Transcript ELA MEAP PRACTICE

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 – 36 not released.
Descriptors provided for stem and foils.
GLCE: R.WS.03.08 in context, determine the meaning of words and phrases including
synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms
using strategies and resources including context clues, concept mapping, and the
dictionary.
State
Results
A 55%
District
Results
7. Read this sentence from the selection.
Stacks of papers and books teetered, ready to fall.
Another word for teetered would be
B 10%
C 14%
D 22%
A wobbled.
B stumbled.
C tumbled.
D stacked.
GLCE: R.WS.03.08 in context, determine the meaning of words and phrases including
synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms
using strategies and resources including context clues, concept mapping, and the
dictionary.
State
Results
A 33%
B 54%
C 4%
D 9%
District
Results
11. Identify synonym
A Incorrect meaning
B Correct answer
C Incorrect meaning
D Incorrect meaning
GLCE: R.WS.03.08 in context, determine the meaning of words and phrases including
synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms
using strategies and resources including context clues, concept mapping, and the
dictionary.
State
Results
A 66%
B 10%
C 10%
D 14%
District
Results
15. Use context to determine word meaning
A Correct answer
B Incorrect meaning
C Incorrect meaning
D Incorrect meaning
GLCE: R.NT.03.02 identify and describe the basic elements and purpose of a variety of
narrative genre including folktales, fables, and realistic fiction.
State
Results
A 16%
B 62%
C 11%
D 10%
District
Results
1. This selection, “Adding Up the Clues,” could best be
described as
A a fable.
B a realistic story.
C a newspaper article.
D a folk tale.
GLCE: R.NT.03.03 identify and describe characters’ thoughts and motivations, story
level themes (good vs. evil), main idea, and lesson/moral (fable).
State
Results
A 9%
B 6%
C 2%
D 82%
District
Results
4. As soon as Nina and Lily saw Sam’s bedroom, they
knew that
A Sam was going to clean up his room.
B finding the abacus would be easy.
C Sam’s mother would help them.
D their job was going to be difficult.
GLCE: R.NT.03.03 identify and describe characters’ thoughts and motivations, story
level themes (good vs. evil), main idea, and lesson/moral (fable).
State
Results
A 52%
B 6%
C 35%
D 7%
District
Results
5. From the way Nina and Lily reacted to Sam’s room
at the beginning of the story you can conclude that
they
A were not used to seeing such a messy room.
B thought Sam’s room smelled.
C thought there would be a lot of clues in the room.
D were not able to have band practice in Sam’s room.
GLCE: R.NT.03.03 identify and describe characters’ thoughts and motivations, story
level themes (good vs. evil), main idea, and lesson/moral (fable).
State
Results
A 70%
B 21%
C 6%
D 3%
District
Results
6. Lily is most likely upset with Sam because he
A lost her abacus.
B has a messy room.
C broke her abacus.
D invited a friend over.
GLCE: R.NT.03.04 explain how authors use literary devices including prediction,
personification, and point of view to develop a story level theme, depict the setting, and
reveal how thoughts and actions convey important character traits.
State
Results
A 10%
District
Results
8. Read this sentence from the selection.
Nina circled the room, stepping over piles of junk.
The author used these words to
B 5%
C 70%
D 14%
A describe the way Nina exited the room.
B explain that Nina started cleaning.
C describe how Nina started looking around.
D explain how Nina enjoyed solving problems.
GLCE: R.NT.03.04 explain how authors use literary devices including prediction,
personification, and point of view to develop a story level theme, depict the setting, and
reveal how thoughts and actions convey important character traits.
State
Results
A 81%
B 7%
C 5%
D 7%
District
Results
24. Explain use of metaphor
A Correct answer
B Incorrect explanation
C Incorrect explanation
D Incorrect explanation
GLCE: R.IT.03.01 identify and describe the basic elements, features, and purpose of a
variety of informational genre including textbooks, encyclopedias, and magazines.
State
Results
A 78%
B 10%
C 9%
D 3%
District
Results
10. Identify purpose of text
A Correct answer
B Incorrect purpose
C Incorrect purpose
D Incorrect purpose
GLCE: R.IT.03.01 identify and describe the basic elements, features, and purpose of a
variety of informational genre including textbooks, encyclopedias, and magazines.
State
Results
A 4%
B 13%
C 4%
D 78%
District
Results
16. Identify genre
A Incorrect genre
B Incorrect genre
C Incorrect genre
D Correct answer
R.IT.03.02 identify informational text patterns including descriptive, sequential,
enumerative, compare/contrast, and problem/solution.
State
Results
A 11%
B 51%
C 12%
D 25%
District
Results
20. Identify informational text pattern
A Incorrect text pattern
B Correct answer
C Incorrect text pattern
D Incorrect text pattern
GLCE: R.IT.03.03 explain how authors use text features including titles, headings and
subheadings, timelines, prefaces, indices, and table of contents to enhance the
understanding of key and supporting ideas.
State
Results
A 73%
B 9%
C 5%
D 12%
District
Results
17. Explain use of headings
A Correct answer
B Incorrect explanation
C Incorrect explanation
D Incorrect explanation
GLCE: R.IT.03.03 explain how authors use text features including titles, headings and
subheadings, timelines, prefaces, indices, and table of contents to enhance the
understanding of key and supporting ideas.
State
Results
A 18%
B 65%
C 10%
D 6%
District
Results
21. Use caption to enhance understanding
A Incorrect understanding
B Correct answer
C Incorrect understanding
D Incorrect understanding
GLCE: R.IT.03.03 explain how authors use text features including titles, headings and
subheadings, timelines, prefaces, indices, and table of contents to enhance the
understanding of key and supporting ideas.
State
Results
A 62%
B 13%
C 16%
D 9%
District
Results
22. Identify how authors use keywords
A Correct answer
B Incorrect key word
C Incorrect key word
D Incorrect key word
GLCE: R.CM.03.01 connect personal knowledge, experiences, and understanding of the
world to themes and perspectives in text through oral and written responses.
State
Results
A 15%
B 10%
C 56%
D 19%
District
Results
14. Connect personal knowledge of character traits to
text
A Incorrect trait
B Incorrect trait
C Correct answer
D Incorrect trait
GLCE: R.CM.03.01 connect personal knowledge, experiences, and understanding of the
world to themes and perspectives in text through oral and written responses.
State
Results
A 35%
B 16%
C 8%
D 40%
District
Results
19. Connect personal knowledge to information in text
A Incorrect information
B Incorrect information
C Incorrect information
D Correct answer
GLCE: R.CM.03.02 retell in sequence the story elements of grade-level narrative text
and major idea(s) and relevant details of grade-level informational text.
State
Results
A 55%
B 9%
C 16%
D 19%
District
Results
2. Nina most likely had an unusual price for helping
Sam because she
A enjoyed collecting something from each mystery she
solved.
B knew that Sam could not afford to pay her.
C thought that she might not be able to solve the
mystery.
D collected key chains as a hobby.
GLCE: R.CM.03.02 retell in sequence the story elements of grade-level narrative text
and major idea(s) and relevant details of grade-level informational text.
State
Results
A 9%
B 16%
C 62%
D 13%
District
Results
13. Identify relevant detail
A Incorrect detail
B Incorrect detail
C Correct answer
D Incorrect detail
GLCE: R.CM.03.02 retell in sequence the story elements of grade-level narrative text
and major idea(s) and relevant details of grade-level informational text.
State
Results
A 7%
B 5%
C 75%
D 12%
District
Results
23. Identify relevant detail
A Incorrect detail
B Incorrect detail
C Correct answer
D Incorrect detail
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 8%
B 46%
C 7%
D 39%
District
Results
3. If this story continued, what would Sam and Nina most
likely do next?
A Sam would give Nina a harmonica.
B They would clean Sam’s messy bedroom.
C They would finish their homework.
D. Nina would help Sam find her payment.
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 83%
B 4%
C 4%
D 8%
District
Results
9. Compare animals within informational text
A Correct answer
B Incorrect comparison
C Incorrect comparison
D Incorrect comparison
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 68%
B 12%
C 16%
D 4%
District
Results
12. Draw conclusion
A Correct answer
B Incorrect conclusion
C Incorrect conclusion
D Incorrect conclusion
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 8%
B 4%
C 10%
D 77%
District
Results
18. Compare how characters are alike in informational
text
A Incorrect comparison
B Incorrect comparison
C Incorrect comparison
D Correct answer
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 9%
B 20%
C 61%
D 9%
District
Results
25. Compare main ideas by selecting title for both texts
A Incorrect title
B Incorrect title
C Correct answer
D Incorrect title
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 66%
B 22%
C 5%
D 5%
District
Results
26. Compare how ideas are alike across texts
A Correct answer
B Incorrect idea
C Incorrect idea
D Incorrect idea
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 19%
B 62%
C 5%
D 13%
District
Results
27. Compare how animals are alike across texts
A Incorrect comparison
B Correct answer
C Incorrect comparison
D Incorrect comparison
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 71%
B 5%
C 16%
D 7%
District
Results
28. Compare author’s message to readers across texts
A Correct answer
B Incorrect message
C Incorrect message
D Incorrect message
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 20%
B 65%
C 8%
D 6%
District
Results
29. Compare use of illustrations across texts
A Incorrect use of illustration
B Correct answer
C Incorrect use of illustration
D Incorrect use of illustration
GLCE: R.CM.03.03 compare and contrast relationships among characters, events, and
key ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
State
Results
A 69%
B 8%
C 12%
D 8%
District
Results
30. Compare ideas across texts
A Correct answer
B Incorrect idea
C Incorrect idea
D Incorrect idea
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.03.01 set a purpose, consider audience, and replicate authors’ styles and
patterns when writing a narrative or informational piece.
State
Results
A 77%
B 11%
C 7%
D 5%
District
Results
32. Identify writer’s purpose
A Correct answer
B Incorrect purpose
C Incorrect purpose
D Incorrect purpose
GLCE: W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and
patterns when writing a narrative or informational piece.
State
Results
A 10%
B 9%
C 6%
D 75%
District
Results
42. Why did the author most likely write this sample?
A to encourage the reader to wash a van
B to teach the reader how to wash a van
C to explain how to earn extra money
D to describe how the author helped the father
GLCE: W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and
patterns when writing a narrative or informational piece.
State
Results
A 11%
B 3%
C 75%
D 11%
District
Results
44. Which of the following would be the best title for this
student writing sample?
A “A Van in Need”
B “My Dad, the Boss”
C “A Happy Helper”
D “My First Real Job”
GLCE: W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational
writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to
generate,sequence, and structure ideas (e.g., sequence for beginning, middle, and end,
problem/solution, or compare/contrast).
41. Look at the graphic organizer that the writer made.
State
Results
District
Results
A 7%
B 11%
C 76%
What goes in the empty box?
D 6%
A Cleaned inside the van
B Rinsed the Van
C Dad came outside
D Dad paid me
GLCE: W.PR.03.03 draft focused ideas in written compositions using multiple sentences
and paragraphs to slow down or speed up reading; including varying patterns and/or
organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).
State
Results
A 10%
B 30%
C 46%
D 14%
District
Results
36. Identify additional information to include in draft
A Irrelevant information
B Irrelevant information
C Correct answer
D Irrelevant information
GLCE: W.PR.03.03 draft focused ideas in written compositions using multiple sentences
and paragraphs to slow down or speed up reading; including varying patterns and/or
organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).
State
Results
A 75%
B 7%
C 12%
D 6%
District
Results
37. Which of the following would be the best topic
sentence for the sample?
A Helping others can be a rewarding experience.
B My dad is the proudest dad in the world.
C Washing a van is a quick, easy way to help someone.
D On a hot day, washing a van is the best way to stay
cool.
GLCE: W.PR.03.04 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 58%
B 9%
C 5%
D 27%
District
Results
35. Identify problem in sentence
A Correct answer
B Incorrect problem - punctuation
C Incorrect problem - spelling
D Incorrect problem – needs more information
GLCE: W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in
agreement; verb tenses; nouns and possessives; commas in a series; and begin use of
quotation marks and capitalization in dialogue.
State
Results
A 23%
B 10%
C 59%
D 8%
District
Results
34. Edit punctuation; commas in a series
A Incorrect spelling of homophone
B Incorrect use of comma
C Correct answer
D Incorrect spelling of homophone
GLCE: W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in
agreement; verb tenses; nouns and possessives; commas in a series; and begin use of
quotation marks and capitalization in dialogue.
39. Read the sentence below.
State
Results
A 83%
District
Results
I get a bucket, some soap, a towel, the hose, a
sponge, and a brush for the tires.
Which sentence has been fixed or edited correctly?
B 7%
C 5%
D 5%
A I got a bucket, some soap, a towel, the hose, a sponge,
and a brush for the tires.
B I get a bucket, some soap, a towle, the hose, a sponge,
and a brush for the tires.
C I get a bucket, some soap, a towel, the hose, a spunge,
and a brush for the tires.
D I get a bucket, some soap, a towel, the hose, a sponge,
and a brushes for the tires.
GLCE: W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in
agreement; verb tenses; nouns and possessives; commas in a series; and begin use of
quotation marks and capitalization in dialogue.
40. Read the sentence below.
State
Results
A 4%
B 8%
C 84%
D 3%
District
Results
Next I had to scrubbed the van with soap.
Which sentence has been fixed or edited correctly?
A Next I has to scrubbed the van with soap.
B Next I have to scrubbed the van with soap.
C Next I had to scrub the van with soap.
D Next I had to scrubs the van with soap.
GLCE: W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in
agreement; verb tenses; nouns and possessives; commas in a series; and begin use of
quotation marks and capitalization in dialogue.
43. Read the sentence below.
State
Results
A 13%
B 4%
C 5%
D 77%
District
Results
I had to rinse the car, but this part didnt take long.
Which sentence has been fixed or edited correctly?
A I had to rinse the car, but this part did’nt take long.
B I’d had to rinse the car, but this part didnt take long.
C I’ve rinse the car, but this part didnt take long.
D I had to rinse the car, but this part didn’t take long.
GLCE: W.SP.03.01 in the context of writing, correctly spell frequently encountered
words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions,
compounds, common homophones); 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 10%
B 81%
C 6%
D 3%
District
Results
33. Edit spelling; contractions
A Target word misspelled; incorrect contraction
B Correct answer
C Target word misspelled; incorrect homophone
D Target word misspelled; incorrect homophone
GLCE: W.SP.03.01 in the context of writing, correctly spell frequently encountered
words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions,
compounds, common homophones); 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 6%
B 86%
C 4%
D 3%
District
Results
38. Read the sentence below.
My dad’s van looked really dirdy, so I thought I’d lend
a hand.
Which sentence has been fixed or edited correctly?
A My dad’s van looked reelly dirdy, so I thought I’d lend a
hand.
B My dad’s van looked really dirty, so I thought I’d lend a
hand.
C My dad’s van looked really dirdy, so I thot I’d lend a
hand.
D My dad’s van lookt really dirdy, so I thought I’d lend a
hand.
GLCE: W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and
patterns when writing a narrative or informational piece.
State
Results
0 1%
1 10%
3 38%
3 36%
4 13%
5 2%
6 0%
District
Results
31. WRITE ABOUT THE THEME: CHANGE
Your life changes as you get older. For example, you can
now do things you could not do before. Think about
things that have changed in your life. Write about change.
Do ONLY ONE of the following:
describe something that changed in your life and tell how
it worked out
OR
tell about a time when you or someone you know had to
make an important change
OR
describe how someone you know has changed over time
OR
write about change in your own way.
GLCE: W.PR.03.03 draft focused ideas in written compositions using multiple sentences
and paragraphs to slow down or speed up reading; including varying patterns
and/organizational text structures (e.g., compare/contrast, cause/effect, or
problem/solution).
State
Results
0 6%
1 50%
2 34%
3 10%
4 0%
District
Results
45. Is the student writing sample organized in a way that
helps the reader understand what happened? Yes or No?
Use examples and details from Student Writing Sample
#3 on page 19 to support your answer.