EOG Practice Assessments
Grade 4
Unit 1
Unit 1: Risks and Consequences
Island of the Blue Dolphins
1. Why is the first paragraph of the selection written in italics?
A. It gives background information on the character.
B. It summarizes the conclusion of the book.
C. It tells about the setting.
D. It summarizes what has happened so far.
2. What would most likely happen next?
A. She would ride home on a dolphin’s back.
B. She would live on the island with the pack of wild dogs.
C. She would try the voyage again with another canoe.
D. She would attempt to make the trip with the same canoe.
3. Which words best describe Karana?
A. determined and courageous
B. hopeless and angry
C. lonely and content
D. frightened and cheerful
4. Why did the author most likely write this selection from the first person point of
view?
A. to explain what it is like to live on an island
B. to personally connect with the main character
C. to show that the events happened in a certain sequence
D. to tell how a brave girl took a dangerous risk
5. Which of the following best describes the dilemma Karana faced?
A. The winter storm blew out of the north, sending big waves against the
island.
B. There were four canoes from which Karana had to choose.
C. Karana had to decide whether to keep going or turn back.
D. It was pitch black, and she couldn’t find her way back to the island.
EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 1
Unit 1: Risks and Consequences
Island of the Blue Dolphins
6. The waves made no sound among themselves, only faint noises as they
went under the canoe and struck against it. What does faint mean?
A. slow and laborious
B. noisy or loud
C. strong and steady
D. weak or very low
7. Which of the following statements tells you the selection is realistic
fiction?
A. Karana was abandoned on the island alone.
B. The dolphins told Karana how to get back to the island.
C. The North Star remained in the same position in the sky.
D. Characters’ names were listed so the reader know who is speaking.
8. Do you think Karana’s risk was worth taking? Why or why not? Use
examples from the text to support your answer.
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EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 2
Unit 1: Risks and Consequences
Two Tickets to Freedom
1. Which of the following statements best illustrates that William was frightened?
A. William boarded the train.
B. The conductor grabbed his arm.
C. William settled his “master” in the first-class carriage.
D. William’s heart was beating furiously.
2. Which of the following best summarizes page 52?
A. The conductor was giving William and Ellen directions to
Philadelphia.
B. William and Ellen were trying to buy train tickets to Philadelphia.
C. The conductor was deciding whether to let William and Ellen travel
on.
D. William and Ellen wanted to travel to Georgia from Philadelphia.
3. Why are the words “master” and “Mr. Johnson” in quotation marks
throughout the selection?
A. They are the speakers.
B. They are referring to Ellen.
C. They are the names Ellen calls William.
D. They are the main characters.
4. What can you conclude about Ellen?
A. She liked to travel.
B. She was injured in an accident.
C. She missed life on the plantation.
D. She valued freedom.
5. Why are the words at the end of the selection written in italics?
A. to summarize the conclusion of the book
B. to tell what happens next
C. to share a letter from William and Ellen
D. to tell the setting of the selection
EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 3
Unit 1: Risks and Consequences
Two Tickets to Freedom
6. Why was Ellen wearing a bandage on her arm and hand?
A. She was burned in a fire.
B. She did not want to be asked to write.
C. She did not want anyone to see the color of her skin.
D. She wanted to disguise herself as a man.
7. What might have happened had the conductor not allowed William and
Ellen to board the train to Philadelphia?
A. They would have been returned to Georgia.
B. They would have taken the next train.
C. They would have hitched a ride with someone else.
D. They would have taken a boat to Philadelphia.
8. Was Ellen and William’s journey a risk worth taking? Use information
in the text to support your answer.
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EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 4
Unit 1: Risks and Consequences
Mrs. Frisby and the Crow
1. Which of the following words best describes Mrs. Frisby?
A. determined and selfless
B. selfish and clever
C. foolish and responsible
D. silly and admirable
2. Why did the crow most likely take Mrs. Frisby home?
A. The crow could fly higher than Mrs. Frisby.
B. The cat was eager to take Mrs. Frisby home.
C. Mrs. Frisby could not remember how to get home.
D. Mrs. Frisby saved the crow.
3. How are Mrs. Frisby and the crow similar?
A. Both are foolish.
B. Both have sick children.
C. Both take risks.
D. Both are selfish.
4. What most likely would have happened if Mrs. Frisby had not saved the crow?
A. Mrs. Frisby would have been captured by the cat.
B. The crow would have flown away.
C. Mrs. Frisby would have taken the other route.
D. The crow would have been captured by the cat.
5. Which of the following statements tell you this selection is a fantasy?
A. A crow picked up a shiny string for his nest.
B. Mrs. Frisby talked to the crow.
C. The cat was named Dragon.
D. Mrs. Frisby lived on a farm.
EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 5
Unit 1: Risks and Consequences
Mrs. Frisby and the Crow
6. The suffix –y in the word shiny makes the word mean which of the
following?
A. shiny again
B. without shine
C. having shine
D. in a shiny way
7. If you wanted to learn more about crows, the best resource would be:
A. the novel The Rats of NIHM.
B. The Complete Encyclopedia of Birds.
C. a pamphlet from the Audubon Society.
D. The Complete Word Atlas.
8. Who do you think took the biggest risk, Mrs. Frisby or the crow? Use
examples from the text to support your answer.
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EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 6
Unit 1: Risks and Consequences
Langston Hughes: Poet of the People (Scenes I and II)
1. In this selection, what is the purpose of the information in the parentheses?
A. It explains what happened earlier.
B. It tells the actors how to say their lines.
C. It tells about the setting of the play.
D. It describes the action of the play.
2. In scene 2, why was Mr. Hughes so angry with son, Langston?
A. His son wanted to become a doctor.
B. Langston wanted to move to Mexico.
C. His son wanted to go to Columbia University
D. Langston was giving up his opportunity for success.
3. You’d give up a stable future to spend your time in Harlem? What does
stable mean?
A. a structure
B. emotional
C. dependable
D. a situation
4. How were Mr. Hughes and Langston different?
A. Mr. Hughes was less interested in financial success, and Langston felt
money was very important.
B. Mr. Hughes believed Langston was wasting his life, and Langston
believed he was following his dream.
C. Mr. Hughes did not like being an accountant, and Langston enjoyed
accounting.
D. Mr. Hughes was a dreamer, while Langston was a practical man.
5. What is this drama meant to explain?
A. why following your dreams may make others unhappy
B. why writing poetry is an easy task
C. why it is easy to make decisions about your career
D. why some people moved to Mexico from the United States
EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 7
Unit 1: Risks and Consequences
Langston Hughes: Poet of the People (Scenes I and II)
6. Why did Langston most likely go to Columbia University, even though
he did not want to become an engineer?
A. to study accounting
B. to learn how to write poetry
C. to be near his father
D. to live near Harlem
7. Why did Langston and his father not know one another well?
A. Mr. Hughes was very busy running the ranch and keeping the
accounts.
B. Langston and his mother did not live with Mr. Hughes for many
years.
C. Mr. Hughes had been taking many courses at Columbia University.
D. Langston spent a great deal of his time traveling with Thad.
8. What was Langston Hughes’s dilemma? Use examples from the text to
support your answer.
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EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 8
Unit 1: Risks and Consequences
Daedalus and Icarus
1. The birds had only to spread their wings and they could leave Crete behind
them, whereas Daedalus and Icarus must stay forever in their luxurious cage.
What does luxurious cage mean?
A. comfortable prison
B. faraway home
C. animal reserve
D. miserable place
2. Why did Daedalus want to escape from the palace tower?
A. He wanted his son to attend school.
B. He wished to fly with the birds.
C. He did not want to be a prisoner for the rest of his life.
D. He hoped to live in his own palace one day.
3. What caused Icarus’s wings to fall off?
A. The wings were too small.
B. The sun melted the wax.
C. The feathers were too bright.
D. The wind blew off the feathers.
4. Then he gave a cry as his father nudged him off the windowsill. What does nudged
mean?
A. strongly fell
B. sharply punched
C. gently pushed
D. quickly moved
5. What can you conclude about Icarus based on his actions?
A. He was useless.
B. He was humble.
C. He was hopeless.
D. He was arrogant.
EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 9
Unit 1: Risks and Consequences
Daedalus and Icarus
6. How is the risk taken by Icarus similar to the risk taken by Jeremy in
“Mrs. Frisby and the Crow”?
A. Both were obedient and did what they were told.
B. Both were unable to escape the danger ahead of them.
C. Both were warned not to do something, but did it anyway.
D. Both were willing to risk themselves for others.
7. Where did Daedalus get the idea for his escape?
A. from the guards
B. from King Minos
C. from Icarus
D. from watching birds fly
8. Who do you think took the greater risk, Daedalus or Icarus? Use
examples from the text to support your answer.
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EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 10
Unit 1: Risks and Consequences
The Dream Keeper and Dreams
1. In the poem, “The Dream Keeper”, what did the author most likely feel
about dreams?
A. Dreams can be a comfort.
B. Dreams are sometimes scary.
C. Dreams are unimportant.
D. Dreams can make you feel blue.
2. In lines 3 and 4 of the poem, “The Dream Keeper”, what might the author have meant
when he wrote, “Bring me your heart melodies.”?
A. Bring something shaped like a heart.
B. Bring your happiest dreams.
C. Bring a blue blanket.
D. Bring unhappy songs.
3. What is the main message in the poem, “Dreams”?
A. to challenge people to give up their dreams
B. to give information on how to write a poem on dreams
C. to warn people not to have many dreams
D. to convince people to hold on to their dreams
4. In the poem, “Dreams”, what did the author mean by:
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
A.
B.
C.
D.
Without dreams, your days will be spent shoveling snow.
Without dreams, your life is empty and cold.
Without dreams, you can reach your goals.
Without dreams, you will not be able to fly.
EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 11
Unit 1: Risks and Consequences
The Dream Keeper and Dreams
5. After reading “Langston Hughes: Poet of the People”, why do you
think he wrote poems about dreams? Use examples from the text to
support your answer.
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EOG Practice Assessments: Grade 4
Mary McAdoo, Carol Christensen, Wendy Lundsgaard
Imagine It! – 12