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.

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 A11% B80% C8% Questions 21 – 28 not released. Descriptors provided for stem and foils. 21 Use context to determine word meaning A Incorrect meaning B Correct answer 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 A78% B10% C11% Questions 21 – 28 not released. Descriptors provided for stem and foils. 26 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 A26% B65% C8% 41. The best place to find a different word for predator would be to look A on a map. B in a dictionary. C in a magazine

GLCE: R.NT identify and describe the basic elements and purpose of a variety of narrative genre including poetry, fantasy, legends, and drama. State Results District Results A88% B5% C6% Questions 13 – 20 not released. Descriptors provided for stem and foils. 13 Identify element of realistic fiction A Correct answer B Element of poetry C Unrealistic setting

GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. State Results District Results A4% B10% C86% Questions 13 – 20 not released. Descriptors provided for stem and foils. 14Explain character’s action A Explains character’s feelings B Explains character’s feelings C Correct answer

GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. State Results District Results A87% B8% C4% Questions 13 – 20 not released. Descriptors provided for stem and foils. 18 Explain character’s motivation A Correct answer B Incorrect feeling C Incorrect feeling

GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. State Results District Results A75% B16% C9% Questions 13 – 20 not released. Descriptors provided for stem and foils. 19 Explain character’s action A Correct answer B Incorrect feeling C Incorrect feeling

GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. State Results District Results A9% B7% C82% Questions 13 – 20 not released. Descriptors provided for stem and foils. 20 Explain character’s feelings A Correct answer B Incorrect feeling C Incorrect feeling

GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. State Results District Results A64% B14% C22% Questions not released. Descriptors provided for stem and foils. 22 Identify solution by drawing conclusion A Correct answer B Incorrect information C Incorrect information

GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. State Results District Results A74% B7% C18% Questions not released. Descriptors provided for stem and foils. 25 Identify lesson A Correct answer B Incorrect information C Incorrect lesson

GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. State Results District Results A12% B68% C19% Questions not released. Descriptors provided for stem and foils. 27 Identify sequence of events A Incorrect information B Correct answer C Incorrect sequence

GLCE: R.NT identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. State Results District Results A12% B18% C70% Questions not released. Descriptors provided for stem and foils. 28 Explain character’s actions A Incorrect feeling B Incorrect event C Correct answer

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 A9% B70% C20% Questions 13 – 20 not released. Descriptors provided for stem and foils. 17 Select title A Title is incorrect idea B Correct answer C Title focuses on detail

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 A53% B28% C18% Questions 21 – 28 not released. Descriptors provided for stem and foils. 23 Use illustrations A Correct answer B Incorrect literary device C Reading strategy

GLCE: R.NT respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding. State Results District Results A17% B60% C22% Questions 13 – 20 not released. Descriptors provided for stem and foils. 15 Find evidence to show understanding of character’s feelings A Identify unknown words B Correct answer C Reading strategy

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 A79% B8% C12% 42 Where would you find more information on how frogs and toads protect themselves? A in a book about nature B in a book of maps C in a book about safety

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 A54% B17% C28% 37 The author most likely chose the title “Don’t Bother Me!” to show that frogs don’t like being A disturbed in the rain forest. B seen in the swamp by themselves. C trapped by biology students.

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 A50% B39% C11% 39 The author most likely included a map in the selection because she wanted A to show the different places she visited. B to make the passage look interesting. C to show how well she could draw a map.

GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade- level narrative and informational text. State Results District Results A77% B7% C15% Questions 13 – 20 not released. Descriptors provided for stem and foils. 16 Identify main idea A Correct answer B Detail from story C Detail from story

GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade- level narrative and informational text. State Results District Results A8% B86% C6% Questions 21 – 28 not released. Descriptors provided for stem and foils. 24 Identify main idea A Detail B Correct answer C 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 A12% B79% C9% 35 This selection is mainly about A frogs being harmful. B frogs defending themselves. C frogs playing tricks on people.

GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade- level narrative and informational text. State Results District Results A13% B17% C69% 36 Look at the chart below Which of the following best completes the chart? A runs away B changes color C plays dead

GLCE: R.CM retell in sequence the major idea(s) and relevant details of grade- level narrative and informational text. State Results District Results A10% B12% C77% 40 When a toad puffs up to twice its size, it wants other animals to believe that it A makes a lot of noise. B is very sticky. C is too big to eat.

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 A9% B7% C84% Questions 29 – 33 not released. Descriptors provided for stem and foils. 29 Compare, by predicting actions, characters across texts A Incorrect prediction B Incorrect prediction 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 A13% B47% C40% Questions 29 – 33 not released. Descriptors provided for stem and foils. 30. Compare how characters are alike across texts A Character trait for one character, not both B Correct answer C Character trait for one character, not both

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 A10% B75% C14% Questions 29 – 33 not released. Descriptors provided for stem and foils. 31 Compare how characters are alike across texts A Incorrect character trait B Correct answer C Incorrect action

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% B35% C48% Questions 29 – 33 not released. Descriptors provided for stem and foils. 32 Compare how characters are alike across texts A Action for one character, not both B Feeling for one character, not both 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 A67% B11% C21% Questions 29 – 33 not released. Descriptors provided for stem and foils. 33 Contrast differences across texts A Correct answer B Event in one selection, not both C Incorrect information

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 A8% B85% C6% 38 If you see a toad with a brightly colored underside you should A take a picture. B leave it alone. C give it food.

GLCE: R.CM apply significant knowledge from grade-level science, social studies, and mathematics texts. State Results District Results A8% B9% C82% 26. The text says to use a magnifying glass to look at frost on a window. That’s because a magnifying glass makes: A small things look smaller. B large things look smaller. C Small things look larger.

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.GN write a narrative piece such as realistic fiction, fantasy, or personal narrative depicting major story events, using illustrations to match mood, and containing setting, problem/solution, and sequenced events. State Results District Results A6% B13% C79% Questions 2 – 8 not released. Descriptors provided for stem and foils. 8 Identify genre; personal narrative A Nursery rhyme B Poetry C Correct answer

GLCE: 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 A10% B6% C84% Questions 2 – 8 not released. Descriptors provided for stem and foils. 3 Revise by deleting repeated idea A Idea appears only once in selection B Idea appears only once in selection C Correct answer

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). State Results District Results A83% B12% C5% Questions 2 – 8 not released. Descriptors provided for stem and foils. 2 Use descriptive language to show feelings A Correct answer B Lacks descriptive language C Lacks descriptive language

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 A65% B14% C20% Questions 2 – 8 not released. Descriptors provided for stem and foils. 4 Edit punctuation; commas in a series A Correct answer B Incorrect placement of commas; incorrect verb tense C Incorrect placement of commas; misspelled word

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 A7% B84% C9% Questions 2 – 8 not released. Descriptors provided for stem and foils. 5 Edit capitalization; begin sentence with capital letter A Sentence begins with lower case letter; incorrect verb tense B Correct answer C Sentence begins with lower case letter; misspelled word

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 A8% B74% C17% Questions 2 – 8 not released. Descriptors provided for stem and foils. 7 Edit correct verb tense A Incorrect verb tense; misspelled word B Correct answer C Incorrect verb tense; misspelled word

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 A61% B13% C25% 10 Read the sentence below. When I am stuck on something, shell help me. Which sentence has been fixed or edited correctly? A When I am stuck on something, she’ll help me. B When I am stuck on some thing, shell help me. C When I’m stuck on something, shell help me.

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% B10% C78% Questions 2 – 8 not released. Descriptors provided for stem and foils. 6 Edit spelling of frequently encountered words A Target word misspelled; incorrect verb tense B Target word misspelled; compound word written as two words C Correct answer

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 A13% B79% C8% 9 Read the sentence below She puts Brain Stretchers up on the boord for me to think about. Which sentence has been fixed or edited correctly? A She puts Brain Stretchers up on the boord four me to think about. B She puts Brain Stretchers up on the board for me to think about. C She puts Brain Stretchers up on the boord for me to think abowt.

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 A7% B5% C87% 11 Read the sentence below. But, if it is rainning, we play inside. Which sentence has been fixed or edited correctly? A But, if it is rain, we play inside. B But, if it is rained, we play inside. C But, if it is raining, we play inside.

GLCE: W.GN write an informational piece including a magazine feature article using an organizational pattern such as description, enumeration, sequence, or compare/contrast that may include graphs, diagrams, or charts to enhance the understanding of central and key ideas. State Results District Results 04% 115% 253% 328% 40% Write your response to the following question on the lines below. 12 How does the writer explain that Mrs. Smith is a special person? Use examples from Student Writing Sample #2 on page 9 to support your 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 03% 15% 227% 353% 411% 51% 60% 1 Write about the theme: Cooperating with others It is important for people to work together and cooperate with others. It could be at school, at home or in the community. Do ONLY ONE of the following: Write about a time you cooperated with others OR Describe a time when someone you knew cooperated with others OR Write about the theme in your own way