooth and polished.
Finally, water in the form of ocean waves has the power to change
the shape of the land. Every wave that washes up onto a sandy shore
and slides back out to sea brings sediment in and takes sediment out.
As waves move sediment around, they constantly reshape the shoreline.
Water has the power to give life and the power to shape and
reshape the earth. Now that is what we would have to call an awesome
substance.
2 Unit 3 • End-of-Unit Assessment
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In addition, water has the power to transport things, such as rocks
and sediment. Every day, streams and rivers transport tons of sediment,
made of topsoil, sand, and minerals washed from the land into the water.
Sometimes they carry the sediment hundreds of miles. The sediment is
deposited on the river bottom or in a delta, a triangle-shaped area of land
at the river’s mouth.
UNIT 3 • COMPREHENSION
Comprehension
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
Which phrase best summarizes what the force of water does,
as discussed in this passage?
a. soaks and evaporates
b. pushes and transports
c. spills and splashes
d. gives and takes life
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Part B
Which two details from the passage best support the answer to Part A?
Choose 2 answers.
a. Ice underground presses rocks through earth’s surface.
b. Streams move tons of sediment from place to place.
c. Rivers overflow their banks and flood over the land.
d. All of Earth’s life-forms are made up mostly of water.
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Informational Text 2. Determine the main idea of a text and
explain how it is supported by key details; summarize the text.
Unit 3 • End-of-Unit Assessment 3
UNIT 3 • COMPREHENSION Continued
2. Part A
What can you infer about a smooth rock found in a river?
a. The rock has been in the river water for a very short time.
b. Small particles in the water have struck the rock many times.
c. The rock was thrown into the river by someone on its banks.
d. Water has frozen inside the cracks of the rock again and again.
Part B
Which detail from the passage best helps you answer Part A?
b. “As waves move sediment around, they constantly reshape the
shoreline.”
c. “This water carries bits of rock that act like sandpaper on
bigger rocks.”
d. “In addition, water has the power to transport things”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4 Unit 3 • End-of-Unit Assessment
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a. “Water from rain and melted snow runs across the land into the
stream.”
UNIT 3 • COMPREHENSION Continued
3. Part A
Which of the following causes changes in the shortest amount of time?
a. waves crashing onto a shore
b. ice breaking a rock into pieces
c. rivers carrying sediment to form a delta
d. ice pushing rocks up out of the ground
Part B
Which two details from the passage help you determine the answer to
Part A? Choose 2 answers.
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a. “This freeze-thaw cycle continues until the rock finally splits or
shatters into shards and particles.”
b. “Every wave that washes up onto a sandy shore and slides back
out to sea brings sediment in and takes sediment out.”
c. “The tiny particles are pushed over and around the stones by the
flowing water.”
d. “The ice crystals push on the rocks, causing the rocks above
them to move upward until the rocks break through the earth’s
surface.”
e. “As waves move sediment around, they constantly reshape the
shoreline.”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
Unit 3 • End-of-Unit Assessment 5
UNIT 3 • Vocabulary
Vocabulary
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
The word “volume” has several meanings. What is the meaning of
“volume” in the following sentence from the passage?
“As water freezes, it expands in volume, moving outward in all
directions and pushing with tremendous force against everything in
its path.”
a. amount of energy
b. total space used
c. temperature of ice
Part B
Which sentence from the passage provides the best clue to the meaning
of “volume”?
a. “There’s awesome power there too.”
b. “Ice can even make rocks move.”
c. “When water below the ground freezes, it forms ice crystals that
take up more space than liquid water.”
d. “The ice crystals push on the rocks, causing the rocks above
them to move upward until the rocks break through the earth’s
surface.”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.
6 Unit 3 • End-of-Unit Assessment
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d. loudness of a sound
UNIT 3 • Vocabulary Continued
2. Part A
“Every living thing on Earth is made mostly of water, and no organism
on Earth can survive without it. Water is a life-giving substance.”
What is the meaning of the word “organism”?
a. a stream that has many forms of life
b. an organized environment
c. any living plant or animal
d. an underwater rock formation
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Part B
“Every living thing on Earth is made mostly of water, and no organism
on Earth can survive without it. Water is a life-giving substance.”
Which word or phrase from these sentences provides the best clue to
the meaning of “organism”?
a. “on Earth”
b. “of water”
c. “without it”
d. “life-giving”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 4 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.
Unit 3 • End-of-Unit Assessment 7
UNIT 3 • Vocabulary Continued
3. Part A
“In addition, water has the power to transport things, such as rocks and
sediment.” What does the word “transport” mean in the passage?
a. flood
b. freeze
c. polish
d. move
Part B
Which detail from the passage provides the best clue to the meaning of
“transport”?
b. “Rain crashes down in torrents, and rivers spill over their banks”
c. “Water also has the power to make rough things smooth.”
d. “Imagine water that gets trapped inside a crack in a rock and
turns to ice.”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.
8 Unit 3 • End-of-Unit Assessment
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a. “Sometimes they carry the sediment hundreds of miles.”
UNIT 3 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
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Explain how a rock goes through the freeze-thaw cycle. Use details
from the passage in your paragraph.
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Informational Text 3. Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text. Writing 2. Write informative/explanatory texts to examine a topic and convey
ideas and information clearly. Writing 8. Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize information, and provide a list of
sources.
Unit 3 • End-of-Unit Assessment 9
UNIT 3 • Second Passage
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
from Riding Out the Quake
by Casper Brundle
At first, Tom thought there had been a car accident outside. The
sudden bang, the crash, and the reverberating impact that shook Henry’s
two-story home made Tom immediately think of a car accident. He had
no idea what an earthquake felt like.
With a sinking feeling, Tom realized this was not the sound of a car
accident.
“Do you think—” Henry began, but then he was cut off by an awful,
steady rumble that grew louder and louder with each passing second.
The entire house began to tremble, and then the floor beneath Tom and
Henry began to pitch up and down and tilt like the deck of a stormtossed ship.
“Earthquake!” Henry shouted.
This was exactly the word Tom had been trying to keep out of his
own mind.
“Maybe it isn’t,” he ventured.
Henry looked at him, wide-eyed and incredulous. He was unable to
accept that Tom didn’t recognize that this was an earthquake.
“What else could it be, Tommy?” he asked. “We have to get in the
doorway where nothing can fall on us!”
10 Unit 3 • End-of-Unit Assessment
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Then, there was another crashing bang, this one much longer and
louder than the first.
UNIT 3 • SECOND PASSAGE Continued
No sooner had he said this than the bucking house abruptly threw
him off-balance. Henry lost his footing and tumbled to the floor, striking
his head against the sharp edge of his desk. On the floor, his eyes were
closed, and he did not move.
Tom knew that he was about to panic. He could feel the slippery,
gut-twisting feeling rising up from within himself. He realized that if he
allowed panic to take control of his mind, he would be unable to help
Henry.
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Tom seized his unconscious friend by the legs and quickly dragged
him under the vaulted arch of a nearby doorway.
He knew that he couldn’t escape the quake, but he was determined
to ride it out and to keep Henry safe while doing so. It was the least he
could do. Henry was his best friend, and he wasn’t about to leave him
unprotected.
Tom had never experienced an earthquake. He was born and raised
on the East Coast. The San Andreas Fault was on the West Coast. It was
a huge fault that caused hundreds of earthquakes a year. He remembered
that from geography class.
Convinced that earthquakes were not an Easterner’s problem, Tom
had never bothered to learn any more than he had to about them. Who
could have guessed that this would turn out to be such a bad mistake?
As he crouched there under the arch of Henry’s doorway, he began
to think of what his grandfather had told him about respecting the earth
and the power of nature. Was this what he meant? Tom could more
than understand the power of nature now as he tried to stay under the
doorway of the shaking house.
He remembered how Henry had told him that earthquakes were to be
respected, and now he understood why.
Unit 3 • End-of-Unit Assessment 11
UNIT 3 • COMPREHENSION
Comprehension
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
At the beginning of the story, why does Tom think there has been a car
accident?
a. He is more familiar with car accidents than with earthquakes.
b. He can hear the awful noise of cars crashing into each other.
c. He has not yet asked Henry to explain what is taking place.
d. He has run to the window to see what is happening outdoors.
Which two details from the story offer the best support for your answer
to Part A? Choose 2 answers.
a. “The sudden bang, the crash, and the reverberating impact that
shook Henry’s two-story home made Tom immediately think of a
car accident.”
b. “He had no idea what an earthquake felt like.”
c. “‘Do you think—’ Henry began, but then he was cut off by an
awful, steady rumble that grew louder and louder with each
passing second.”
d. “He was unable to accept that Tom didn’t recognize that this was
an earthquake.”
e. “No sooner had he said this than the bucking house abruptly
threw him off-balance.”
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Literature 3. Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
12 Unit 3 • End-of-Unit Assessment
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Part B
UNIT 3 • COMPREHENSION Continued
2. Part A
The passage says that in school Tom learned only what he had to about
earthquakes. How does Tom feel about that now?
a. Tom believes that knowing about earthquakes is not helpful.
b. Tom wishes that he had learned more about earthquakes.
c. Tom feels he already knows everything about earthquakes.
d. Tom still thinks learning about earthquakes is unnecessary.
Part B
Which detail from the passage best supports the answer to Part A?
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a. “Tom had never experienced an earthquake. He was born and
raised on the East Coast.”
b. “It was a huge fault that caused hundreds of earthquakes a year.
He remembered that from geography class.”
c. “Who could have guessed that this would turn out to be such a
bad mistake?”
d. “He remembered how Henry had told him that earthquakes were
to be respected, and now he understood why.”
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Literature 3. Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Unit 3 • End-of-Unit Assessment 13
UNIT 3 • COMPREHENSION Continued
3. Part A
Where does this story most likely take place?
a. in Tom’s home on the East Coast
b. in Henry’s home on the West Coast
c. in Tom’s home on the West Coast
d. in Henry’s home on the East Coast
Part B
Which two details from the passage provide the best clues to the story’s
setting? Choose 2 answers.
b. “With a sinking feeling, Tom realized this was not the sound of a
car accident.”
c. “The sudden bang, the crash, and the reverberating impact that
shook Henry’s two-story home made Tom immediately think of a
car accident.”
d. “He knew that he couldn’t escape the quake, but he was
determined to ride it out and to keep Henry safe while doing so.”
e. “He was born and raised on the East Coast.”
f. “The San Andreas Fault was on the West Coast.”
g. “Convinced that earthquakes were not an Easterner’s problem,
Tom had never bothered to learn any more than he had to about
them.”
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Literature 3. Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
14 Unit 3 • End-of-Unit Assessment
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a. “‘Earthquake!’ Henry shouted.”
UNIT 3 • Vocabulary
Vocabulary
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
What is the meaning of the phrase “cut off” in the following sentence
from the passage?
“‘Do you think—’ Henry began, but then he was cut off by an awful,
steady rumble that grew louder and louder with each passing second.”
a. limited
b. interrupted
c. separated
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d. trimmed
Part B
Which phrase from this sentence provides the best clue to the meaning
of “cut off”?
“‘Do you think—’ Henry began, but then he was cut off by an awful,
steady rumble that grew louder and louder with each passing second.”
a. “Henry began”
b. “an awful, steady rumble”
c. “louder and louder”
d. “with each passing second”
COMMON CORE STATE STANDARDS
Literature 4. Determine the meaning of words and phrases as they are used in a text, including those that
allude to significant characters found in mythology (e.g., Herculean). Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples,
or restatements in text) as a clue to the meaning of a word or phrase. Language 5. Demonstrate
understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b.
Recognize and explain the meaning of common idioms, adages, and proverbs.
Unit 3 • End-of-Unit Assessment 15
UNIT 3 • Vocabulary Continued
2. Part A
The word “pitch” has many meanings. What is the meaning of “pitch”
in the following sentence from the passage?
“The entire house began to tremble, and then the floor beneath Tom
and Henry began to pitch up and down and tilt like the deck of a
storm-tossed ship.”
a. throw to
b. set up
c. rise and fall
d. toss in trash
Which two phrases from this sentence provide the best clues to the
meaning of “pitch”? Choose 2 answers.
“The entire house began to tremble, and then the floor beneath Tom
and Henry began to pitch up and down and tilt like the deck of a
storm-tossed ship.”
a. “The entire house”
b. “began to tremble”
c. “the floor beneath Tom and Henry”
d. “up and down”
e. “tilt like the deck of a storm-tossed ship”
COMMON CORE STATE STANDARDS
Literature 4. Determine the meaning of words and phrases as they are used in a text, including those that
allude to significant characters found in mythology (e.g., Herculean). Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.
16 Unit 3 • End-of-Unit Assessment
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Part B
UNIT 3 • VOCABULARY Continued
3. Part A
“Henry looked at him, wide-eyed and incredulous.” What does the
word “incredulous” mean in this sentence?
a. with disbelief
b. without interest
c. with fear
d. without concern
Part B
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Which of the following sentences provides the best clue to the meaning
of “incredulous”?
a. “This was exactly the word Tom had been trying to keep out of
his own mind.”
b. “He was unable to accept that Tom didn’t recognize that this was
an earthquake.”
c. “He could feel the slippery, gut-twisting feeling rising up from
within himself.”
d. “Tom had never bothered to learn any more than he had to
about them.”
COMMON CORE STATE STANDARDS
Literature 4. Determine the meaning of words and phrases as they are used in a text, including those that
allude to significant characters found in mythology (e.g., Herculean). Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.
Unit 3 • End-of-Unit Assessment 17
UNIT 3 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
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Imagine Tom is telling his friends back home what happened to him
during the earthquake. Use details from the story to write Tom’s
description of his experience. Include details that will help readers
understand what happened, what Tom did, and how he felt during the
experience. Write your paragraph as though Tom is speaking.
COMMON CORE STATE STANDARDS
Literature 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts, words, or actions). Writing 3. Write narratives to develop
real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences. Writing 4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
18 Unit 3 • End-of-Unit Assessment
UNIT 3 • EXTENDED RESPONSE
Extended Response
You have read two selections that focus on the power of nature.
• “Awesome H2O”
• Excerpt from Riding Out the Quake
In the passage from Riding Out the Quake, Tom remembers his
grandfather saying that people must respect the earth and the power of
nature. In “Awesome H2O,” you learned about the power of water.
Think about how nature shows its power in these two selections. Do you
think Tom’s grandfather was right? Does the power of nature need to be
respected?
Write an essay expressing your opinion. In your essay, be sure to
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• begin by stating your opinion.
• use details from both passages to support your point of view.
• group related ideas together.
• u se words and phrases, such as “for instance” and “also,” to link your
opinion and reasons.
• summarize your opinion in a concluding statement.
• use proper grammar, usage, spelling, capitalization, and punctuation.
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Writing 1. Write opinion pieces on topics or texts, supporting a
point of view with reasons and information. Writing 1.a. Introduce a topic or text clearly, state an opinion,
and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
Writing 1.b. Provide reasons that are supported by facts and details. Writing 1.c. Link opinion and reasons
using words and phrases (e.g., for instance, in order to, in addition). Writing 1.d. Provide a concluding
statement or section related to the opinion presented. Writing 4. Produce clear and coherent writing in
which the development and organization are appropriate to task, purpose, and audience. Language 1.
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. Language 2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Unit 3 • End-of-Unit Assessment 19
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UNIT 3 • EXTENDED RESPONSE Continued
20 Unit 3 • End-of-Unit Assessment
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UNIT 3 • EXTENDED RESPONSE Continued
Unit 3 • End-of-Unit Assessment 21
UNIT 4 • END-OF-UNIT ASSESSMENT
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Saving the Moon Tree
by Kayla Meginnis
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No one cared that a sycamore tree was going to be cut down. That
is, until Sam discovered that this wasn’t just a regular tree. This was a
moon tree.
Sam had lost his baseball near the tree. While searching for the
ball in the tall weeds, he uncovered a plaque. It read: This sycamore
was grown from a seed that traveled to the moon on Apollo 14 in
January 1971.
Sam had never heard of a moon tree, so he and his friend, Rick, went
to their teacher, Ms. Johnson. She knew a lot about astronomy.
“A moon tree!” she exclaimed. “Here in our town?” Ms. Johnson
had some information on moon trees, but the boys decided to do some
more research at the library. Sam found a book on the Apollo 14 space
mission, and Rick searched on the Internet.
Sam read that an astronaut named Stuart Roosa brought 400 tree
seeds with him on the Apollo 14 space mission. The seeds circled the
moon 34 times. People who planted the seeds didn’t know if the trees
would grow. They did grow, and they became known as moon trees.
Sam and Rick decided they had to let people know about the town’s
moon tree. Sam wrote an article and sent it to the town newspaper. Rick
wrote a petition that asked the town’s mayor to help save the moon
tree. He and Sam waited outside the grocery store asking people to sign
the petition. People were very interested, and soon the boys had 128
signatures on the petition. Everyone wanted to help Sam and Rick save
the town’s moon tree.
Unit 4 • End-of-Unit Assessment 1
UNIT 4 • FIRST PASSAGE Continued
When the moon tree article was published in the Daily Journal, the
publisher received dozens of calls. Mr. Hardy, the owner of the vacant
lot where the tree stood, read the article too. He called Sam’s mom and
asked her if he could meet Sam.
“What does he want?” Sam asked apprehensively.
“He didn’t say,” his mom said. “But don’t worry.”
The next day, Sam and Rick were sitting on Sam’s porch when a
car pulled up in front of the house. “Are you Sam?” a man asked as he
got out of the car and approached the boys. “My name is Mr. Hardy,
and I wanted to meet you in person to thank you for your important
discovery. I bought that land eight years ago. No one ever told me about
the moon tree.”
“Oh, I’m still going to build my store,” Mr. Hardy said, “but I have
an idea.”
Six months later, the store was built, and standing next to it was the
sycamore tree. Around the tree was a grassy area with a picnic table.
On the day of the store’s grand opening, everyone gathered around
the new Apollo Convenience Store. Mr. Hardy had bought a new plaque
for the moon tree. The plaque had the same statement as before, but
Mr. Hardy also added these words: This moon tree is dedicated to Sam
Weller and Rick Garcia.
2 Unit 4 • End-of-Unit Assessment
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“Does that mean you won’t build your store?” Sam asked hopefully.
UNIT 4 • COMPREHENSION
Comprehension
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
What is the theme of this story?
a. Astronauts brought objects from Earth on their space missions.
b. Trees are more important to a town than a convenience store.
c. A petition is a good way to get people to learn about something.
d. People can work together to preserve something they care about.
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Part B
Find two sentences in the passage with details that support your answer
to Part A. Write the 2 sentences on the lines provided.
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Literature 2. Determine a theme of a story, drama, or poem from
details in the text; summarize the text.
Unit 4 • End-of-Unit Assessment 3
UNIT 4 • COMPREHENSION Continued
2. Part A
Which of the following is the best description of Sam?
a. concerned citizen
b. lazy student
c. good ball player
d. poor writer
Part B
Which detail from the passage best supports the answer to Part A?
b. “Sam found a book on the Apollo 14 space mission, and Rick
searched on the Internet.”
c. “Sam and Rick decided they had to let people know about the
town’s moon tree.”
d. “When the moon tree article was published in the Daily Journal,
the publisher received dozens of calls.”
COMMON CORE STATE STANDARDS
Literature 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts, words, or actions).
4 Unit 4 • End-of-Unit Assessment
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a. “While searching for the ball in the tall weeds, he uncovered
a plaque.”
UNIT 4 • COMPREHENSION Continued
3. Part A
Why did Mr. Hardy dedicate the moon tree to Sam and Rick?
a. The boys had planted the tree in the 1970s.
b. The boys worked hard to protect the tree.
c. The boys found the plaque near the tree.
d. The boys owned the land the tree stood on.
Part B
Which detail from the passage best helps you determine the answer
to Part A?
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a. “This sycamore was grown from a seed that traveled to the moon
on Apollo 14 in January 1971.”
b. “Sam wrote an article and sent it to the town newspaper. Rick
wrote a petition”
c. “Six months later, the store was built, and standing next to it was
the sycamore tree.”
d. “‘I bought that land eight years ago. No one ever told me about
the moon tree.’”
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Unit 4 • End-of-Unit Assessment 5
UNIT 4 • Vocabulary
Vocabulary
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
“Rick wrote a petition that asked the town’s mayor to help save
the moon tree.” What is the meaning of the word “petition” in this
sentence?
a. a newspaper article
b. a research paper
c. a written request
Part B
“Rick wrote a petition that asked the town’s mayor to help save the
moon tree.” Which pair of words from this sentence provides the best
clue to the meaning of “petition”?
a. “town’s” and “save”
b. “wrote” and “asked”
c. “Rick” and “mayor”
d. “help” and “tree”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
6 Unit 4 • End-of-Unit Assessment
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d. an Internet site
UNIT 4 • Vocabulary Continued
2. Part A
“‘What does he want?’ Sam asked apprehensively.” What is the
meaning of the word “apprehensively” in this sentence?
a. in a bored way
b. in a nervous way
c. in an excited way
d. in a surprised way
Part B
Which sentence provides the best clue to the meaning of
“apprehensively”?
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a. “No one cared that a sycamore tree was going to be cut down.”
b. “People were very interested, and soon the boys had
128 signatures”
c. “‘He didn’t say,’ his mom said. ‘But don’t worry.’”
d. “‘Does that mean you won’t build your store?’ Sam asked
hopefully.”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Unit 4 • End-of-Unit Assessment 7
UNIT 4 • Vocabulary Continued
3. Part A
The word “journal” has many different meanings. What is the meaning
of the word “journal” in the following sentence?
“When the moon tree article was published in the Daily Journal, the
publisher received dozens of calls.”
a. a person’s diary
b. a small sign
c. a printed news source
d. a logbook from Apollo 14
Which detail from the passage provides a clue to the meaning of
“journal”?
a. “Stuart Roosa brought 400 tree seeds with him on the Apollo 14
space mission”
b. “the boys decided to do some more research at the library.”
c. “Sam wrote an article and sent it to the town newspaper.”
d. “The plaque had the same statement as before”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
8 Unit 4 • End-of-Unit Assessment
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Part B
UNIT 4 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a new story ending in response.
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At the end of the story, Mr. Hardy dedicated the tree to Sam and
Rick. Add on to the ending of the story by telling how Sam and Rick
felt about the dedication of the moon tree. Use dialogue in your new
ending.
COMMON CORE STATE STANDARDS
Writing 3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Unit 4 • End-of-Unit Assessment 9
UNIT 4 • Second Passage
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Dr. Ashbel Smith
Back in 1883, Dr. Smith was the first President of the University’s
Board of Regents. That year only about 200 students walked through the
university’s doors. At that time, there were only four buildings, and wild
animals and cattle roamed on the property. But it was a dream come true
for Dr. Smith and a determined group of people who worked tirelessly to
make sure Texas would have the finest schools.
Dr. Ashbel Smith arrived on the Texas frontier in 1837. Texas had just
won its freedom from Mexico and was its own nation. That meant Texas
had its own government and made its own laws. The people elected
leaders to make and enforce the laws. The country was known as the
Republic of Texas. Even then, many people, including Dr. Smith, knew
the value of education.
10 Unit 4 • End-of-Unit Assessment
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If Dr. Ashbel Smith walked around the school buildings of the
University of Texas today, he might be a bit surprised. Picture this.
There are over 100 buildings and 50,000 students! Dr. Smith helped
set the very first stone in the very first building. He couldn’t imagine
what the university would become. But Dr. Smith knew that education
would help people face challenges by giving them many solutions and
opportunities. If he were around today, Dr. Smith would be proud of the
hard work that he and many others in Texas began over 125 years ago.
UNIT 4 • SECOND PASSAGE Continued
Dr. Smith was a doctor and a teacher. He went to school to learn
about medicine and helped fight a disease in France. When yellow
fever struck Texas, he helped the sick get well and wrote a paper on
how to treat the disease so it could be prevented in the future. Dr. Smith
used his knowledge, time, and energy to help in many other ways
too. He established the first hospital in Texas. He was an ambassador
representing Texas to other countries. And while doing those things,
Dr. Smith and the others devoted extra time and energy to their goal
of creating a strong educational system.
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But important events in Texas’s history delayed their progress.
Dr. Smith was needed to help Texas become the 28th state. He then
served in the Civil War, the war that divided the country between the
North and the South. Only after the war could Dr. Smith and Texas
finally focus on their plans to build new schools where students could
learn and grow.
In 1876, as one of three commissioners appointed by the governor,
Dr. Smith helped to create the Agricultural and Mechanical College,
the first public university in Texas. He defended the rights of African
Americans to learn and added another campus as part of the college.
Dr. Smith also helped organize the Stuart Female Seminary.
A lot has changed since Dr. Smith helped set the first stone for the
new University of Texas. But he reached his goal. Now today’s students
can take their turn and use education to overcome the challenges they
face, accomplish their goals, and become tomorrow’s leaders.
Unit 4 • End-of-Unit Assessment 11
UNIT 4 • COMPREHENSION
Comprehension
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
With which of the following statements would Dr. Ashbel Smith most
strongly agree?
a. A republic must first establish its government and laws before it
establishes schools.
b. To be of value, a university must have thousands of students and
many buildings.
d. A good citizen should get an excellent education and then work
hard to help others.
Part B
Find two sentences in the passage with details that support your answer
to Part A. Write the 2 sentences on the lines provided.
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
12 Unit 4 • End-of-Unit Assessment
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c. Hospitals are more important than schools because disease
sometimes hurts people.
UNIT 4 • COMPREHENSION Continued
2. Part A
Why did Dr. Smith want to establish schools in Texas?
a. He understood that education improves lives by helping people
solve problems.
b. He wanted future generations to have the kinds of opportunities
that he never had.
c. He knew that educated people would be less likely to disagree
about ways to govern.
d. He remembered that his own education in Texas helped him
achieve his goals.
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Part B
Which detail from the passage best supports the answer to Part A?
a. “At that time, there were only four buildings, and wild animals
and cattle roamed on the property.”
b. “That meant Texas had its own government and made its
own laws.”
c. “But Dr. Smith knew that education would help people face
challenges by giving them many solutions and opportunities.”
d. “Only after the war could Dr. Smith and Texas finally focus on
their plans to build new schools where students could learn
and grow.”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
Unit 4 • End-of-Unit Assessment 13
UNIT 4 • COMPREHENSION Continued
3. Part A
What does the author suggest was Dr. Smith’s main goal?
a. to educate the young people of Texas
b. to help Texas become independent
c. to teach doctors how to cure diseases
d. to establish hospitals in Texas
Part B
Which two details from the passage provide evidence that support the
author’s view of Smith’s goal? Choose 2 answers.
b. “But it was a dream come true for Dr. Smith and a determined
group of people who worked tirelessly to make sure Texas would
have the finest schools.”
c. “And while doing those things, Dr. Smith and the others
devoted extra time and energy to their goal of creating a strong
educational system.”
d. “But important events in Texas’s history delayed their progress.
Dr. Smith was needed to help Texas become the 28th state.”
e. “When yellow fever struck Texas, he helped the sick get well and
wrote a paper on how to treat the disease so it could be prevented
in the future.”
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Informational Text 8. Explain how an author uses reasons
and evidence to support particular points in a text.
14 Unit 4 • End-of-Unit Assessment
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a. “If Dr. Ashbel Smith walked around the school buildings of the
University of Texas today, he might be a bit surprised.”
UNIT 4 • Vocabulary
Vocabulary
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
“But important events in Texas’s history delayed their progress.” What
does the word “delayed” mean in this sentence?
a. made easier
b. hurried up
c. slowed down
d. improved upon
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Part B
Which sentence from the passage provides the best clue to the meaning
of “delayed”?
a. “A lot has changed since Dr. Smith helped set the first stone”
b. “Dr. Smith helped to create the Agricultural and Mechanical
College”
c. “Only after the war could Dr. Smith and Texas finally focus on their
plans”
d. “Dr. Smith knew that education would help people face challenges”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.
Unit 4 • End-of-Unit Assessment 15
UNIT 4 • Vocabulary Continued
2. Part A
“Dr. Smith and the others devoted extra time and energy to their goal
of creating a strong educational system.” What is the meaning of
“devoted” in this sentence?
a. gave
b. avoided
c. risked
d. adopted
Part B
a. “Dr. Smith would be proud of the hard work he and many others
in Texas began over 125 years ago.”
b. “Dr. Smith used his knowledge, time, and energy to help in many
other ways too.”
c. “He then served in the Civil War, the war that divided the country
between the North and the South.”
d. “Texas had its own government and made its own laws.”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.
16 Unit 4 • End-of-Unit Assessment
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Which detail provides the best clue to the meaning of “devoted”?
UNIT 4 • VOCABULARY Continued
3. Part A
“Dr. Smith also helped organize the Stuart Female Seminary.”
What does the word “seminary” mean in this sentence?
a. a group that protects people’s rights
b. a school of higher learning
c. a hospital for men and women
d. a student government
Part B
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Which two clues are most helpful to understanding the meaning of
“seminary”? Choose 2 answers.
a. Dr. Smith helped defend African Americans so they could
attend school.
b. The terms “college” and “university” are used in the same
paragraph.
c. Texas experienced an outbreak of yellow fever.
d. The topic of the passage is education.
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.
Unit 4 • End-of-Unit Assessment 17
UNIT 4 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
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The passage says, “If Dr. Ashbel Smith walked around the school
buildings of the University of Texas today, he might be a bit surprised.”
Do you agree that Dr. Smith would be surprised? State your opinion
and provide reasons for it. Use information in the passage to support
your opinion.
COMMON CORE STATE STANDARDS
Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. Writing 1. Write opinion pieces on topics or texts, supporting
a point of view with reasons and information. Writing 8. Recall relevant information from experiences or
gather relevant information from print and digital sources; take notes and categorize information, and
provide a list of sources.
18 Unit 4 • End-of-Unit Assessment
UNIT 4 • EXTENDED RESPONSE
Extended Response
You have read two selections about how people can make a difference.
• “Saving the Moon Tree”
• “Dr. Ashbel Smith”
In “Saving the Moon Tree,” Sam and Rick learn about the moon tree
and teach others about it. In “Dr. Ashbel Smith,” Dr. Smith establishes
a university in Texas.
Imagine that Dr. Smith meets with Sam and Rick to discuss education
and its role in saving the moon tree. What would Dr. Smith say? What
would the boys say?
Write a story about the meeting. In your story, be sure to
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• introduce the characters.
• u se dialogue to describe how each character feels about education
and to discuss how the boys used education to save the moon tree.
• use details from both passages.
• group related ideas together.
• u se words and phrases of transition such as “then” and “at last” to
help show the order of events.
• end by having Dr. Smith give the boys advice about education.
• c heck for proper grammar, usage, spelling, capitalization, and
punctuation.
COMMON CORE STATE STANDARDS
Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. Informational Text 1. Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from the text. Writing 3. Write narratives
to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences. Writing 3.a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally. Writing 3.b. Use dialogue and description to
develop experiences and events or show the responses of characters to situations. Writing 3.c. Use a variety
of transitional words and phrases to manage the sequence of events. Writing 3.e. Provide a conclusion that
follows from the narrated experiences or events. Language 1. Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the
conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 4 • End-of-Unit Assessment 19
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UNIT 4 • EXTENDED RESPONSE Continued
20 Unit 4 • End-of-Unit Assessment
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UNIT 4 • EXTENDED RESPONSE Continued
Unit 4 • End-of-Unit Assessment 21