OBJECTIVES:
•Review, practice, and secure concepts.
•Breakdown the barriers of vocabulary
and format.
•Analyze data from the District and State.
•
Websites
MEAP: www.mi.gov/meap
– Released items
– Guide to MEAP reports
– Assessable GLCE information
•
MI-Access: www.mi.gov/mi-access
– Extended GLCE and Benchmarks
– Accommodations Information
•
MI-Access Information Center: www.mi-access.info
•
Office of School Improvement: www.mi.gov/osi
– Michigan Curriculum Framework
– Grade Level Content Expectations (GLCE)
•
Intermediate School Districts and MMLA connections:
– www.mscenters.org – see what other districts have already done!
– MMLA assessment builder and practice questions
– www.jcisd.org (go to general education  Math and Science Center Math GLCE and
Model Assessments
– www.manistee.org (go to general education benchmark assessment project)
– www.mictm.org
5 ELA Strands on MEAP
• Reading
• Writing
• Speaking
• Listening
• Viewing
Reading the GLCE Code:
R.WS.06.10
Strand
(Content Area)
Domain (Sub-Content Area
like: Word Study, Fluency, etc.)
GLCE
Number
Grade Level
Reading
The correct answer will be highlighted in the
following questions.
•If the answer is highlighted green, then we did better
than the state by 5% or more.
•If the answer is highlighted yellow, then we did better
than the state by 0-4%.
•If the answer is highlighted red, then we did worse
than the state.
Please Note:
• Questions 9 – 30 not released.
Descriptors provided for stem and foils.
GLCE: R.WS.07.01 explain and use word structure, sentence structure, and
prediction to aid in decoding and understanding the meanings of words
encountered in context.
State
Results
A 86%
B 3%
C 7%
D 3%
District
Results
5. When Dionysus first granted Midas his wish, “Midas
was jubilant,” meaning that he was
A thrilled.
B confused.
C wealthy.
D cautious.
GLCE: R.WS.07.02 use structural, syntactic, and semantic analysis to
recognize unfamiliar words in context including idioms, analogies, metaphors,
similes, knowledge of roots and affixes, major word chunks/rimes, and
syllabication.
State
Results
A 17%
B 60%
C 13%
D 10%
District
Results
18. Use structural cues and context to determine word
meaning
A Incorrect meaning
B Correct answer
C Incorrect meaning
D Incorrect meaning
GLCE: R.WS.07.02 use structural, syntactic, and semantic analysis to
recognize unfamiliar words in context including idioms, analogies, metaphors,
similes, knowledge of roots and affixes, major word chunks/rimes, and
syllabication.
State
Results
A 15%
B 6%
C 4%
D 75%
District
Results
19. Use context to determine meaning of multiple meaning
words
A Incorrect meaning
B Incorrect meaning
C Incorrect meaning
D Correct answer
GLCE: R.WS.07.07 in context, determine the meaning of words and
phrases including cross-cultural expressions, mathematical expressions,
scientific procedure, and literary terms using strategies and authentic
content-related resources.
State
Results
A 14%
B 6%
C 77%
D 3%
District
Results
21. Use context to determine word meaning
A Incorrect meaning
B Incorrect meaning
C Correct answer
D Incorrect meaning
GLCE: R.NT.07.03 analyze the role of antagonists, protagonists,
internal and external conflicts, and abstract themes.
State
Results
A 3%
B 6%
C 1%
D 90%
District
Results
1.
At the beginning of the selection, King Midas is
described as
A sweet and loving.
B powerful and envied.
C wealthy and wise.
D greedy and discontented.
GLCE: R.NT.07.03 analyze the role of antagonists, protagonists,
internal and external conflicts, and abstract themes.
State
Results
A 73%
B 5%
C 5%
D 17%
District
Results
3. How does Silenus indirectly contribute to King Midas’s
problem?
A Midas takes care of Silenus, so he is offered a gift.
B Silenus teaches Midas the power that satyrs possess.
C Silenus helps Midas rediscover the beauty of his garden.
D Midas respects Dionysus, so he is granted a wish.
GLCE: R.NT.07.03 analyze the role of antagonists, protagonists,
internal and external conflicts, and abstract themes.
State
Results
A 88%
B 4%
C 4%
D 4%
District
Results
8. In this selection, King Midas learns how to find
A happiness in what he already has.
B ways to persuade the gods to give him what he wants.
C value in meeting persons very different from himself.
D reasons to change the world around him.
GLCE: R.NT.07.04 analyze author’s craft including the use of theme,
antagonists, protagonists, overstatement, understatement, and
exaggeration.
State
Results
A 65%
B 21%
C 10%
D 4%
District
Results
12. Analyze how author develops character
A Correct answer
B Incorrect analysis
C Incorrect analysis
D Incorrect analysis
GLCE: R.NT.07.04 analyze author’s craft including the use of theme,
antagonists, protagonists, overstatement, understatement, and
exaggeration.
State
Results
A 15%
B 5%
C 8%
D 72%
District
Results
16. Explain meaning of author’s use of imagery
A Incorrect meaning
B Incorrect meaning
C Incorrect meaning
D Correct answer
GLCE: R.NT.07.04 analyze author’s craft including the use of theme,
antagonists, protagonists, overstatement, understatement, and
exaggeration.
State
Results
A 20%
B 22%
C 6%
D 50%
District
Results
24. Identify image
A Incorrect image
B Incorrect image
C Incorrect image
D Correct answer
GLCE: R.IT.07.03 explain how authors use writer’s craft and text
features including metaphors, similes, captions, diagrams, and
appendices to enhance the understanding of central, key, and
supporting ideas.
State
Results
A 4%
B 71%
C 23%
D 1%
District
Results
9. Explain use of text features
A Incorrect explanation
B Correct answer
C Incorrect explanation
D Incorrect explanation
GLCE: R.IT.07.03 explain how authors use writer’s craft and text
features including metaphors, similes, captions, diagrams, and
appendices to enhance the understanding of central, key, and
supporting ideas.
State
Results
A 68%
B 6%
C 17%
D 8%
District
Results
20. Use heading to locate detail
A Correct answer
B Incorrect detail
C Incorrect detail
D Incorrect detail
GLCE: R.CM.07.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text through
oral and written responses.
State
Results
A 40%
B 4%
C 28%
D 28%
District
Results
11. Identify theme
A Correct answer
B Incorrect theme
C Incorrect theme
D Incorrect theme
GLCE: R.CM.07.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text through
oral and written responses.
State
Results
A 13%
B 62%
C 16%
D 9%
District
Results
15. Identify universal truth
A Incorrect truth
B Correct answer
C Incorrect truth
D Incorrect truth
GLCE: R.CM.07.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text through
oral and written responses.
State
Results
A 58%
B 11%
C 18%
D 12%
District
Results
17. Identify theme
A Correct answer
B Incorrect theme
C Incorrect theme
D Incorrect theme
GLCE: R.CM.07.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text through
oral and written responses.
State
Results
A 7%
B 15%
C 64%
D 14%
District
Results
22. Identify character’s perspective
A Incorrect perspective
B Incorrect perspective
C Correct answer
D Incorrect perspective
GLCE: R.CM.07.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 7%
B 15%
C 74%
D 5%
District
Results
2. If Dionysus learns of Silenus’s behavior, the satyr
believes Dionysus will become
A suspicious.
B regretful.
C outraged.
D sympathetic.
GLCE: R.CM.07.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 4%
B 3%
C 91%
D 2%
District
Results
4. According to the selection, King Midas’s greatest wish
was to be
A the wisest king in the world, respected by everyone.
B the happiest king in the world, adored by everyone.
C the most powerful king in the world, envied by
everyone.
D the bravest king in the world, admired by everyone.
GLCE: R.CM.07.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 84%
B 6%
C 6%
D 4%
District
Results
6. Which of the following did NOT happen as Midas began
to question the value of his gift?
A He tried to embraced his wife but she turned to gold.
B He found he could not eat as his food turned to gold.
C He could no longer enjoy his roses after they turned to
gold.
D He discovered he could not eat the apple which turned
to gold.
GLCE: R.CM.07.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 4%
B 4%
C 8%
D 83%
District
Results
7. King Midas was finally relieved of his terrible power by
A walking for miles over rough and stony ground.
B making an offering to Dionysus.
C promising Dionysus he would give up his greedy ways.
D washing the curse from himself in a river.
GLCE: R.CM.07.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 18%
B 8%
C 69%
D 5%
District
Results
13. Identify main idea
A Incorrect main idea
B Incorrect main idea
C Correct answer
D Incorrect main idea
GLCE: R.CM.07.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 20%
B 65%
C 9%
D 5%
District
Results
14 Identify relevant detail
A Incorrect detail
B Correct answer
C Incorrect detail
D Incorrect detail
GLCE: R.CM.07.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 17%
B 7%
C 8%
D 67%
District
Results
23. Identify main idea
A Incorrect main idea
B Incorrect main idea
C Incorrect main idea
D Correct answer
GLCE: R.CM.07.03 analyze global themes, universal truths, and
principles within and across texts to create a deeper understanding by
drawing conclusions, making inferences, and synthesizing.
State
Results
A 15%
B 22%
C 53%
D 9%
District
Results
10. Make inference about character’s beliefs
A Incorrect inference
B Incorrect inference
C Correct answer
D Incorrect inference
GLCE: R.CM.07.03 analyze global themes, universal truths, and
principles within and across texts to create a deeper understanding by
drawing conclusions, making inferences, and synthesizing.
State
Results
A 16%
B 8%
C 69%
D 6%
District
Results
25. Compare how characters are different across texts
A Incorrect comparison
B Incorrect comparison
C Correct answer
D Incorrect comparison
GLCE: R.CM.07.03 analyze global themes, universal truths, and
principles within and across texts to create a deeper understanding by
drawing conclusions, making inferences, and synthesizing.
State
Results
A 33%
B 3%
C 7%
D 55%
District
Results
26. Compare purposes across texts
A Incorrect purpose
B Incorrect purpose
C Incorrect purpose
D Correct answer
GLCE: R.CM.07.03 analyze global themes, universal truths, and
principles within and across texts to create a deeper understanding by
drawing conclusions, making inferences, and synthesizing.
State
Results
A 25%
B 4%
C 15%
D 54%
District
Results
27. Compare how characters are alike across texts
A Incorrect comparison
B Incorrect comparison
C Incorrect comparison
D Correct answer
GLCE: R.CM.07.03 analyze global themes, universal truths, and
principles within and across texts to create a deeper understanding by
drawing conclusions, making inferences, and synthesizing.
State
Results
A 7%
B 68%
C 19%
D 5%
District
Results
28. Compare how ideas are alike across texts
A Incorrect idea
B Correct answer
C Incorrect idea
D Incorrect idea
GLCE: R.CM.07.03 analyze global themes, universal truths, and
principles within and across texts to create a deeper understanding by
drawing conclusions, making inferences, and synthesizing.
State
Results
A 75%
B 10%
C 8%
D 6%
District
Results
29. Compare ideas by drawing conclusions across texts
A Correct answer
B Incorrect conclusion
C Incorrect conclusion
D Incorrect conclusion
GLCE: R.CM.07.03 analyze global themes, universal truths, and
principles within and across texts to create a deeper understanding by
drawing conclusions, making inferences, and synthesizing.
State
Results
A 8%
B 60%
C 19%
D 12%
District
Results
30. Compare ideas by drawing conclusions across texts
A Incorrect conclusion
B Correct answer
C Incorrect conclusion
D Incorrect conclusion
Writing
The correct answer will be highlighted in the
following questions.
•If the answer is highlighted green, then we did better
than the state by 5% or more.
•If the answer is highlighted yellow, then we did better
than the state by 0-4%.
•If the answer is highlighted red, then we did worse
than the state.
GLCE: W.PR.07.01 set a purpose, consider audience, and replicate
authors’ styles and patterns when writing a narrative or informational
piece.
State
Results
A 87%
B 5%
C 5%
D 3%
District
Results
34. Identify purpose of lesson
A Correct answer
B Incorrect purpose
C Incorrect purpose
D Incorrect purpose
GLCE: W.PR.07.01 set a purpose, consider audience, and replicate
authors’ styles and patterns when writing a narrative or informational
piece.
State
Results
A 14%
B 70%
C 4%
D 11%
District
Results
44. Which of the following would be the best title for this
writing sample?
A “Life Is Hard”
B “Beneath the Surface”
C “Pasta Casserole”
D “Mothers Know Best”
GLCE: W.PR.07.02 apply a variety of pre-writing strategies for both narrative (e.g.,
graphically depict roles of antagonist/protagonist, internal/external conflict) and
informational writing (e.g., position statement/supporting evidence, problem
statement/solution, or compare/contrast).
State
Results
A 15%
B 15%
C 20%
D 50%
District
Results
41. Which graphic organizer did the writer most likely
create before writing this piece?
A a timeline demonstrating when the writer has been
deceived
B a story map describing people the writer has found
deceiving
C a Venn diagram comparing appearances and
deceptions
D a web showing times the writer was deceived by
appearance
GLCE: W.PR.07.03 revise drafts to reflect different perspectives for
multiple purposes and to ensure that content, structure, elements of
style and voice, literary devices, and text features are consistent.
State
Results
A 83%
B 6%
C 7%
D 4%
District
Results
37. Revise to improve sentence structure
A Correct answer
B Incorrect revision
C Incorrect revision
D Incorrect revision
GLCE: W.PR.07.04 draft focused ideas using titles, leads, and endings
in a variety of text structures to achieve a specific purpose for intended
audiences when writing compositions.
State
Results
A 17%
B 59%
C 17%
D 7%
District
Results
32. Identify lead to be added to improve clarity
A Incorrect lead
B Correct answer
C Incorrect lead
D Incorrect lead
GLCE: W.PR.07.04 draft focused ideas using titles, leads, and endings
in a variety of text structures to achieve a specific purpose for intended
audiences when writing compositions.
State
Results
A 9%
B 11%
C 10%
D 70%
District
Results
35. Explain purpose of lead
A Incorrect explanation
B Incorrect explanation
C Incorrect explanation
D Correct answer
GLCE: W.PR.07.04 draft focused ideas using titles, leads, and endings
in a variety of text structures to achieve a specific purpose for intended
audiences when writing compositions.
State
Results
A 10%
B 66%
C 14%
D 10%
District
Results
43. A peer editor would most likely compliment which
aspect of the third paragraph?
A the use of figurative language to explain the mother’s
reactions
B the use of descriptive language to describe the
casserole and the writer’s reaction to it
C the writer’s comparison of the casserole to other kinds
of unusual food
D the writer’s explanation of how the casserole came to be
cooked for dinner
GLCE: W.PS.07.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., personification, humor, element of surprise)
and informational writing (e.g., emotional appeal, strong opinion, credible
support).
State
Results
A 29%
B 7%
C 43%
D 21%
District
Results
33. Explain how author’s style changes
A Incorrect explanation
B Incorrect explanation
C Correct answer
D Incorrect explanation
GLCE: W.PS.07.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., personification, humor, element of surprise)
and informational writing (e.g., emotional appeal, strong opinion, credible
support).
State
Results
A 6%
B 49%
C 5%
D 40%
District
Results
36. Edit word choice
A Incorrect word
B Correct answer
C Incorrect word
D Incorrect word
GLCE: W.PS.07.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., personification, humor, element of surprise)
and informational writing (e.g., emotional appeal, strong opinion, credible
support).
State
Results
A 7%
B 5%
C 82%
D 6%
District
Results
42. The writer tells how, “I finished the book in a weekend
because it was so good I couldn’t put it down.” Which
word would be a stronger choice than good?
A positive
B peaceful
C fascinating
D sufficient
GLCE: W.GR.07.01 in the context of writing, correctly use style conventions (e.g., Modern
Language Association Handbook) and a variety of grammatical structures including participial
phrases; adverbial subordinate clauses; superlative adjectives and adverbs; present, past,
future, continuous verb tenses; parentheses; singular and plural possessive forms; and
indefinite pronoun referents.
State
Results
A 68%
B 7%
C 8%
D 17%
District
Results
38. Edit punctuation; use of comma with introductory
phrase
A Correct answer
B Incorrect punctuation
C Incorrect punctuation
D Incorrect punctuation
GLCE: W.GR.07.01 in the context of writing, correctly use style conventions (e.g., Modern
Language Association Handbook) and a variety of grammatical structures including participial
phrases; adverbial subordinate clauses; superlative adjectives and adverbs; present, past,
future, continuous verb tenses; parentheses; singular and plural possessive forms; and
indefinite pronoun referents.
State
Results
A 17%
B 5%
C 4%
D 74%
District
Results
39. Revise word choice
A Incorrect word choice
B Incorrect word choice
C Incorrect word choice
D Correct answer
GLCE: W.GR.07.01 in the context of writing, correctly use style conventions (e.g., Modern
Language Association Handbook) and a variety of grammatical structures including participial
phrases; adverbial subordinate clauses; superlative adjectives and adverbs; present, past,
future, continuous verb tenses; parentheses; singular and plural possessive forms; and
indefinite pronoun referents.
State
Results
A 76%
B 9%
C 10%
D 5%
District
Results
40. Without changing the meaning of the fourth paragraph,
how could the following sentence be revised?
First, we were doing straight jumps over the vault.
A First, we did straight jumps over the vault.
B First, we will do straight jumps over the vault.
C First, we are doing straight jumps over the vault.
D First, we have done straight jumps over the vault.
GLCE: W.PR.07.01 set a purpose, consider audience, and replicate
authors’ styles and patterns when writing a narrative or informational
piece.
State
Results
0 0%
1 2%
2 19%
3 43%
4 32%
5 3%
6 0%
District
Results
31.
GLCE: W.GN.07.02 write a research report using a wide variety of
resources that includes appropriate organizational patterns (e.g., position
statement/supporting evidence, problem statement/solution, or
compare/contrast), descriptive language, and informational text features.
State
Results
District
Results
0 20%
1 25%
45. What are the strengths and weaknesses of this
sample?
2 41%
Use examples and details from Student Writing Sample
#3 on page 20 to support your answer.
3 13%
4 1%