Transcript ELA MEAP PRACTICE - Jackson County Intermediate School District

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 – 39 not released. Descriptors
provided for stem and foils.
GLCE: R.WS.04.02 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 6%
B 21%
C 7%
D 65%
District
Results
11. Use structural cues and context to determine word
meaning
A Incorrect meaning
B Incorrect meaning
C Incorrect meaning
D Correct answer
GLCE: R.WS.04.07 in context, determine the meaning of words and
phrases including similes, metaphors, content vocabulary, and literary
terms using strategies and resources including context clues, semantic
feature analysis, and a thesaurus.
State
Results
District
Results
5. Read the sentence below.
A 3%
“Oh, so my goal is Shaquille because he’s in front of
me,” said Chloe.
B 9%
What meaning of the word goal did Chloe use when she
said that her goal was Shaquille?
C 7%
D 81%
A metal
B purpose
C ideal
D target
GLCE: R.WS.04.07 in context, determine the meaning of words and
phrases including similes, metaphors, content vocabulary, and literary
terms using strategies and resources including context clues, semantic
feature analysis, and a thesaurus.
State
Results
A 17%
B 9%
C 62%
D 12%
District
Results
13. Use context to determine word meaning
A Incorrect meaning
B Incorrect meaning
C Correct answer
D Incorrect meaning
GLCE: R.NT.04.02 identify and describe the structure, elements, and
purpose of a variety of narrative genre including poetry, myths,
legends, fantasy, and adventure
State
Results
A 12%
B 76%
C 3%
D 8%
District
Results
1. After reading “The Flying V,” which of the following do
you think best describes this selection?
A fantasy
B realistic fiction
C mystery
D a how-to article
GLCE: R.NT.04.03 analyze characters’ thoughts and motivation through
dialogue, various character roles, and functions including hero, anti-hero,
or narrator; know first person point of view and identify conflict and
resolution.
State
Results
A 73%
B 4%
C 7%
D 15%
District
Results
6. When Miranda said that Conor really used his head,
she meant she thought that Conor had
A made a good soccer plan.
B hurt his head during the game.
C played a good game of soccer.
D bonked the ball into the goal.
GLCE: R.NT.04.04 explain how authors use literary devices including
flash-forward and flashback to depict time, setting, conflicts, and
resolutions to enhance the plot and create suspense.
State
Results
A 15%
B 24%
C 51%
D 8%
District
Results
16. Explain author’s use of figurative language
A Incorrect use
B Incorrect use
C Correct answer
D Incorrect use
GLCE: R.NT.04.04 explain how authors use literary devices including
flash-forward and flashback to depict time, setting, conflicts, and
resolutions to enhance the plot and create suspense.
State
Results
A 24%
B 6%
C 9%
D 61%
District
Results
23. Describe how author uses literary devices to convey
character trait
A Incorrect trait
B Incorrect trait
C Incorrect trait
D Correct answer
GLCE: R.IT.04.01 identify and describe the structure, elements,
features, and purpose of a variety of informational genre including
autobiography/biography, personal essay, almanac, and newspaper.
State
Results
A 59%
B 19%
C 9%
D 13%
District
Results
10. Identify genre
A Correct answer
B Incorrect genre
C Incorrect genre
D Incorrect genre
GLCE: R.IT.04.01 identify and describe the structure, elements,
features, and purpose of a variety of informational genre including
autobiography/biography, personal essay, almanac, and newspaper.
State
Results
A 73%
B 8%
C 12%
D 6%
District
Results
14. Analyze author’s purpose
A Correct answer
B Incorrect purpose
C Incorrect purpose
D Incorrect purpose
GLCE: R.IT.04.01 identify and describe the structure, elements,
features, and purpose of a variety of informational genre including
autobiography/biography, personal essay, almanac, and newspaper.
State
Results
A 11%
B 14%
C 64%
D 10%
District
Results
22. Identify genre
A Incorrect genre
B Incorrect genre
C Correct answer
D Incorrect genre
GLCE: R.IT.04.01 identify and describe the structure, elements,
features, and purpose of a variety of informational genre including
autobiography/biography, personal essay, almanac, and newspaper.
State
Results
A 33%
B 48%
C 10%
D 8%
District
Results
24. Analyze author’s purpose
A Incorrect purpose
B Correct answer
C Incorrect purpose
D Incorrect purpose
GLCE: R.IT.04.03 explain how authors use text features including
appendices, headings, subheadings, marginal notes, keys and legends,
figures, and bibliographies to enhance the understanding of key and
supporting ideas.
State
Results
A 13%
B 9%
C 47%
D 31%
District
Results
19. Explain use of boldface type
A Incorrect use
B Incorrect use
C Correct answer
D Incorrect use
GLCE: R.CM.04.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text through
oral and written responses.
State
Results
A 82%
B 5%
C 5%
D 8%
District
Results
9. Connect personal knowledge to perspective in text
A Correct answer
B Incorrect perspective
C Incorrect perspective
D Incorrect perspective
GLCE: R.CM.04.01 connect personal knowledge, experiences, and
understanding of the world to themes and perspectives in text through
oral and written responses.
State
Results
A 18%
B 50%
C 20%
D 11%
District
Results
12. Connect personal knowledge to theme
A Incorrect theme
B Correct answer
C Incorrect theme
D Incorrect theme
GLCE: R.CM.04.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 2%
B 7%
C 83%
D 7%
District
Results
2. The main concern the Falcons had was that they
A did not know if the coach was upset.
B did not know how to do the Flying V.
C had gone all season without a goal.
D thought the field was too slippery
GLCE: R.CM.04.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 11%
B 6%
C 74%
D 8%
District
Results
3. What happened right after the ball bounced off
Liam’s head?
A Shaquille faked out a defender.
B Jeremy pulled his leg back.
C Miranda got in front of the net.
D Coach Jenkins did a victory dance
GLCE: R.CM.04.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 14%
B 68%
C 7%
D 11%
District
Results
4. Which of the following sentences best summarizes this
selection?
A A soccer team tries very hard, but loses every game in
the season.
B A boy helps his team win a game with a new play he
designed.
C A coach encourages his team by being positive at every
soccer game.
D A girl uses her head to help her soccer team win the
game.
GLCE: R.CM.04.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 81%
B 9%
C 5%
D 6%
District
Results
15. Identify relevant detail
A Correct answer
B Incorrect detail
C Incorrect detail
D Incorrect detail
GLCE: R.CM.04.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 65%
B 12%
C 15%
D 7%
District
Results
18. Identify main idea
A Correct answer
B Incorrect main idea
C Incorrect main idea
D Incorrect main idea
GLCE: R.CM.04.02 retell through concise summarization grade-level
narrative and informational text.
State
Results
A 66%
B 8%
C 16%
D 9%
District
Results
20. Identify relevant detail
A Correct answer
B Incorrect detail
C Incorrect detail
D Incorrect detail
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 73%
B 3%
C 20%
D 3%
District
Results
7. How are Miranda and Conor alike?
A They show team spirit.
B Each wants to be team captain.
C Each thinks the other is the best player.
D They enjoy eating orange slices.
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 9%
B 4%
C 82%
D 3%
District
Results
8. Which of the following statements best describes the
theme of the selection?
A Practicing a new plan before a game can bring
success.
B Doing the same plays is not always a good idea.
C Working together as a team can bring success.
D Having a team captain is the best way to win a
game.
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 11%
B 6%
C 75%
D 7%
District
Results
17. Compare how ideas are different within text.
A Incorrect idea
B Incorrect idea
C Correct answer
D Incorrect idea
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 10%
B 11%
C 12%
D 66%
District
Results
21. Identify relationship among themes
A Incorrect theme
B Incorrect theme
C Incorrect theme
D Correct answer
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 5%
B 82%
C 8%
D 2%
District
Results
25. Compare how details are alike across texts
A Incorrect detail
B Correct answer
C Incorrect detail
D Incorrect detail
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 14%
B 14%
C 58%
D 12%
District
Results
26. Compare author’s purpose across texts
A Incorrect purpose
B Incorrect purpose
C Correct answer
D Incorrect purpose
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 62%
B 17%
C 8%
D 10%
District
Results
27. Compare how ideas are different across texts
A Correct answer
B Incorrect idea
C Incorrect idea
D Incorrect idea
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 17%
B 11%
C 58%
D 12%
District
Results
28. Compare how ideas are alike across texts
A Incorrect idea
B Incorrect idea
C Correct answer
D Incorrect idea
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 64%
B 14%
C 12%
D 9%
District
Results
29. Compare how ideas are alike across texts
A Correct answer
B Incorrect idea
C Incorrect idea
D Incorrect idea
GLCE: R.CM.04.03 explain relationships among themes, ideas, and
characters within and across texts to create a deeper understanding by
categorizing and classifying, comparing and contrasting, or drawing
parallels across time and culture.
State
Results
A 14%
B 60%
C 6%
D 18%
District
Results
30. Compare genres across texts
A Incorrect genre
B Correct answer
C Incorrect genre
D Incorrect genre
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.04.01 set a purpose, consider audience, and replicate
authors’ styles and patterns when writing a narrative or informational
piece
State
Results
A 9%
B 55%
C 16%
D 19%
District
Results
42. To show that Mom understood how her daughter was
feeling, the writer
A had Mom help clean up the classroom.
B used the words, “Mom asked gently.”
C had Mom drive Serena home.
D used the words, “I let my feelings out.”
GLCE: W.PR.04.03 draft focused ideas using a variety of drafting
techniques composing coherent and mechanically sound paragraphs
when writing compositions.
State
Results
A 78%
B 8%
C 7%
D 7%
District
Results
43. Which sentence expresses the main idea of this
sample?
A My best friend, Serena, had just told me she was going
to move.
B Then I started to cry as loudly as a newborn baby.
C When Serena came into the room we all shouted
“Surprise!”
D We talked about lots of good times we had together.
GLCE: W.PR.04.04 revise drafts based on constructive and specific
oral and written responses to writing by identifying sections of the piece
to improve sequence and flow of ideas (e.g., arranging paragraphs,
connecting main and supporting ideas, transitions).
State
Results
A 15%
B 20%
C 56%
D 10%
District
Results
32. Explain use of transition words
A Incorrect use
B Incorrect use
C Correct answer
D Incorrect use
GLCE: W.PS.04.01 exhibit personal style and voice to enhance the
written message in both narrative (e.g., strong verbs, figurative
language, sensory images) and informational writing (e.g., precision,
established importance, transitions).
State
Results
A 4%
B 86%
C 3%
D 7%
District
Results
34. Revise: use strong verb
A Incorrect verb
B Correct answer
C Incorrect verb
D Incorrect verb
GLCE: W.PS.04.01 exhibit personal style and voice to enhance the
written message in both narrative (e.g., strong verbs, figurative
language, sensory images) and informational writing (e.g., precision,
established importance, transitions).
State
Results
A 12%
B 3%
C 3%
D 81%
District
Results
38. Revise; replace adjective
A Incorrect adjective
B Incorrect adjective
C Incorrect adjective
D Correct answer
GLCE: W.PS.04.01 exhibit personal style and voice to enhance the
written message in both narrative (e.g., strong verbs, figurative
language, sensory images) and informational writing (e.g., precision,
established importance, transitions).
State
Results
A 62%
B 15%
C 11%
D 12%
District
Results
41. What is shown by the writer’s use of “mournful sobs”
and “Bring! Bring!”?
A a variety of interesting words, phrases, and/or
sentences
B details/examples that DO NOT support the central idea
C organized and complete writing
D a clear beginning, middle, and end
GLCE: W.GR.04.01 in the context of writing, correctly use simple and compound
sentences; direct and indirect objects; prepositional phrases; adjectives; common and
proper nouns as subjects and objects; pronouns as antecedents; regular and irregular
verbs; hyphens between syllables; apostrophes in contractions; and commas in
salutations to set off words; phrases and dialogue; quotation marks or italics to identify
titles or names.
State
Results
A 7%
B 7%
C 77%
D 9%
District
Results
33. Edit capitalization
A Incorrect capitalization
B Incorrect capitalization
C Correct answer
D Incorrect capitalization
GLCE: W.GR.04.01 in the context of writing, correctly use simple and compound
sentences; direct and indirect objects; prepositional phrases; adjectives; common and
proper nouns as subjects and objects; pronouns as antecedents; regular and irregular
verbs; hyphens between syllables; apostrophes in contractions; and commas in
salutations to set off words; phrases and dialogue; quotation marks or italics to identify
titles or names.
State
Results
A 30%
B 6%
C 7%
D 56%
District
Results
35. Edit punctuation; apostrophe in possessives
A Incorrect spelling
B Incorrect spelling
C Incorrect use of apostrophe
D Correct answer
GLCE: W.GR.04.01 in the context of writing, correctly use simple and compound
sentences; direct and indirect objects; prepositional phrases; adjectives; common and
proper nouns as subjects and objects; pronouns as antecedents; regular and irregular
verbs; hyphens between syllables; apostrophes in contractions; and commas in
salutations to set off words; phrases and dialogue; quotation marks or italics to identify
titles or names.
State
Results
A 68%
B 9%
C 20%
D 3%
District
Results
37. Revise; Combine ideas to remove sentence fragment
A Correct answer
B Incorrect revision
C Incorrect revision
D Incorrect revision
GLCE: W.GR.04.01 in the context of writing, correctly use simple and compound
sentences; direct and indirect objects; prepositional phrases; adjectives; common and
proper nouns as subjects and objects; pronouns as antecedents; regular and irregular
verbs; hyphens between syllables; apostrophes in contractions; and commas in
salutations to set off words; phrases and dialogue; quotation marks or italics to identify
titles or names.
State
Results
A 9%
B 59%
C 24%
D 8%
District
Results
39. Identify punctuation error; comma
A Incorrect punctuation error
B Correct answer
C Incorrect punctuation error
D Incorrect punctuation error
GLCE: W.GR.04.01 in the context of writing, correctly use simple and compound
sentences; direct and indirect objects; prepositional phrases; adjectives; common and
proper nouns as subjects and objects; pronouns as antecedents; regular and irregular
verbs; hyphens between syllables; apostrophes in contractions; and commas in
salutations to set off words; phrases and dialogue; quotation marks or italics to identify
titles or names.
State
Results
A 16%
B 9%
C 66%
D 9%
District
Results
40. Read the sentence below.
When we arrived home I miserably ran up to my
room, still crying, and flinged myself on my bed.
Which sentence has been fixed or edited correctly?
A When we arived home I miserably ran up to my room,
still crying, and flinged myself on my bed.
B When we arrived home I miserably ran up to my room,
still crying, and flinged my self on my bed.
C When we arrived home I miserably ran up to my room,
still crying, and flung myself on my bed.
D When we arrived, home I miserably ran up to my room,
still crying, and flinged myself on my bed.
GLCE: W.GR.04.01 in the context of writing, correctly use simple and compound
sentences; direct and indirect objects; prepositional phrases; adjectives; common and
proper nouns as subjects and objects; pronouns as antecedents; regular and irregular
verbs; hyphens between syllables; apostrophes in contractions; and commas in
salutations to set off words; phrases and dialogue; quotation marks or italics to identify
titles or names.
State
Results
A 5%
B 80%
C 7%
D 8%
District
Results
44. Why does the writer use parentheses around the
words “Snap, Clap, High Five” in the last paragraph?
A to define a difficult word
B to describe the secret handshake
C to show the girls were whispering
D to add an element of surprise
GLCE: W.SP.04.01 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, rimes, morphemic) and environmental
sources (e.g., word walls, word lists, dictionaries, spell checkers).
State
Results
A 77%
B 15%
C 3%
D 5%
District
Results
36. Edit spelling; add suffix
A Correct answer
B Incorrect punctuation
C Incorrect verb tense
D Incorrect punctuation
GLCE: W.PR.04.01 set a purpose, consider audience, and replicate
authors’ styles and patterns when writing a narrative or informational piece
31. Write about the theme: Reaching Your Goals
State
Results
0 0%
1 5%
2 26%
3 43%
4 23%
5 2%
6 0%
District
Results
It is important to set goals in life. Goals are things that we
want to achieve.
Goals can be big or small. A big goal would be to compete
in the Olympics. A small goal would be to swin the length of
a pool. Write about reaching your goals.
Do ONLY ONE of the following:
write about a goal that you set for yourself and how you
achieved it
OR
write about a goal you would like to achieve and how you
can reach it
OR
tell about someone you know who reached a goal and
explain how that person did it
OR
describe someone famous who has reached a goal
OR
write about reaching your goals in your own way.
W.GN.04.03 write an informational comparative piece that demonstrates
understanding of central and supporting ideas using an effective
organizational pattern (e.g., compare/contrast) and informational text
features.
State
Results
0 6%
1 16%
2 72%
3 6%
4 0%
District
Results
45. How well does the writer show what the people in this
story are thinking and feeling?
Use examples and details from Student Writing Sample
#3 on page 20 to support your answer.