OBJECTIVES OBJECTIVES: Review, practice, and secure concepts. Breakdown the barriers of vocabulary and format. Analyze data from the District and State.

Websites MEAP: –Released items –Guide to MEAP reports –Assessable GLCE information MI-Access: –Extended GLCE and Benchmarks –Accommodations Information MI-Access Information Center: Office of School Improvement: –Michigan Curriculum Framework –Grade Level Content Expectations (GLCE) Intermediate School Districts and MMLA connections: – – see what other districts have already done! –MMLA assessment builder and practice questionsMMLA assessment builder and practice questions – (go to general education  Math and Science Center  Math GLCE and Model Assessmentswww.jcisd.org – (go to general education  benchmark assessment project) –

5 ELA Strands on MEAP Reading Writing Speaking Listening Viewing Reading the GLCE Code: R.WS Strand (Content Area) Domain (Sub-Content Area like: Word Study, Fluency, etc.) Grade Level GLCE Number

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 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 District Results A49% B44% C7% 12. Use context to determine word meaning A Correct answer B Incorrect meaning C Incorrect meaning

GLCE: R.WS 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 District Results A8% B80% C11% 18. Use context to determine word meaning A Incorrect meaning B Correct answer C Incorrect meaning

GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. State Results District Results A54% B6% C39% 19. Identify character trait A Correct answer B Incorrect trait C Incorrect trait

State Results District Results A7% B66% C27% 20. Identify character’s action A Incorrect action B Correct answer C Incorrect action GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events.

State Results District Results A63% B19% C17% 21. Identify sentence/sentences that explain character’s feelings A Correct answer B Incorrect sentences C Incorrect sentences

State Results District Results A58% B18% C23% 22. Explain author’s use of descriptive language A Correct answer B Incorrect explanation C Incorrect explanation GLCE: R.NT 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 A70% B13% C17% 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 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 A14% B17% C68% 8. Which would be the best place to find a picture of a robin’s nest? A a map of a wooded area B a dictionary entry about trees C a science book about birds GLCE: R.IT 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 A13% B28% C59% 3. The author most likely used dark-type headings in the article to 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 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 A74% B9% C15% 14. Explain author’s use of headings A Correct answer B Incorrect use C Incorrect use GLCE: R.IT 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 A23% B32% C44% 1. According to the selection, a house wren’s “false” nest is A an old, broken nest. B an unfinished nest. C a carefully hidden nest. GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

State Results District Results A78% B14% C8% 2. What kind of nest would you most likely find on the ledge of a school window? A a pigeon’s nest B a robin’s nest C an oriole’s nest GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

State Results District Results A76% B10% C14% 4. Based on the article, laws have been made to A protect birds from being harmed. B protect people from bird attacks. C protect baby birds from photographers. GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

State Results District Results A17% B57% C25% 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 retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

State Results District Results A18% B12% C69% 7. Which type of bird would most likely use grass clippings to line its nest? A the oriole B the pigeon C the robin GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

State Results District Results A87% B9% C4% 9. Identify main idea in informational text A Correct answer B Incorrect main idea C Incorrect main idea GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

State Results District Results A39% B9% C52% 10. Identify important detail in informational text A Incorrect detail B Incorrect detail C Correct answer GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

State Results District Results A51% B5% C43% 13. Identify important detail in informational text A Correct answer B Incorrect detail C Incorrect detail GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

State Results District Results A25% B21% C53% 15. Identify important detail in informational text A Incorrect detail B Incorrect detail C Correct answer

GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text. State Results District Results A14% B78% C6% 16. Identify important detail in informational text A Incorrect detail B Correct answer C Incorrect detail

GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text. State Results District Results A14% B80% C5% 17. Identify relevant detail in narrative text A Incorrect detail B Correct answer C Incorrect detail

GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text. State Results District Results A22% B16% C61% 23. Identify important event A Incorrect event B Incorrect event C Correct answer

State Results District Results A8% B26% C65% 11. Compare characters within informational text A Incorrect comparison B Incorrect comparison C Correct answer GLCE: R.CM 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 A16% B6% C78% 24. Compare how characters are different within text A Incorrect comparison B Incorrect comparison C Correct answer

GLCE: R.CM 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 A75% B12% C11% 25. Compare how ideas are alike across texts A Correct answer B Incorrect comparison C Incorrect comparison

GLCE: R.CM 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 A69% B20% C9% 26. Compare how characters are different across texts A Correct answer B Incorrect comparison C Incorrect comparison

GLCE: R.CM 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 A7% B77% C14% 27. Compare how characters are alike across texts A Incorrect comparison B Correct answer C Incorrect comparison

GLCE: R.CM 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 A24% B11% C62% 28. Compare how texts are alike A Incorrect likeness B Incorrect likeness C Correct answer

GLCE: R.CM 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 A81% B9% C 29. Use prediction to compare characters across texts A Correct answer B Incorrect prediction C Incorrect prediction

State Results District Results A7% B80% C11% 30. Compare how characters are alike across texts A Incorrect comparison B Correct answer C Incorrect comparison GLCE: R.CM 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.

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.

State Results District Results A23% B73% C3% 32. Identify author’s purpose A Incorrect purpose B Correct answer C Incorrect purpose GLCE: W.PR 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 A18% B15% C66% 37. Identify sentence showing author’s awareness of audience A Incorrect sentence B Incorrect sentence C Correct answer GLCE: W.PR 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 A11% B76% C11% 38. Revise; delete unnecessary information A Necessary information B Correct answer C Necessary information GLCE: W.PR set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.

W.PR 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 District Results A87% B8% C5% 42. Read the sentence below. The monkey looked hungry. I gave it to him. Which of the following is the best way to combine these sentences? 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.

State Results District Results A50% B29% C20% 44. Read the sentence below. The tiger was getting closer and closer. What is the writer’s purpose for using this sentence? A to build excitement B to describe the tiger C to show the setting GLCE: W.PS 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).

GLCE: W.GR 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 A81% B8% C10% 33. Edit punctuation: use of apostrophe in contractions A Correct answer B Incorrect punctuation C Incorrect verb tense

State Results District Results A11% B79% C10% 34. Edit verb tense A Incorrect verb tense B Correct answer C Incorrect verb tense GLCE: W.GR 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 A5% B89% C5% 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.GR 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.

GLCE: W.SP 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 A21% B72% C7% 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 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 A84% B8% C6% 36. Edit spelling; frequently encountered word A Correct answer B Target word misspelled; another word misspelled C Target word misspelled; another word misspelled

GLCE: W.SP 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 A11% B9% C80% 39. Read the sentence below. 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 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 A24% B9% C66% 40. Read the sentence below. I giggled and pated it on the head. Which of the following shows the correct way to fix this sentence? 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 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 A24% B62% C13% 41. Read the sentence below. I grabbed my frist banana and started to peel it. Which sentence has been fixed or edited correctly? 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

State Results District Results 01% 110% 238% 335% 416% 51% 60% 31 GLCE: W.PR 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 013% 127% 246% 313% 41% 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. W.PR 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.