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

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

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

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  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 • www.manistee.org (go to general education benchmark assessment project) • www.mictm.org

  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. 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. 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

  9. GLCE: R.NT.02.03 identify and describe characters’ actions and motivations, setting (time and place), problem/solution, and sequence of events. 20. Identify character’s 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 character’s feelings A Correct answer B Incorrect sentences C Incorrect sentences

  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. 22. Explain author’s 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. 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.

  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. 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

  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. 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. 14. Explain author’s 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. 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.

  17. GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text. 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

  18. GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text. 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 mud hair cloth Which of the following do birds also use to create nests? A glass B paper C flowers

  20. GLCE: R.CM.02.02 retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 32. Identify author’s 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. 37. Identify sentence showing author’s 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. 38. Revise; delete unnecessary information A Necessary information B Correct answer C Necessary information

  40. W.PR.02.06revise 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.

  41. GLCE: W.PS.02.01develop 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). 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

  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. 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. 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. 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.

  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

  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). 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.

  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). 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). 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. 31