Sean Taylor M.Ed. Reading Sage: Advocating for Every Child to Read, Learn, and Thrive: GRADE 4 READING Test with Answer Keys 2026-2027

GRADE 4 READING Test with Answer Keys 2026-2027

GRADE 4 END-OF-YEAR

READING ASSESSMENT

Texas Essential Knowledge and Skills (TEKS) Aligned

Webb’s Depth of Knowledge (DOK) Levels 1–3 • Two-Part Evidence Questions • Extended Response

Student Name:

Teacher:

Date:

Campus / School:

Sections	Passages	Total Questions	Total Points	Suggested Time
4	5	38	60	90–120 min

Webb’s Depth of Knowledge (DOK) — Student Reference

Level	Category	What you’re asked to do
DOK 1	Recall	Identify, define, locate facts, recall events, find specific details in text.
DOK 2	Skills & Concepts	Explain why, compare/contrast, determine main idea, summarize, identify cause & effect, interpret figurative language.
DOK 3	Strategic Thinking	Analyze author’s craft, evaluate evidence, synthesize across texts, draw conclusions, support with multiple text details.

GENERAL DIRECTIONS

• Read each passage carefully before answering the questions.

• For multiple-choice questions, fill in the bubble next to the BEST answer. Only one answer is correct.

• For two-part questions, you MUST answer both Part A and Part B. Your answer to Part B must come directly from the text.

• For short answer and extended response questions, write in complete sentences. Use specific evidence from the passage(s) to support every claim you make.

• You may look back at the passages as often as you need.

• Use your best handwriting and make sure your answers are clear.

SECTION 1 — LITERARY TEXT (Fiction) | Questions 1–9 | 19 Points

Passage 1: "The River Below the Ice" — Original fiction

Dani had lived near the river her whole life, but she had never once crossed it in February. The ice looked solid enough from the bank — pale and opaque and thick as a dinner table — but her father’s voice echoed in her head: “Still water freezes solid, Dani. Moving water hides." She knew what he meant. Underneath that white surface, the current never stopped.

But today was different. Today, the shortcut mattered. On the far bank, just visible through the bare birch trees, was the old Calloway barn, and in it — according to Dani’s best friend, Priya — was a litter of five barn kittens born three weeks ago. Priya was moving to Houston on Saturday. Today, Thursday, was the last day she could go.

Dani stood at the edge and tested the ice with one boot. It held. She tested with her weight. Still solid. She took one step, then another, arms out at her sides like a tightrope walker, eyes fixed on the far bank. The ice groaned beneath her — a low, long sound like a door on a rusted hinge. She froze.

She had read once that ice groaning didn’t mean it was breaking. It meant it was adjusting. But reading something and standing on top of a river in February were two completely different things.

She looked back at the near bank. She was only ten feet out. She looked forward. The far bank was maybe thirty feet away. A simple calculation: ten feet of retreat, thirty feet of advance.

But then something happened that changed the math entirely. From the direction of the Calloway barn, she heard Priya’s voice — high and clear across the cold air: “Dani! Come see! There’s one that looks just like your cat!”

Dani took a slow breath. She thought about her father’s warning. She thought about the sound the ice had made. She thought about Priya leaving on Saturday, about the years of friendship ahead that would be only phone calls and holidays.

She turned around.

It was, she decided, the most difficult ten steps she had ever taken. Not because the ice was dangerous — it held perfectly well all the way back — but because every step felt like a subtraction. When she reached the bank, she sat down on a rock and called out across the ice to Priya: “I’m going the long way! Meet me at the bridge!”

The bridge was half a mile upstream. It took eleven minutes. When Dani finally reached the barn and saw the five small kittens tumbling in the hay, she picked up the gray one — the one Priya said looked like her cat — and held it for a long, warm minute.

It was worth eleven minutes. It was worth a hundred.

Use “The River Below the Ice” to answer Questions 1–6.

TEKS 4.7(A) — Plot & Conflict

Multiple Choice

DOK 1

1pt

What is the MAIN conflict in this story?

A. Dani wants to visit a litter of kittens but must decide whether it is safe to cross the frozen river.

B. Dani and Priya disagree about whether crossing the ice is a good idea.

C. Dani’s father forbids her from crossing the river to visit the Calloway barn.

D. The ice breaks beneath Dani’s feet and she must find a way back to shore.

TEKS 4.7(C) — Character Analysis

Two-Part (Evidence)

DOK 2

2pts

Part A: What does Dani’s decision to turn around and go the long way reveal about her character?

A. She is timid and easily frightened by small sounds.

B. She is able to consider consequences and make a careful decision under pressure.

C. She is selfish and cares more about her own safety than seeing her friend.

D. She does not really want to see the kittens and is looking for an excuse to leave.

Part B: Which detail from the story BEST supports your answer to Part A?

A. "She took one step, then another, arms out at her sides like a tightrope walker."

B. "It was, she decided, the most difficult ten steps she had ever taken."

C. "She thought about her father’s warning. She thought about the sound the ice had made."

D. "The bridge was half a mile upstream. It took eleven minutes."

TEKS 4.8(B) — Theme

Multiple Choice

DOK 2

1pt

Which statement BEST expresses the theme of “The River Below the Ice”?

A. You should always avoid risk, no matter how important the goal.

B. True friendship means doing whatever it takes to keep a promise.

C. Courage sometimes means choosing the wiser path, even when it is harder.

D. Rivers in winter are too dangerous to cross under any circumstances.

TEKS 4.4(C) — Vocabulary in Context

Multiple Choice

DOK 1

1pt

In paragraph 1, Dani’s father says, “Still water freezes solid. Moving water hides.” What does “hides” mean in this context?

A. The moving water disappears completely in winter.

B. The moving current continues beneath the ice surface, unseen and dangerous.

C. The water hides animals and fish underneath the frozen surface.

D. The ice forms a hiding place for children to play.

TEKS 4.4(E) — Figurative Language & Author’s Craft

Two-Part (Evidence)

DOK 2

2pts

Part A: In paragraph 7, Dani says that each step back felt “like a subtraction.” What does this figurative language mean?

A. Dani was doing math in her head while she walked.

B. Each step away from the far bank felt like losing something — time with her friend.

C. The ice was getting thinner with every step she took.

D. Dani was calculating the exact distance back to the shore.

Part B: What does this figurative language tell us about how Dani feels about her decision?

A. She feels relieved and proud of herself for making a safe choice.

B. She feels confused and unsure whether she made the right choice.

C. She feels the emotional cost of the decision — it is the right choice but still painful.

D. She feels angry at Priya for calling her onto the ice.

TEKS 4.8(B) / 4.7(C) — Theme & Character Development

Extended Response

DOK 3

4pts

The story ends: “It was worth eleven minutes. It was worth a hundred.” Explain what this ending reveals about what Dani values most. How does this connect to the theme of the story? Use at least TWO specific details from the passage to support your answer.

Passage 2: "Migration" — A poem

Migration

Every autumn the geese rehearse departure —

their dark V a sentence the sky writes and rewrites,

never satisfied with the ending.

They carry no maps. They trust the pull

of something older than memory,

a compass built into the blood.

Watching them pass, I think of everyone

who has left this place: how they, too,

carried only what the body holds —

direction, hunger, the promise of warm ground.

The geese do not mourn the sky they leave.

They mourn nothing. They simply go,

and the sky closes behind them

like a door that remembers every hand.

Use “Migration” to answer Questions 7–9.

TEKS 4.5(A) — Poetry: Literal & Inferential Meaning

Multiple Choice

DOK 1

1pt

According to the poem, what guides the geese on their migration?

A. A map they create each year before departing.

B. An instinct or inner compass built into their nature.

C. They follow the same path as other birds who go first.

D. The memory of the last place they visited.

TEKS 4.4(E) / 4.5(B) — Figurative Language & Imagery

Two-Part (Evidence)

DOK 2

2pts

Part A: In the final stanza, the poet writes that the sky closes behind the geese “like a door that remembers every hand.” What does this image suggest?

A. The sky literally closes and traps the geese inside.

B. The sky preserves the memory of all those who have passed through it.

C. Doors are a symbol of danger in the poem.

D. The geese always return to the same part of the sky.

Part B: The poet says the geese “do not mourn the sky they leave.” What is the poet most likely suggesting about the people who left the place described in stanza 3?

A. People who leave a place never feel any sadness about leaving.

B. Unlike the geese, people who leave always come back.

C. The comparison invites the reader to consider whether those who left were also driven by instinct or necessity.

D. The poet believes people should behave more like geese.

TEKS 4.9(F) — Cross-Text Connection

Short Answer

DOK 3

3pts

Both “The River Below the Ice” and “Migration” explore the idea of choosing a direction when you are uncertain. Using ONE specific detail from EACH text, explain how the two writers present this idea differently. What does each text suggest about the role of instinct versus careful thought?

SECTION 2 — INFORMATIONAL TEXT (Nonfiction) | Questions 10–20 | 17 Points

Passage 3: "The Girl Who Mapped the Ocean Floor" — Nonfiction biography

The Girl Who Mapped the Ocean Floor

In 1952, a young scientist named Marie Tharp drew a map that would change the way human beings understood their own planet. She worked not from a research vessel or a deep-sea submersible, but from a drafting table at Columbia University — because women were not yet permitted on the university’s research ships.

Marie Tharp had earned degrees in geology and mathematics at a time when almost no universities admitted women to science programs. When she joined the Lamont Geological Observatory at Columbia in 1948, her male colleague Bruce Heezen would go to sea to collect sonar data, and Tharp would stay behind to plot it. Many assumed the plotting was lesser work. Tharp knew better.

What Tharp discovered in the data — as she patiently translated columns of sonar readings into contour lines and depths — was extraordinary. Running down the center of the Atlantic Ocean was a massive underwater mountain range unlike anything ever mapped: a ridge more than 10,000 miles long, with a deep rift valley running through its center. Tharp recognized immediately what this meant: the ocean floor was splitting apart. The two sides of the Atlantic were moving away from each other.

This was evidence for a theory called continental drift — the idea, proposed by Alfred Wegener in 1912 but widely dismissed, that Earth’s continents had once been a single landmass and had since drifted apart. In 1952, most geologists still considered continental drift “girl talk.” When Tharp showed her colleague Heezen what she had found, he dismissed it as “girlish thinking.”

But the data did not care about anyone’s opinion of it. Tharp checked her findings six times. Then she mapped the Pacific Ocean. Then the Indian Ocean. Then, methodically, every major ocean on the planet. Each map told the same story: the ocean floor was dynamic and moving, shaped by forces operating on a geological timescale.

When Heezen finally compared Tharp’s mid-ocean ridge to earthquake data, he had to admit she was right. Together they published a physiographic map of the Atlantic floor in 1957 that geologists considered one of the most important scientific documents of the twentieth century. The map became part of the evidence that convinced the scientific community to accept plate tectonics — the modern understanding of how Earth’s crust moves.

Tharp received little public recognition during her lifetime. For decades, Heezen was listed as the primary author on papers they co-authored, and her name was frequently omitted from accounts of the discovery. It was only in 1997, when the Library of Congress named her one of the four greatest cartographers of the twentieth century, that her contribution received formal acknowledgment.

Marie Tharp died in 2006. She once said: “I had a blank canvas to fill with extraordinary possibilities, a fascinating and completely original way to look at the world.” Geologists today credit her maps with making plate tectonics undeniable. She did not discover a continent. She revealed the mechanism by which all continents move.

Use “The Girl Who Mapped the Ocean Floor” to answer Questions 10–17.

Q10

TEKS 4.11(A) — Main Idea

Multiple Choice

DOK 1

1pt

What is the MAIN idea of this article?

A. Marie Tharp was the first woman to earn a degree in geology.

B. Marie Tharp’s careful scientific work helped prove continental drift, despite facing significant barriers.

C. Bruce Heezen was the lead scientist who discovered the Mid-Atlantic Ridge.

D. The Library of Congress awards prizes to the best scientists every year.

Q11

TEKS 4.11(C) — Cause & Effect

Two-Part (Evidence)

DOK 2

2pts

Part A: Why was Marie Tharp not permitted to collect data at sea?

A. She had not yet earned her geology degree.

B. She preferred working at a drafting table to being on a ship.

C. Women were not permitted on Columbia University’s research ships at that time.

D. The research vessels did not have room for additional scientists.

Part B: Which sentence from the passage BEST supports your answer to Part A?

A. "She worked not from a research vessel or a deep-sea submersible, but from a drafting table."

B. "Her male colleague Bruce Heezen would go to sea to collect sonar data."

C. "Women were not yet permitted on the university’s research ships."

D. "Many assumed the plotting was lesser work."

Q12

TEKS 4.4(C) — Vocabulary in Context

Multiple Choice

DOK 1

1pt

In paragraph 3, what does the word “contour” most likely mean in the phrase “translated columns of sonar readings into contour lines and depths”?

A. Straight lines that show the fastest route across the ocean floor.

B. Lines that show the shape and elevation of the underwater landscape.

C. Lines that measure the temperature of the water at different depths.

D. A type of mathematical formula used to calculate ocean depth.

Q13

TEKS 4.11(D) — Author’s Purpose & Perspective

Multiple Choice

DOK 2

1pt

Why does the author include the detail that Heezen called Tharp’s discovery “girlish thinking”?

A. To show that Heezen was a better scientist than Tharp.

B. To illustrate the bias Tharp faced and make her persistence more meaningful.

C. To prove that all male scientists in the 1950s were prejudiced.

D. To suggest that Tharp should have worked with a different partner.

Q14

TEKS 4.11(C) — Text Structure

Two-Part (Evidence)

DOK 2

2pts

Part A: How are paragraphs 3 through 6 MAINLY organized?

A. Compare and contrast — comparing Tharp’s work to Heezen’s work.

B. Problem and solution — the problem of the unmapped ocean and how Tharp solved it.

C. Chronological order — events presented in the order they happened over time.

D. Cause and effect — explaining only what caused Tharp to become a scientist.

Part B: Which sentence from paragraphs 3–6 BEST shows the sequence of events?

A. "Then she mapped the Pacific Ocean. Then the Indian Ocean."

B. "The two sides of the Atlantic were moving away from each other."

C. "Most geologists still considered continental drift ‘girl talk.’"

D. "The map became part of the evidence that convinced the scientific community."

Q15

TEKS 4.11(A) — Key Details / Recall

Multiple Choice

DOK 1

1pt

According to the article, what did the Library of Congress do in 1997?

A. Published Marie Tharp’s complete map of the ocean floor.

B. Named Marie Tharp one of the four greatest cartographers of the twentieth century.

C. Awarded Bruce Heezen the Nobel Prize for ocean science.

D. Opened a new department dedicated to the study of plate tectonics.

Q16

TEKS 4.11(B) — Summarizing

Multiple Choice

DOK 2

1pt

Which sentence BEST summarizes paragraphs 7 and 8?

A. Marie Tharp died in 2006 and was never recognized for her scientific work.

B. Bruce Heezen received all the credit for Tharp’s discoveries during her lifetime.

C. Although Tharp received little recognition during most of her life, her maps ultimately transformed the science of geology.

D. Tharp believed cartography was more important than any other scientific field.

Q17

TEKS 4.11(D) / 4.9(D) — Author’s Craft & Evidence

Extended Response

DOK 3

4pts

The author ends the article with this sentence: “She did not discover a continent. She revealed the mechanism by which all continents move.” Why do you think the author chose to end this way? What effect does this sentence have, and what does it tell you about the author’s view of Tharp’s significance? Use evidence from the article to support your answer.

SECTION 3 — PAIRED PASSAGES | Questions 21–29 | 12 Points

Passage 4A: "What Makes a Good Argument?" — Informational article

What Makes a Good Argument?

An argument, in the academic sense, is not a fight. It is a structured attempt to persuade a reader or listener by presenting a claim, providing evidence to support it, and explaining the reasoning that connects the evidence to the claim. A strong argument does all three of these things clearly and honestly.

The claim is the argument’s central idea — the statement the writer is trying to prove. A strong claim is specific enough to be debatable. “Schools are important” is not a useful claim because almost no one disagrees. “Middle schools should replace letter grades with written evaluations” is a claim because thoughtful people could argue both sides.

Evidence is the factual, logical, or anecdotal support for the claim. The strongest evidence is specific, credible, and directly connected to the claim. A statistic from a peer-reviewed study is stronger than an opinion from an unnamed source. A specific example from a well-known event is stronger than a vague generalization.

Reasoning is the explanation of why the evidence proves the claim. This is the most frequently skipped step in student writing. Writers often assume the connection between evidence and claim is obvious — it rarely is. The reader needs to be shown, explicitly, how the evidence does the work of proof.

A complete argument also acknowledges and responds to counterarguments — opposing views. Addressing a counterargument does not weaken your argument; it strengthens it. It shows the reader that you have considered the issue fairly and that your position can withstand scrutiny.

Passage 4B: "The Case for Year-Round School" — Student persuasive essay

The Case for Year-Round School

The traditional school year — nine months of school followed by three months of summer vacation — was designed for an agricultural society that no longer exists. It is time to update it. American students should attend school year-round, with shorter, more frequent breaks spread throughout the calendar year.

The most compelling reason to support year-round schooling is the problem of “summer slide” — the well-documented loss of academic skills that occurs during long summer breaks. Research published by the RAND Corporation found that students lose, on average, one to three months of learning during summer vacation. Low-income students are disproportionately affected because they have less access to enrichment programs and educational resources over the summer.

Critics argue that students need a long summer break for rest and unstructured play. This is a reasonable concern. However, year-round schools do not eliminate breaks — they redistribute them. Instead of one long summer, students would take multiple shorter breaks throughout the year, allowing for rest and family time without the academic disruption of a three-month gap.

Some also argue that year-round school is more expensive to operate because of increased cooling and maintenance costs. While this concern has merit in some climates, studies from districts that have adopted year-round calendars show that these costs are often offset by better use of school facilities, reduced remediation costs, and higher teacher retention.

American students already lag behind students in many other nations in reading and mathematics. Year-round schooling alone will not solve this problem, but it is a practical, evidence-based step in the right direction. The question is not whether we can afford to change. The question is whether we can afford not to.

Use both Passage 4A and Passage 4B to answer Questions 21–26.

Q21

TEKS 4.11(C) / 4.9(F) — Cross-Text Application

Multiple Choice

DOK 2

1pt

According to Passage 4A, which element of argument does the student writer in Passage 4B demonstrate BEST in paragraphs 3 and 4?

A. Presenting a strong, debatable claim.

B. Acknowledging and responding to counterarguments.

C. Providing a statistic from a peer-reviewed source.

D. Using emotional language to persuade the reader.

Q22

TEKS 4.9(F) / 4.11(C) — Cross-Text Evidence

Two-Part (Evidence)

DOK 2

2pts

Part A: According to Passage 4A, what is the MOST important element of argument that student writers frequently skip?

A. The claim

B. The counterargument

C. The reasoning that connects evidence to the claim

D. The specific statistics from credible sources

Part B: Find an example in Passage 4B where the student writer DOES include this element. Which paragraph best demonstrates it?

A. Paragraph 1 — the writer states the claim about year-round school.

B. Paragraph 2 — the writer cites RAND research and then explains why it supports the claim.

C. Paragraph 3 — the writer acknowledges critics.

D. Paragraph 5 — the writer uses the phrase ‘the right direction.’

Q23

TEKS 4.11(A) — Key Details

Multiple Choice

DOK 1

1pt

According to Passage 4B, who is MOST affected by the “summer slide”?

A. Students who attend private schools.

B. Low-income students with less access to summer enrichment.

C. Students in countries with year-round school calendars.

D. Teachers who work in hotter climates.

Q24

TEKS 4.11(D) — Author’s Purpose

Multiple Choice

DOK 2

1pt

Why does the writer of Passage 4B end the essay with two questions?

A. To show that the writer is unsure whether year-round school is a good idea.

B. To invite the reader to do their own research before forming an opinion.

C. To create urgency and challenge the reader to reconsider the cost of not changing.

D. To acknowledge that there is no clear answer to the question of school schedules.

Q25

TEKS 4.9(F) / 4.11(C) — Cross-Text Analysis

Short Answer

DOK 3

3pts

Using Passage 4A as a guide, evaluate ONE strength and ONE weakness of the argument in Passage 4B. For each, explain your reasoning and cite a specific detail from the relevant passage to support your evaluation.

SECTION 4 — VOCABULARY, LANGUAGE & GRAMMAR | Questions 29–38 | 12 Points

Directions: Answer the questions below about vocabulary, figurative language, text structure, and grammar. You may look back at all four passages.

Q26

TEKS 4.4(C) — Context Clues

Multiple Choice

DOK 1

1pt

In Passage 3, paragraph 4, what does the word “dismissed” mean in the sentence “a theory called continental drift — widely dismissed”?

A. Proven correct by a panel of scientists.

B. Rejected without careful consideration.

C. Adopted as the official scientific position.

D. Named after the person who discovered it.

Q27

TEKS 4.4(E) — Figurative Language

Two-Part (Evidence)

DOK 2

2pts

Part A: In the poem “Migration,” the poet writes that the geese’ dark V formation is “a sentence the sky writes and rewrites, / never satisfied with the ending.” What type of figurative language is this?

A. Simile — a comparison using ‘like’ or ‘as’

B. Personification — giving human qualities to a non-human thing

C. Hyperbole — an extreme exaggeration

D. Onomatopoeia — a word that imitates a sound

Part B: What does this figurative language suggest about the migration of the geese?

A. The geese fly in a V shape because they are communicating in a language.

B. The sky is literally writing a message for humans to read.

C. Migration is a pattern that repeats endlessly, like something unfinished but necessary.

D. The geese are confused about which direction to fly.

Q28

TEKS 4.4(B) — Word Parts & Root Words

Multiple Choice

DOK 1

1pt

The word “cartographer” appears in Passage 3. The root word “carto” comes from Latin meaning “map” and “-grapher” means “one who writes or records.” Based on this, what is a cartographer?

A. A person who studies the history of maps.

B. A person who makes or draws maps.

C. A scientist who measures the depth of the ocean.

D. A person who studies the movement of continents.

Q29

TEKS 4.11(C) — Text Structure: Compare & Contrast

Multiple Choice

DOK 2

1pt

Passage 4A and Passage 4B are two different TYPES of writing. How do their structures MAINLY differ?

A. Passage 4A presents factual information in categories; Passage 4B makes a claim and supports it with evidence.

B. Passage 4A is a story with characters; Passage 4B is a poem with stanzas.

C. Passage 4A presents both sides of an argument equally; Passage 4B presents only one side.

D. Passage 4A uses numbered paragraphs; Passage 4B uses bullet points.

Q30

TEKS 4.4(A) — Synonyms & Nuance

Multiple Choice

DOK 2

1pt

Read this sentence from Passage 3: “Tharp checked her findings six times.” Which word is CLOSEST in meaning to “findings” as used here?

A. Opinions

B. Discoveries

C. Directions

D. Arguments

Q31

TEKS 4.12(A) — Grammar: Relative Pronouns

Multiple Choice

DOK 1

1pt

Read this sentence from Passage 4B: “Research published by the RAND Corporation found that students lose, on average, one to three months of learning during summer vacation.” What part of speech is the word “that” in this sentence?

A. A preposition

B. A conjunction introducing a noun clause

C. An adjective describing ‘students’

D. A relative pronoun replacing ‘RAND Corporation’

Q32

TEKS 4.12(A) — Grammar: Sentence Structure

Multiple Choice

DOK 1

1pt

Read this sentence from Passage 3: “Marie Tharp had earned degrees in geology and mathematics at a time when almost no universities admitted women to science programs.” What type of sentence is this?

A. Simple — one independent clause, no dependent clause

B. Compound — two independent clauses joined by a conjunction

C. Complex — one independent clause and one dependent clause

D. Compound-complex — two independent clauses and one dependent clause

Q33

TEKS 4.4(E) / 4.9(D) — Author’s Craft & Figurative Language

Extended Response

DOK 3

4pts

In Passage 3, the author writes about Marie Tharp: “She did not discover a continent. She revealed the mechanism by which all continents move.” In the poem “Migration,” the poet writes: “the sky closes behind them / like a door that remembers every hand.” Both of these lines use careful language to leave a lasting impression on the reader. Choose ONE of these two lines. Explain exactly what it means in your own words, identify any figurative language used, and explain why the author chose this particular language instead of a simpler statement. What does this language accomplish that plain language could not? Use evidence from the text in your response.

SCORE SUMMARY

Section	Questions	Points Possible	Points Earned
Section 1: Literary Text	1–9	19
Section 2: Informational Text	10–20	17
Section 3: Paired Passages	21–29	12
Section 4: Vocabulary & Language	30–38	12
TOTAL	38 Questions	60 Points

Performance Bands

Score Range	Performance Level
54–60 pts (90–100%)	Advanced — Exceeds Grade 4 Reading Expectations
48–53 pts (80–89%)	Proficient — Meets Grade 4 Reading Expectations
36–47 pts (60–79%)	Developing — Approaching Grade 4 Reading Expectations
Below 36 pts (Below 60%)	Beginning — Below Grade 4 Reading Expectations

GRADE 4 END-OF-YEAR READING ASSESSMENT

OFFICIAL ANSWER KEY & SCORING RUBRIC

FOR TEACHER / ADMINISTRATOR USE ONLY

Quick Reference Answer Key — Multiple Choice & Two-Part

Q#	Correct Answer	Standard	DOK	Rationale / Key Point
Q1	A	4.7(A)	DOK 1	Plot conflict: cross ice vs. safety. No father forbids, no ice breaks.
Q2A	B	4.7(C)	DOK 2	Careful reasoning under pressure — she weighs multiple factors.
Q2B	C	4.7(C)	DOK 2	She thinks through father’s warning + ice sound = deliberate analysis.
Q3	C	4.8(B)	DOK 2	Theme: courage = choosing wisely, not the riskiest option.
Q4	B	4.4(C)	DOK 1	'Hides' = the current continues unseen under ice surface.
Q5A	B	4.4(E)	DOK 2	Subtraction = loss of time/experience with her friend.
Q5B	C	4.4(E)	DOK 2	Right choice but emotionally painful — confirms internal conflict.
Q7	B	4.5(A)	DOK 1	Lines 4–6: compass built into the blood = instinct.
Q8A	B	4.5(B)	DOK 2	'Remembers every hand' = sky preserves memory of all who passed.
Q8B	C	4.5(B)	DOK 2	Invites reader to compare human migration to bird instinct.
Q10	B	4.11(A)	DOK 1	Main idea = Tharp’s work + continental drift + barriers overcome.
Q11A	C	4.11(C)	DOK 2	Para 1: women not permitted on research ships.
Q11B	C	4.11(C)	DOK 2	Direct quote from para 1 states the prohibition explicitly.
Q12	B	4.4(C)	DOK 1	Contour lines show elevation/shape of landscape.
Q13	B	4.11(D)	DOK 2	Illustrates bias; makes Tharp’s persistence more significant.
Q14A	C	4.11(C)	DOK 2	Paragraphs 3–6 follow chronological sequence of Tharp’s work.
Q14B	A	4.11(C)	DOK 2	'Then... Then...' signals sequence explicitly.
Q15	B	4.11(A)	DOK 1	Para 7: Library of Congress named her one of four greatest cartographers.
Q16	C	4.11(B)	DOK 2	Both ideas: minimal recognition + transformative legacy.
Q21	B	4.9(F)	DOK 2	Paras 3–4 = counterargument acknowledgment and response.
Q22A	C	4.11(C)	DOK 2	Para 4 of Passage 4A: reasoning is most frequently skipped.
Q22B	B	4.9(F)	DOK 2	Para 2: RAND stat cited + 'most affected' = reasoning explained.
Q23	B	4.11(A)	DOK 1	Para 2 of Passage 4B explicitly states low-income students.
Q24	C	4.11(D)	DOK 2	Rhetorical questions create urgency and challenge the reader.
Q26	B	4.4(C)	DOK 1	'Widely dismissed' in context = rejected/ignored without acceptance.
Q27A	B	4.4(E)	DOK 2	Sky 'writes' = personification (human action given to sky).
Q27B	C	4.4(E)	DOK 2	Endlessly repeating pattern, never finished = migration continues.
Q28	B	4.4(B)	DOK 1	Carto=map + grapher=writes = one who makes maps.
Q29	A	4.11(C)	DOK 2	4A = expository categories; 4B = claim-evidence-reasoning structure.
Q30	B	4.4(A)	DOK 1	'Findings' = discoveries/results of scientific investigation.
Q31	B	4.12(A)	DOK 1	'That' introduces a noun clause = subordinating conjunction.
Q32	C	4.12(A)	DOK 1	Independent: 'Marie Tharp had earned...' + dependent 'when...' = complex.

SECTION 1 — LITERARY TEXT: Extended Response & Short Answer Rubrics

Question 6 — Short Answer / Extended Response (4 points)

[4 pts] Full credit (4 pts): Student explains that the ending shows Dani values friendship and connection more than efficiency or time. The eleven-minute detour was worth it because she got to spend meaningful time with Priya and the kittens before Priya moved. Student connects to theme: true courage is about choosing wisely, not recklessly — and about honoring what matters. Cites at least TWO specific details (e.g., 'most difficult ten steps' showing emotional cost; bridge detour showing commitment; 'held it for a long, warm minute' showing the value of the moment). Complete sentences throughout.

[3 pts] Partial (3 pts): Strong connection to theme and values with ONE specific detail, OR two details but the theme connection is underdeveloped.

[2 pts] Partial (2 pts): Student identifies that Dani values friendship but does not connect to the theme or provides only vague evidence.

[1 pt] Minimal (1 pt): 'Dani likes kittens and her friend' without evidence or theme discussion.

[0 pts] Off-topic or blank.

Sample response: 'The ending shows that Dani values friendship above shortcuts or convenience. The phrase "worth a hundred" tells us she would have walked five miles if she had to — the time spent with Priya was worth any inconvenience. This connects to the story’s theme: real courage is not about ignoring danger but about making the harder, wiser choice. Dani didn’t take a risk on the ice. She took a longer path, and the result — eleven minutes and a warm kitten in her hands — proved that the right choice and the best outcome are often the same thing.'

Question 9 — Short Answer / Extended Response (3 points)

[3 pts] Full credit (3 pts): Student identifies the contrast clearly: 'The River Below the Ice' shows careful, deliberate thought (Dani weighs multiple factors before turning back), while 'Migration' shows instinct as the guide (the geese carry 'a compass built into the blood' and carry no maps). Student cites ONE specific detail from each text and addresses the instinct vs. careful thought contrast explicitly.

[2 pts] Partial (2 pts): Student discusses both texts but the contrast is unclear, OR provides specific evidence from only one text.

[1 pt] Minimal (1 pt): Basic statement that Dani thinks and geese don’t, without specific textual evidence.

[0 pts] Off-topic or blank.

SECTION 2 — INFORMATIONAL TEXT: Extended Response Rubric

Question 17 — Short Answer / Extended Response (4 points)

[4 pts] Full credit (4 pts): Student explains that the two-sentence ending creates a contrast between smaller and larger discovery, suggesting Tharp’s work was greater than finding new land — she explained how the Earth itself moves. Student identifies the author’s view: Tharp’s contribution was transformative and undervalued. Student cites evidence (e.g., the 80% credit Heezen received; the 1997 recognition coming late; Tharp’s own quote about 'blank canvas'). Complete sentences throughout.

[3 pts] Partial (3 pts): Explains the contrast in the final sentence with strong reasoning but evidence is from only one part of the article OR the author’s viewpoint is stated but not analyzed.

[2 pts] Partial (2 pts): Student identifies the ending as showing Tharp was important but cannot explain the contrast or cite specific evidence.

[1 pt] Minimal (1 pt): 'The author thinks Tharp was great' without explanation.

[0 pts] Off-topic or blank.

SECTION 3 — PAIRED PASSAGES: Short Answer Rubric

Question 25 — Short Answer / Extended Response (3 points)

[3 pts] Full credit (3 pts): Student clearly identifies ONE strength (e.g., strong counterargument response in para 3 and 4; specific RAND statistic with reasoning in para 2; debatable specific claim in para 1) AND ONE weakness (e.g., some reasoning is assumed rather than stated; the cost counterargument concedes too quickly; the final claim in para 5 is broad without specific evidence). Each evaluation is supported by a specific detail from the relevant passage and explained with reasoning from Passage 4A’s framework.

[2 pts] Partial (2 pts): Student evaluates ONE strength or weakness well with evidence but not both, OR evaluates both with vague reference only.

[1 pt] Minimal (1 pt): 'It’s a good essay because it has evidence' without specific citations or application of Passage 4A framework.

[0 pts] Off-topic or blank.

SECTION 4 — VOCABULARY & CRAFT: Extended Response Rubric

Question 33 — Short Answer / Extended Response (4 points)

[4 pts] Full credit (4 pts): Student chooses one line and explains its literal meaning accurately in their own words. Student correctly identifies figurative language (Tharp line = antithesis/contrast; poem line = simile + personification). Student explains what the language accomplishes that plain language could not: for Tharp, the contrast elevates her discovery from finding to explaining; for the poem, 'a door that remembers every hand' gives permanence and emotion to the passage of migration. Student uses specific evidence from the text and writes in complete sentences throughout.

[3 pts] Partial (3 pts): Strong explanation of meaning and figurative language with a partially developed 'why this language' analysis. Evidence cited but connection not fully completed.

[2 pts] Partial (2 pts): Student explains the meaning in own words but does not correctly identify figurative language OR explains the language but without comparison to what plain language would have done.

[1 pt] Minimal (1 pt): Student paraphrases one of the lines but provides no analysis or evidence.

[0 pts] Off-topic or blank.

Texas TEKS-Aligned Grade 4 End-of-Year Reading Assessment • Hess’s Cognitive Rigor / Webb’s DOK • The Digital Trivium

Total: 38 Questions • 60 Points • Sections 1–4 • 5 Passages • DOK Levels 1–3