ELA MEAP PRACTICE

1
3rd GRADE MEAP RELEASED ITEMS (Correlated to the
2nd grade GLCE's)

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

2
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

3
5 ELA Strands on MEAP

• Reading
• Writing
• Speaking
• Listening
• Viewing
• Reading the GLCE Code
• R.WS.06.10

GLCE Number
Strand (Content Area)
Domain (Sub-Content Area like Word Study,
Fluency, etc.)
Grade Level
4
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.

5
Please Note

• Questions 9 30 not released. Descriptors
  provided for stem and foils.
• Questions 32 38 not released. Descriptors
  provided for stem and foils.

6
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 District Results
A 49
B 44
C 7
12. Use context to determine word meaning A
Correct answer B Incorrect meaning C Incorrect
meaning
7
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 District Results
A 8
B 80
C 11

• 18. Use context to determine word meaning
• A Incorrect meaning
• B Correct answer
• C Incorrect meaning

8
GLCE R.NT.02.03 identify and describe
characters actions and motivations, setting
(time and place), problem/solution, and sequence
of events.
19. Identify character trait A Correct answer B
Incorrect trait C Incorrect trait
State Results District Results
A 54
B 6
C 39
9
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
A 7
B 66
C 27

• 20. Identify characters action
• A Incorrect action
• B Correct answer
• C Incorrect action

10
GLCE R.NT.02.03 identify and describe
characters actions and motivations, setting
(time and place), problem/solution, and sequence
of events.

• 21. Identify sentence/sentences that explain
  characters feelings
• A Correct answer
• B Incorrect sentences
• C Incorrect sentences

State Results District Results
A 63
B 19
C 17
11
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
A 58
B 18
C 23

• 22. Explain authors use of descriptive language
• A Correct answer
• B Incorrect explanation
• C Incorrect explanation

12
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
A 70
B 13
C 17

• 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 birds nest
  journal.

13
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
A 14
B 17
C 68
8. Which would be the best place to find a
picture of a robins nest? A a map of a wooded
area B a dictionary entry about trees C a science
book about birds
14
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
A 13
B 28
C 59

• 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.

15
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
A 74
B 9
C 15
14. Explain authors use of headings A Correct
answer B Incorrect use C Incorrect use
16
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
A 23
B 32
C 44
1. According to the selection, a house wrens
false nest is A an old, broken nest. B an
unfinished nest. C a carefully hidden nest.
17
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
A 78
B 14
C 8
2. What kind of nest would you most likely find
on the ledge of a school window? A a pigeons
nest B a robins nest C an orioles nest
18
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
A 76
B 10
C 14
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.
19
GLCE R.CM.02.02 retell in sequence the major
idea(s) and relevant details of grade-level
narrative and informational text.
5. Look at the list below. Some materials
used to build bird nests sticks grass mu
d hair cloth Which of the following do
birds also use to create nests? A glass B
paper C flowers
State Results District Results
A 17
B 57
C 25
20
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
A 18
B 12
C 69
7. Which type of bird would most likely use grass
clippings to line its nest? A the oriole B the
pigeon C the robin
21
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
A 87
B 9
C 4
9. Identify main idea in informational text A
Correct answer B Incorrect main idea C Incorrect
main idea
22
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
A 39
B 9
C 52

• 10. Identify important detail in informational
  text
• A Incorrect detail
• B Incorrect detail
• C Correct answer

23
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
A 51
B 5
C 43
13. Identify important detail in informational
text A Correct answer B Incorrect detail C
Incorrect detail
24
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
A 25
B 21
C 53
15. Identify important detail in informational
text A Incorrect detail B Incorrect detail C
Correct answer
25
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
A 14
B 78
C 6
16. Identify important detail in informational
text A Incorrect detail B Correct answer C
Incorrect detail
26
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
A 14
B 80
C 5
17. Identify relevant detail in narrative text A
Incorrect detail B Correct answer C Incorrect
detail
27
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
A 22
B 16
C 61
23. Identify important event A Incorrect event B
Incorrect event C Correct answer
28
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
A 8
B 26
C 65
11. Compare characters within informational
text A Incorrect comparison B Incorrect
comparison C Correct answer
29
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
A 16
B 6
C 78
24. Compare how characters are different within
text A Incorrect comparison B Incorrect
comparison C Correct answer
30
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
A 75
B 12
C 11
25. Compare how ideas are alike across texts A
Correct answer B Incorrect comparison C Incorrect
comparison
31
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
A 69
B 20
C 9
26. Compare how characters are different across
texts A Correct answer B Incorrect comparison C
Incorrect comparison
32
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
A 7
B 77
C 14
27. Compare how characters are alike across
texts A Incorrect comparison B Correct answer C
Incorrect comparison
33
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
A 24
B 11
C 62
28. Compare how texts are alike A Incorrect
likeness B Incorrect likeness C Correct answer
34
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
A 81
B 9
C 9
29. Use prediction to compare characters across
texts A Correct answer B Incorrect prediction C
Incorrect prediction
35
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
A 7
B 80
C 11
30. Compare how characters are alike across
texts A Incorrect comparison B Correct answer C
Incorrect comparison
36
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.

37
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
A 23
B 73
C 3
32. Identify authors purpose A Incorrect
purpose B Correct answer C Incorrect purpose
38
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
A 18
B 15
C 66
37. Identify sentence showing authors awareness
of audience A Incorrect sentence B Incorrect
sentence C Correct answer
39
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
A 11
B 76
C 11
38. Revise delete unnecessary information A
Necessary information B Correct answer C
Necessary information
40
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. 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
A 87
B 8
C 5
41
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 District Results
A 50
B 29
C 20
44. Read the sentence below. The tiger was
getting closer and closer. What is the writers
purpose for using this sentence? A to build
excitement B to describe the tiger C to show the
setting
42
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
A 81
B 8
C 10
33. Edit punctuation use of apostrophe in
contractions A Correct answer B Incorrect
punctuation C Incorrect verb tense
43
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
A 11
B 79
C 10
34. Edit verb tense A Incorrect verb tense B
Correct answer C Incorrect verb tense
44
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
A 5
B 89
C 5
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 100 p.m. B The tigers always
come out around 100 p.m. C The tigers always
come out around 100 p.m.
45
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).
35. Edit spelling frequently encountered word A
Target word misspelled another word misspelled B
Correct answer C Target word misspelled another
word misspelled
State Results District Results
A 21
B 72
C 7
46
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
A 84
B 8
C 6
36. Edit spelling frequently encountered word A
Correct answer B Target word misspelled another
word misspelled C Target word misspelled another
word misspelled
47
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. 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.
State Results District Results
A 11
B 9
C 80
48
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
A 24
B 9
C 66
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.
49
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
A 24
B 62
C 13
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
50
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
0 1
1 10
2 38
3 35
4 16
5 1
6 0
31
51
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 District Results
0 13
1 27
2 46
3 13
4 1
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.