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.
• Questions 32 – 38 not released.
Descriptors provided for stem and foils.
GLCE: R.WS 02.11 in context, determine the meaning of words and phrases including
objects, actions, concepts, content vocabulary, and literary terms, using strategies and
resources including context clues, mental pictures, and questioning.
State
Results
A 49%
B 44%
C 7%
District
Results
12. Use context to determine word meaning
A Correct answer
B Incorrect meaning
C Incorrect meaning
GLCE: R.WS 02.11 in context, determine the meaning of words and phrases including
objects, actions, concepts, content vocabulary, and literary terms, using strategies and
resources including context clues, mental pictures, and questioning.
State
Results
A 8%
B 80%
C 11%
District
Results
18. Use context to determine word meaning
A Incorrect meaning
B Correct answer
C Incorrect meaning
GLCE: R.NT.02.03 identify and describe characters’ actions and motivations,
setting (time and place), problem/solution, and sequence of events.
State
Results
A 54%
B 6%
C 39%
District
Results
19. Identify character trait
A Correct answer
B Incorrect trait
C Incorrect trait
GLCE: R.NT.02.03 identify and describe characters’ actions and motivations,
setting (time and place), problem/solution, and sequence of events.
State
Results
A 7%
B 66%
C 27%
District
Results
20. Identify character’s action
A Incorrect action
B Correct answer
C Incorrect action
GLCE: R.NT.02.03 identify and describe characters’ actions and motivations,
setting (time and place), problem/solution, and sequence of events.
State
Results
District
Results
21. Identify sentence/sentences that explain
character’s feelings
A 63%
B 19%
C 17%
A Correct answer
B Incorrect sentences
C Incorrect sentences
GLCE: R.NT.02.04 identify and explain how authors/illustrators use literary
devices including illustrations and titles to depict major story events, and
comparisons including metaphors or similes to reveal characters’ thoughts and
actions.
State
Results
District
Results
22. Explain author’s use of descriptive
language
A 58%
B 18%
C 23%
A Correct answer
B Incorrect explanation
C Incorrect explanation
GLCE: R.IT.02.01 identify and describe the basic form, features, and purpose
of a variety of informational genre including simple “how-to” books, personal
correspondence, science and social studies magazines.
State
Results
A 70%
B 13%
C 17%
District
Results
6. The author mainly wrote this article to
A tell about different types of birds and their
nests.
B explain the importance of not touching
birds’ nests.
C show how to spot birds and keep a bird’s
nest journal.
GLCE: R.IT.02.01 identify and describe the basic form, features, and purpose
of a variety of informational genre including simple “how-to” books, personal
correspondence, science and social studies magazines.
State
Results
District
Results
8. Which would be the best place to find a
picture of a robin’s nest?
A 14%
B 17%
C 68%
A a map of a wooded area
B a dictionary entry about trees
C a science book about birds
GLCE: R.IT.02.03 explain how authors use text features including boldface text,
graphs, maps, diagrams, and charts to enhance the understanding of key and
supporting ideas.
State
Results
District
Results
3. The author most likely used dark-type
headings in the article to
A 13%
B 28%
C 59%
A make it longer and more interesting to
read.
B show that there are many types of birds.
C help the reader find information on
different birds.
GLCE: R.IT.02.03 explain how authors use text features including boldface text,
graphs, maps, diagrams, and charts to enhance the understanding of key and
supporting ideas.
State
Results
A 74%
B 9%
C 15%
District
Results
14. Explain author’s use of headings
A Correct answer
B Incorrect use
C Incorrect use
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
District
Results
1. According to the selection, a house
wren’s “false” nest is
A 23%
B 32%
C 44%
A an old, broken nest.
B an unfinished nest.
C a carefully hidden nest.
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
District
Results
2. What kind of nest would you most likely
find on the ledge of a school window?
A 78%
B 14%
C 8%
A a pigeon’s nest
B a robin’s nest
C an oriole’s nest
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
District
Results
4. Based on the article, laws have been
made to
A 76%
B 10%
C 14%
A protect birds from being harmed.
B protect people from bird attacks.
C protect baby birds from photographers.
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
A 17%
B 57%
C 25%
District
Results
5. Look at the list below.
Some materials used to build bird nests:
sticks
grass
mud
hair
cloth
Which of the following do birds also use to
create nests?
A glass
B paper
C flowers
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
District
Results
7. Which type of bird would most likely use
grass clippings to line its nest?
A 18%
B 12%
C 69%
A the oriole
B the pigeon
C the robin
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
A 87%
B 9%
C 4%
District
Results
9. Identify main idea in informational text
A Correct answer
B Incorrect main idea
C Incorrect main idea
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
District
Results
10. Identify important detail in informational
text
A 39%
B 9%
C 52%
A Incorrect detail
B Incorrect detail
C Correct answer
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
District
Results
13. Identify important detail in informational
text
A 51%
B 5%
C 43%
A Correct answer
B Incorrect detail
C Incorrect detail
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
District
Results
15. Identify important detail in informational
text
A 25%
B 21%
C 53%
A Incorrect detail
B Incorrect detail
C Correct answer
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
District
Results
16. Identify important detail in informational
text
A 14%
B 78%
C 6%
A Incorrect detail
B Correct answer
C Incorrect detail
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
A 14%
B 80%
C 5%
District
Results
17. Identify relevant detail in narrative text
A Incorrect detail
B Correct answer
C Incorrect detail
GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of
grade-level narrative and informational text.
State
Results
A 22%
B 16%
C 61%
District
Results
23. Identify important event
A Incorrect event
B Incorrect event
C Correct answer
GLCE: R.CM.02.03 compare and contrast relationships among characters,
events, and key ideas within and across texts to create a deeper understanding
by mapping story elements, graphically representing key ideas and details, and
asking questions as they read.
State
Results
District
Results
11. Compare characters within informational
text
A 8%
B 26%
C 65%
A Incorrect comparison
B Incorrect comparison
C Correct answer
GLCE: R.CM.02.03 compare and contrast relationships among characters,
events, and key ideas within and across texts to create a deeper understanding
by mapping story elements, graphically representing key ideas and details, and
asking questions as they read.
State
Results
District
Results
24. Compare how characters are different
within text
A 16%
B 6%
C 78%
A Incorrect comparison
B Incorrect comparison
C Correct answer
GLCE: R.CM.02.03 compare and contrast relationships among characters,
events, and key ideas within and across texts to create a deeper understanding
by mapping story elements, graphically representing key ideas and details, and
asking questions as they read.
State
Results
District
Results
25. Compare how ideas are alike across
texts
A 75%
B 12%
C 11%
A Correct answer
B Incorrect comparison
C Incorrect comparison
GLCE: R.CM.02.03 compare and contrast relationships among characters,
events, and key ideas within and across texts to create a deeper understanding
by mapping story elements, graphically representing key ideas and details, and
asking questions as they read.
State
Results
District
Results
26. Compare how characters are different
across texts
A 69%
B 20%
C 9%
A Correct answer
B Incorrect comparison
C Incorrect comparison
GLCE: R.CM.02.03 compare and contrast relationships among characters,
events, and key ideas within and across texts to create a deeper understanding
by mapping story elements, graphically representing key ideas and details, and
asking questions as they read.
State
Results
District
Results
27. Compare how characters are alike
across texts
A 7%
B 77%
C 14%
A Incorrect comparison
B Correct answer
C Incorrect comparison
GLCE: R.CM.02.03 compare and contrast relationships among characters,
events, and key ideas within and across texts to create a deeper understanding
by mapping story elements, graphically representing key ideas and details, and
asking questions as they read.
State
Results
A 24%
B 11%
C 62%
District
Results
28. Compare how texts are alike
A Incorrect likeness
B Incorrect likeness
C Correct answer
GLCE: R.CM.02.03 compare and contrast relationships among characters,
events, and key ideas within and across texts to create a deeper understanding
by mapping story elements, graphically representing key ideas and details, and
asking questions as they read.
State
Results
District
Results
29. Use prediction to compare characters
across texts
A 81%
B 9%
C 9%
A Correct answer
B Incorrect prediction
C Incorrect prediction
GLCE: R.CM.02.03 compare and contrast relationships among characters,
events, and key ideas within and across texts to create a deeper understanding
by mapping story elements, graphically representing key ideas and details, and
asking questions as they read.
State
Results
District
Results
30. Compare how characters are alike
across texts
A 7%
B 80%
C 11%
A Incorrect comparison
B Correct answer
C Incorrect comparison
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.02.01 set a purpose, consider audience, and begin to use styles
and patterns derived from studying authors’ craft when writing a narrative or
informational piece.
State
Results
A 23%
B 73%
C 3%
District
Results
32. Identify author’s purpose
A Incorrect purpose
B Correct answer
C Incorrect purpose
GLCE: W.PR.02.01 set a purpose, consider audience, and begin to use styles
and patterns derived from studying authors’ craft when writing a narrative or
informational piece.
State
Results
District
Results
37. Identify sentence showing author’s
awareness of audience
A 18%
B 15%
C 66%
A Incorrect sentence
B Incorrect sentence
C Correct answer
GLCE: W.PR.02.01 set a purpose, consider audience, and begin to use styles
and patterns derived from studying authors’ craft when writing a narrative or
informational piece.
State
Results
A 11%
B 76%
C 11%
District
Results
38. Revise; delete unnecessary information
A Necessary information
B Correct answer
C Necessary information
W.PR.02.06 revise drafts based on constructive and specific oral and written
responses to writing; identify sections of the piece that need to be revised using
reorganization, additions, deletions, and appropriate use of transitions; make
stylistic changes in content and form to suit intended purpose and audience.
42. Read the sentence below.
State
Results
A 87%
District
Results
The monkey looked hungry. I gave it to
him.
Which of the following is the best way to
combine these sentences?
B 8%
C 5%
A The monkey looked hungry, so I gave it to
him.
B The monkey looked hungry, but I gave it
to him.
C The monkey looked hungry, because I
gave it to him.
GLCE: W.PS.02.01 develop personal style in oral, written, and visual messages
in both narrative (e.g., descriptive language, use of imagination, varying
sentence beginnings) and informational writing (e.g., facts, effective
conclusions).
State
Results
A 50%
District
Results
44. Read the sentence below.
The tiger was getting closer and closer.
What is the writer’s purpose for using this
sentence?
B 29%
C 20%
A to build excitement
B to describe the tiger
C to show the setting
GLCE: W.GR.02.01 in the context of writing, correctly use more complex
complete sentences, nouns and verbs, commas (in a series, in a letter, and with
dates), contractions, colons to denote time, and capitalization of proper nouns.
State
Results
District
Results
33. Edit punctuation: use of apostrophe in
contractions
A 81%
B 8%
C 10%
A Correct answer
B Incorrect punctuation
C Incorrect verb tense
GLCE: W.GR.02.01 in the context of writing, correctly use more complex
complete sentences, nouns and verbs, commas (in a series, in a letter, and with
dates), contractions, colons to denote time, and capitalization of proper nouns.
State
Results
A 11%
B 79%
C 10%
District
Results
34. Edit verb tense
A Incorrect verb tense
B Correct answer
C Incorrect verb tense
GLCE: W.GR.02.01 in the context of writing, correctly use more complex
complete sentences, nouns and verbs, commas (in a series, in a letter, and with
dates), contractions, colons to denote time, and capitalization of proper nouns.
State
Results
A 5%
B 89%
C 5%
District
Results
43. Read the sentence below.
The tigers always come out around 100
p.m.
Which sentence has been fixed or edited
correctly?
A The tigers always come out around 1;00 p.m.
B The tigers always come out around 1:00 p.m.
C The tigers always come out around 1’00 p.m.
GLCE: W.SP.02.01 in the context of writing, correctly spell frequently
encountered words e.g., two-syllable words including common prefixes and
suffixes); for less frequently encountered words use structural cues (e.g.,
letter/sound, rimes) and environmental sources e.g., word walls, word lists).
State
Results
A 21%
B 72%
C 7%
District
Results
35. Edit spelling; frequently encountered
word
A Target word misspelled; another word
misspelled
B Correct answer
C Target word misspelled; another word
misspelled
GLCE: W.SP.02.01 in the context of writing, correctly spell frequently
encountered words e.g., two-syllable words including common prefixes and
suffixes); for less frequently encountered words use structural cues (e.g.,
letter/sound, rimes) and environmental sources e.g., word walls, word lists).
State
Results
District
Results
36. Edit spelling; frequently encountered
word
A 84%
B 8%
C 6%
A Correct answer
B Target word misspelled; another word
misspelled
C Target word misspelled; another word
misspelled
GLCE: W.SP.02.01 in the context of writing, correctly spell frequently
encountered words e.g., two-syllable words including common prefixes and
suffixes); for less frequently encountered words use structural cues (e.g.,
letter/sound, rimes) and environmental sources e.g., word walls, word lists).
39. Read the sentence below.
State
Results
A 11%
B 9%
C 80%
District
Results
Anyway, I was hungry and it was
breakfasttime.
Which sentence has been fixed or edited
correctly?
A Anyway, I was hungry and it was break fast
time.
B Anyway, I was hungry and it was break
fasttime.
C Anyway, I was hungry and it was breakfast
time.
GLCE: W.SP.02.01 in the context of writing, correctly spell frequently
encountered words e.g., two-syllable words including common prefixes and
suffixes); for less frequently encountered words use structural cues (e.g.,
letter/sound, rimes) and environmental sources e.g., word walls, word lists).
State
Results
District
Results
40. Read the sentence below.
A 24%
I giggled and pated it on the head.
B 9%
Which of the following shows the correct way
to fix this sentence?
C 66%
A I gigled and pated it on the head.
B I giggled and pated it on the hed.
C I giggled and patted it on the head.
GLCE: W.SP.02.01 in the context of writing, correctly spell frequently
encountered words e.g., two-syllable words including common prefixes and
suffixes); for less frequently encountered words use structural cues (e.g.,
letter/sound, rimes) and environmental sources e.g., word walls, word lists).
State
Results
District
Results
41. Read the sentence below.
A 24%
I grabbed my frist banana and started to peel it.
B 62%
Which sentence has been fixed or edited
correctly?
C 13%
A I grabed my frist banana and started to peel it
B I grabbed my first banana and started to peel it
C I grabbed my frist banana and starded to peel it
GLCE: W.PR.02.01 set a purpose, consider audience, and begin to use styles
and patterns derived from studying authors’ craft when writing a narrative or
informational piece.
State
Results
0 1%
1 10%
2 38%
3 35%
4 16%
5 1%
6 0%
District
Results
31
W.PR.02.06 revise drafts based on constructive and specific oral and written
responses to writing; identify sections of the piece that need to be revised using
reorganization, additions, deletions, and appropriate use of transitions; make
stylistic changes in content and form to suit intended purpose and audience.
State
Results
0 13%
1 27%
2 46%
3 13%
4 1%
District
Results
45. What could the writer do to improve this
story?
Look at the Student Writing Sample #3 on
page 24 for examples and details to help
you answer the question.