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.
GLCE: R.WS.05.02 use structural, syntactic, and semantic cues including
letter-sound, rimes, base words, affixes, and syllabication to automatically read
frequently encountered words, decode unknown words, and decide meanings
including multiple meaning words.
State
Results
A 19%
District
Results
Questions 13 – 20 not released.
Descriptors provided for stem and foils.
18 Use structural cues to determine word
meaning
B 11%
A Incorrect meaning
C 61%
B Incorrect meaning
C Correct answer
D 9%
D Incorrect meaning
GLCE: R.WS.05.04 know the meanings of words encountered frequently in gradelevel reading and oral language contexts.
State
Results
A 64%
District
Results
39 Read the sentence below.
Then, the scientists built new equipment
that would “translate” high squeaks into
lower notes than humans could hear.
B 11%
Which of the following best defines the meaning
of the word translate in the article?
C 20%
A change
B create
D 5%
C listen
D learn
GLCE: R.WS.05.07 in context, determine the meaning of words and phrases
including symbols, idioms, recently coined words, content vocabulary, and literary
terms using strategies and resources including analogies, content glossaries, and
electronic resources.
State
Results
A 10%
B 9%
C 14%
D 67%
District
Results
Questions 21 – 28 not released. Descriptors provided
for stem and foils.
26 Use context to determine word meaning
A Antonym
B Incorrect meaning
C Incorrect meaning
D Correct answer
GLCE: R.WS.05.07 in context, determine the meaning of words and phrases
including symbols, idioms, recently coined words, content vocabulary, and literary
terms using strategies and resources including analogies, content glossaries, and
electronic resources.
State
Results
A 13%
District
Results
Questions 21 – 28 not released. Descriptors provided
for stem and foils.
27 Use context to determine meaning of
phrase
B 10%
C 63%
D 14%
A Similar meaning; question requests
EXCEPTION
B Similar meaning; question requests
EXCEPTION
C Correct answer
D Similar meaning; question requests
EXCEPTION
GLCE: R.WS.05.07 in context, determine the meaning of words and phrases
including symbols, idioms, recently coined words, content vocabulary, and literary
terms using strategies and resources including analogies, content glossaries, and
electronic resources.
37 Read the sentence below.
State
Results
A 5%
B 8%
C 3%
District
Results
By listening to the echoes of the clicks,
bats could even detect flying insects as
a way to find their food.
Which of the following best defines the
meaning of the word detect in the article?
A send
B consume
D 83%
C charge
D discover
GLCE: R.WS.05.07 in context, determine the meaning of words and phrases
including symbols, idioms, recently coined words, content vocabulary, and literary
terms using strategies and resources including analogies, content glossaries, and
electronic resources.
State
Results
District
Results
40 Sonar is like echolocation EXCEPT it is
used
A 13%
A in caves.
B 9%
B underground.
C in air.
C 19%
D 59%
D underwater.
GLCE: R.NT.05.02 analyze the structure, elements, style, and purpose of
narrative genre including historical fiction, tall tales, science fiction, fantasy, and
mystery.
State
Results
District
Results
Questions 13 – 20 not released.
Descriptors provided for stem and foils.
A 11%
14 Describe purpose of paragraph
B 24%
A Tells setting
B Introduces main characters
C Explains meaning of words
D Correct answer
C 22%
D 42%
GLCE: R.NT.05.02 analyze the structure, elements, style, and purpose of
narrative genre including historical fiction, tall tales, science fiction, fantasy, and
mystery.
State
Results
A 10%
B 14%
C 65%
D 11%
District
Results
Questions 21 – 28 not released.
Descriptors provided for stem and foils.
22 Identify author’s purpose
A Incorrect purpose
B Incorrect purpose
C Correct answer
D Incorrect purpose
GLCE: R.NT.05.02 analyze the structure, elements, style, and purpose of
narrative genre including historical fiction, tall tales, science fiction, fantasy, and
mystery.
State
Results
A 48%
District
Results
Questions 21 – 28 not released.
Descriptors provided for stem and foils.
24 Identify element of historical
fiction
B 24%
C 14%
D 13%
A Correct answer
B Incorrect element
C Incorrect element
D Incorrect element
GLCE: R.NT.05.03 analyze how characters’ traits and setting define plot,
climax, the role of dialogue, and how problems are resolved.
State
Results
A 13%
District
Results
Questions 13 – 20 not released.
Descriptors provided for stem and foils.
17 Identify problem using
cause/effect relationships
B 80%
C 5%
D 2%
A Incorrect problem
B Correct answer
C Incorrect problem
D Incorrect information
GLCE: R.NT.05.03 analyze how characters’ traits and setting define plot, climax, the
role of dialogue, and how problems are resolved.
State
Results
A 8%
District
Results
Questions 21 – 28 not released.
Descriptors provided for stem and foils.
28 Analyze character’s action to identify
how problem is resolved
B 12%
A Incorrect action
C 64%
B Incorrect action
C Correct answer
D 15%
D Incorrect action
GLCE: R.NT.05.04 explain how authors use literary devices including
exaggeration and metaphors to develop characters, themes, plot, and functions
of heroes, anti-heroes, and narrators.
State
Results
A 24%
B 48%
C 21%
District
Results
Questions 13 – 20 not released.
Descriptors provided for stem and foils.
15 Explain how author creates suspense
A Provides interesting information
B Correct answer
C Provides warning
D 7%
D Compares settings
GLCE: R.NT.05.04 explain how authors use literary devices including
exaggeration and metaphors to develop characters, themes, plot, and functions
of heroes, anti-heroes, and narrators.
State
Results
District
Results
Questions 13 – 20 not released.
Descriptors provided for stem and foils.
A 74%
19 Use simile to visualize setting
B 4%
C 18%
D 4%
A Correct answer
B Describes incorrect idea
C Describes sound
D Describes character
GLCE: R.NT.05.04 explain how authors use literary devices including
exaggeration and metaphors to develop characters, themes, plot, and functions
of heroes, anti-heroes, and narrators.
State
Results
District
Results
Questions 13 – 20 not released.
Descriptors provided for stem and foils.
A 3%
20 Identify tone
B 69%
C 9%
D 19%
A Incorrect tone
B Correct answer
C Incorrect tone
D Incorrect tone
GLCE: R.NT.05.04 explain how authors use literary devices including
exaggeration and metaphors to develop characters, themes, plot, and functions
of heroes, anti-heroes, and narrators.
State
Results
District
Results
Questions 21 – 28 not released.
Descriptors provided for stem and foils.
A 33%
23 Identify literary device
B 41%
C 14%
D 12%
A Metaphor
B Correct answer
C Alliteration
D Personification
GLCE: R.IT.05.01 analyze the structure, elements, features, style, and purpose
of informational genre including advertising, experiments, editorials, and
atlases.
State
Results
District
Results
35 The author most likely wrote this
selection to
A 6%
A explain how to locate and capture
bats.
B 4%
B tell about an experiment with bats
and dolphins.
C 86%
C describe the ways scientists
discovered how bats fly.
D 3%
D compare the ways bats and dolphins
communicate.
GLCE: R.CM.05.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text through oral and
written responses.
State
Results
District
Results
Questions 13 – 20 not released.
Descriptors provided for stem and foils.
A 24%
16 Identify theme
B 5%
C 62%
D 8%
A Incorrect theme
B Incorrect theme
C Correct answer
D Incorrect theme
GLCE: R.CM.05.02 retell through concise summarization grade-level narrative
and informational text.
State
Results
A 29%
B 63%
C 5%
D 2%
District
Results
Questions 13 – 20 not released.
Descriptors provided for stem and foils.
13 Identify main idea in narrative
A Detail
B Correct answer
C Detail
D Incorrect main idea
GLCE: R.CM.05.02 retell through concise summarization grade-level narrative
and informational text
State
Results
District
Results
Questions 21 – 28 not released.
Descriptors provided for stem and foils.
A 83%
21 Identify main idea in narrative
B 6%
A Correct answer
B Incorrect information
C Detail
D Incorrect main idea
C 7%
D 4%
GLCE: R.CM.05.02 retell through concise summarization grade-level narrative
and informational text
State
Results
District
Results
Questions 21 – 28 not released.
Descriptors provided for stem and foils.
A 7%
B 6%
C 31%
D 56%
25 Identify main idea using
cause/effect relationship
A Incorrect information
B Detail
C Incorrect main idea
D Correct answer
GLCE: R.CM.05.02 retell through concise summarization grade-level narrative
and informational text
State
Results
District
Results
36 The first thing Griffin needed to know
was if bats
A 25%
A could fly blindfolded.
B 7%
C 63%
B preferred living in the dark.
C made sounds while flying.
D could catch insects.
D 4%
GLCE: R.CM.05.02 retell through concise summarization grade-level narrative
and informational text
State
Results
District
Results
41 According to the article, the echoes help
bats by
A 78%
B 5%
A informing them that something is in the
way.
B creating sounds to put their prey to sleep.
C 10%
C bouncing back and forth to confuse the
flying insects.
D 7%
D making noises to frighten other animals
away.
GLCE: R.CM.05.02 retell through concise summarization grade-level narrative
and informational text
State
Results
District
Results
42 According to the selection, the purpose
of the new equipment was to
A 72%
A allow humans to hear the bats’ sounds.
B 7%
C 6%
B help humans communicate with bats.
C chart the bats’ flight pattern.
D understand how bats find food.
D 16%
GLCE: R.CM.05.03 analyze global themes, universal truths, and principles within
and across text to create a deeper understanding by drawing conclusions, making
inferences, and synthesizing.
State
Results
District
Results
Questions 29 – 33 not released.
Descriptors provided for stem and foils.
A 37%
B 35%
C 11%
D 17%
29 Compare how illustrations enhance
understanding across texts
A Problem and solution
B Correct answer
C Purpose
D Sequence of events
GLCE: R.CM.05.03 analyze global themes, universal truths, and principles
within and across text to create a deeper understanding by drawing
conclusions, making inferences, and synthesizing.
State
Results
A 13%
B 9%
District
Results
Questions 29 – 33 not released.
Descriptors provided for stem and foils.
30 Compare character traits across texts
A Incorrect trait
B Incorrect trait
C 66%
D 12%
C Correct answer
D Incorrect trait
GLCE: R.CM.05.03 analyze global themes, universal truths, and principles
within and across text to create a deeper understanding by drawing
conclusions, making inferences, and synthesizing.
State
Results
A 33%
District
Results
Questions 29 – 33 not released.
Descriptors provided for stem and foils.
31 Compare character’s feelings
across texts
B 47%
C 6%
D 14%
A Incorrect information
B Correct answer
C Incorrect information
D Correct information from one
text, not both
GLCE: R.CM.05.03 analyze global themes, universal truths, and principles
within and across text to create a deeper understanding by drawing
conclusions, making inferences, and synthesizing.
State
Results
A 73%
B 5%
C 6%
D 15%
District
Results
Questions 29 – 33 not released.
Descriptors provided for stem and foils.
32 Compare character’s thoughts across
texts
A Correct answer
B Correct information from one text, not
both
C Incorrect information
D Correct information from one text, not
both
GLCE: R.CM.05.03 analyze global themes, universal truths, and principles
within and across text to create a deeper understanding by drawing
conclusions, making inferences, and synthesizing.
State
Results
District
Results
Questions 29 – 33 not released.
Descriptors provided for stem and foils.
A 5%
B 5%
C 6%
D 84%
33 Compare characters by
predicting events across texts
A Incorrect event
B Incorrect event
C Incorrect event
D Correct answer
GLCE: R.CM.05.03 analyze global themes, universal truths, and principles
within and across text to create a deeper understanding by drawing
conclusions, making inferences, and synthesizing.
State
Results
A 8%
B 13%
C 58%
D 20%
District
Results
38 After reading this selection, a reader
can conclude that bats
A make clicking noises to scare
predators.
B make echo sounds to attract their
mate.
C have been studied by scientists for
years.
D fly by using a special night vision.
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.05.01 set a purpose, consider audience, and replicate authors’
styles and patterns when writing a narrative or informational piece.
State
Results
District
Results
Questions 2 – 7 not released.
Descriptors provided for stem and foils.
A 3%
2 Identify writer’s purpose
B 14%
A Incorrect purpose
B Incorrect purpose
C 22%
D 60%
C Incorrect purpose
D Correct answer
GLCE: W.PR.05.01 set a purpose, consider audience, and replicate authors’
styles and patterns when writing a narrative or informational piece.
State
Results
A 3%
B 10%
C 3%
D 84%
District
Results
9 Why did the writer write this selection?
A to show the reader that skating is
enjoyable
B to describe to the reader a typical day
C to persuade the reader to try skating
D to explain to the reader why the writer
likes a certain season
GLCE: W.PR.05.04 revise drafts based on constructive and specific oral and
written responses to writing by identifying sections of the piece to improve
organization and flow of ideas (e.g., position/evidence organizational pattern, craft
such as titles, leads, endings, and powerful verbs).
State
Results
A 36%
B 10%
C 5%
D 48%
District
Results
8 What can be done to improve the
student’s writing sample?
A Use a wide variety of words.
B Remove the transition words.
C Create shorter sentences.
D Include some exclamation marks to
add excitement.
GLCE: W.PS.05.01exhibit 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 1%
B 85%
District
Results
Questions 2 – 7 not released. Descriptors
provided for stem and foils.
3 Revise word choice
A Incorrect meaning
B Correct answer
C 8%
C Incorrect meaning
D Incorrect meaning
D 5%
GLCE: W.PS.05.01exhibit 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 20%
B 17%
District
Results
Questions 2 – 7 not released. Descriptors
provided for stem and foils.
5 Identify strong verb
A Noun
B Adjective
C 55%
C Correct answer
D Adjective
D 6%
GLCE: W.GR.05.01 in the context of writing, correctly use compound subjects and
predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound
and number words; commas between two independent clauses to set off direct
address, long phrases, clauses; colons to separate hours and minutes and to
introduce a list.
State
Results
A 13%
B 62%
District
Results
Questions 2 – 7 not released.
Descriptors provided for stem and foils.
4 Edit punctuation; quotation marks in
dialogue
A Incorrect use of quotation marks
B Correct answer
C 21%
C Correct use of quotation marks;
omission of comma before quote
D 4%
D Correct use of quotation marks;
incorrect punctuation before quote
GLCE: W.GR.05.01 in the context of writing, correctly use compound subjects and
predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound
and number words; commas between two independent clauses to set off direct
address, long phrases, clauses; colons to separate hours and minutes and to
introduce a list.
State
Results
A 44%
District
Results
Questions 2 – 7 not released.
Descriptors provided for stem and foils.
7 Edit punctuation; to clarify meaning
within sentence
B 13%
A Correct answer
C 21%
B Add characters
C Lengthen sentence
D 22%
D Change end punctuation
GLCE: W.GR.05.01 in the context of writing, correctly use compound subjects and
predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound
and number words; commas between two independent clauses to set off direct
address, long phrases, clauses; colons to separate hours and minutes and to
introduce a list.
State
Results
A 10%
B 78%
C 7%
D 4%
District
Results
10 Read the sentence below.
I’m choosing summer because its
my favorite season.
Which sentence has been fixed or
edited correctly?
A I’m choosing summer because its my
favorite season.
B I’m choosing summer because it’s my
favorite season.
C I’m choosing summer because its my
favorite seasen.
D I’m choosing summer because its’ my
favorite season.
GLCE: W.GR.05.01 in the context of writing, correctly use compound subjects and
predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound
and number words; commas between two independent clauses to set off direct
address, long phrases, clauses; colons to separate hours and minutes and to
introduce a list.
State
Results
A 8%
B 18%
C 11%
District
Results
11 In this writing sample, the pronoun
“we” represent.
A the writer and the writer’s family.
B a group of neighborhood friends.
C a group of and the writer’s parents.
D the writer and the writer’s friends.
D 62%
GLCE: W.SP.05.01 in the context of writing, correctly spell frequently encountered
words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently
encountered words, use structural cues (e.g., letter/sound, rime, morphemic) and
environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
State
Results
District
Results
6 Edit spelling of frequently encountered
words
A 69%
B 17%
C 7%
D 6%
A Correct answer
B Target word misspelled; another word
misspelled
C Target word misspelled; compound word
written as two words
D Target word spelled correctly; incorrect
ending punctuation
GLCE: W.GN.05.03 write a position piece that demonstrates understanding of central
ideas and supporting details (e.g., position/evidence organizational pattern) using
multiple headings and subheadings.
State
Results
District
Results
12 Is this a good example of sixth-grade
writing? Why or why not?
0 4%
1 35%
2 49%
3 11%
4 1%
Use examples and details from Student
Writing sample #2 on page 9 to support
your answer.
GLCE: W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles
and patterns when writing a narrative or informational piece.
1 Write about the theme: Making Changes
State
Results
0 3%
1 2%
2 35%
3 48%
4 11%
5 1%
6 0%
District
Results
Sometimes we need to make changes in our
lives. At times, we choose to make changes.
Other times, the changes are made for us.
Changes can have good or bad results.
Do only one of the following:
describe an important change you or someone
you know has made, and its result
OR
tell about a time a change in your life was not
your choice but it turned out ok
OR
write a response in which you persuade
someone to make a change
OR
write about the theme in your own way.