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6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's) PowerPoint Presentation
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6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)

6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)

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6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th grade GLCE's)

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  1. 6th GRADE MEAP RELEASED ITEMS (Correlated to the 5th 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.05.04 know the meanings of words encountered frequently in grade-level reading and oral language contexts. 23. Know meaning of frequently encountered words A Incorrect meaning B Incorrect meaning C Incorrect meaning D Correct answer

  7. GLCE: R.WS.05.07 in context, determine the meaning of words and phrases including symbols, idioms, recently coined words, content vocabulary, and literary terms using strategies and resources including analogies, content glossaries, and electronic resources. 1. Read the sentence below. If the enclosures mimic the natural light of the cats’ wild habitat, they will breed. In this context, the meaning of mimic is A make comfortable. B make visible. C look like. D clear up.

  8. GLCE: R.WS.05.07 in context, determine the meaning of words and phrases including symbols, idioms, recently coined words, content vocabulary, and literary terms using strategies and resources including analogies, content glossaries, and electronic resources. 7. Read the sentence below. But when food is abundant, Pallas’s cats can have up to eight kittens at a time. In this sentence, the word abundant means A less than what is expected. B existing in large quantities. C pleasing to the taste. D ready to be eaten.

  9. GLCE: R.WS.05.07 in context, determine the meaning of words and phrases including symbols, idioms, recently coined words, content vocabulary, and literary terms using strategies and resources including analogies, content glossaries, and electronic resources. 12. Use context to determine meaning of phrase A Incorrect meaning B Correct answer C Incorrect meaning D Incorrect meaning

  10. GLCE: R.WS.05.07 in context, determine the meaning of words and phrases including symbols, idioms, recently coined words, content vocabulary, and literary terms using strategies and resources including analogies, content glossaries, and electronic resources. 14 R.WS.05.07 Use context to determine meaning of phrase A Correct answer B Incorrect meaning C Incorrect meaning D Incorrect meaning

  11. GLCE: R.NT.05.02 analyze the structure, elements, style, and purpose of narrative genre including historical fiction, tall tales, science fiction, fantasy, and mystery. 13. Identify author’s purpose A Incorrect purpose B Correct answer C Incorrect purpose D Incorrect purpose

  12. GLCE: R.NT.05.03 analyze how characters’ traits and setting define plot, climax, the role of dialogue, and how problems are resolved. 9. Identify character’s motivation A Incorrect motivation B Incorrect motivation C Incorrect motivation D Correct answer

  13. GLCE: R.NT.05.03 analyze how characters’ traits and setting define plot, climax, the role of dialogue, and how problems are resolved. 15. Analyze character’s actions using cause/effect relationship A Incorrect action B Incorrect action C Correct answer D Incorrect action

  14. GLCE: R.NT.05.04 explain how authors use literary devices including exaggeration and metaphors to develop characters, themes, plot, and functions of heroes, anti-heroes, and narrators. 10. Identify use of quotation marks A Incorrect use B Incorrect use C Correct answer D Incorrect use

  15. GLCE: R.IT.05.01 analyze the structure, elements, features, style, and purpose of informational genre including advertising, experiments, editorials, and atlases. 17. Analyze author’s purpose A Correct answer B Incorrect purpose C Incorrect purpose D Incorrect purpose

  16. GLCE: R.IT.05.02 identify and describe informational text patterns including compare/contrast, cause/effect, and problem/solution. 4. What type of organization pattern does the selection use? A description and explanation – details with further explanations B order of importance – details from most important to least important C chronological order – details in the order in which they happened D order of location – details in the order in which they are located

  17. GLCE: R.IT.05.03 explain how authors use text features including timelines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas. 5. What was the author’s main purpose in including the diagram at the end of the selection? A to summarize the main ideas of the writing selection B to illustrate how Pallas’s cats learn to hunt for food C to highlight the key features for hunting and keeping warm D to indicate the hunting position of the Pallas’s cat

  18. GLCE: R.CM.05.02 retell through concise summarization grade-level narrative and informational text. 2. Bill Swanson thinks a group of Pallas’s cats should be named a hiss of Pallas’s cats because A other animal groups have words to describe them. B the cats continually make an angry noise. C the name first appeared in scientific literature. D the cats are able to live in extremely cold weather.

  19. GLCE: R.CM.05.02 retell through concise summarization grade-level narrative and informational text. 3. All of the following help make the Pallas’s cat an invisible hunter EXCEPT for the A ears. B legs. C head. D tail.

  20. GLCE: R.CM.05.02 retell through concise summarization grade-level narrative and informational text. 6. Why were zookeepers initially concerned about the Pallas’s kittens? A The kittens were fighting each other. B The kittens were always hissing. C The kittens were having trouble feeding. D The kittens were unable to open their eyes.

  21. GLCE: R.CM.05.02 retell through concise summarization grade-level narrative and informational text. 8. How do the ears of the Pallas’s cat help it to be an effective hunter? A The ears are colored to blend in with the surroundings. B The ears magnify sounds made by prey. C The ears are set low on the head to help it hide. D The ears help it stay warm in cold weather.

  22. GLCE: R.CM.05.02 retell through concise summarization grade-level narrative and informational text. 11. Identify important detail related to cause/effect A Incorrect cause B Correct answer C Incorrect cause D Incorrect cause

  23. GLCE: R.CM.05.02 retell through concise summarization grade-level narrative and informational text. 16. Summarize story A Incorrect summary B Incorrect summary C Correct answer D Incorrect summary

  24. GLCE: R.CM.05.02 retell through concise summarization grade-level narrative and informational text 20. Summarize story A Correct answer B Incorrect summary C Incorrect summary D Incorrect summary

  25. GLCE: R.CM.05.02 retell through concise summarization grade-level narrative and informational text 21. Identify relevant detail A Incorrect detail B Correct answer C Incorrect detail D Incorrect detail

  26. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 18. Analyze theme A Correct answer B Incorrect theme C Incorrect theme D Incorrect theme

  27. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 19. Draw conclusion A Incorrect conclusion B Correct answer C Incorrect conclusion D Incorrect conclusion

  28. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 22. Make inference about character A Correct answer B Incorrect inference C Incorrect inference D Incorrect inference

  29. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 24. Identify theme A Correct answer B Incorrect theme C Incorrect theme D Incorrect theme

  30. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 25. Compare how characters are alike across texts A Incorrect comparison B Incorrect comparison C Incorrect comparison D Correct answer

  31. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 26. Compare themes across texts A Correct answer B Incorrect theme C Incorrect theme D Incorrect theme

  32. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 27. Compare universal truth across texts A Incorrect truth B Incorrect truth C Correct answer D Incorrect truth

  33. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 28. Compare purpose across texts A Incorrect purpose B Correct answer C Incorrect purpose D Incorrect purpose

  34. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 29. Compare how ideas are alike across texts A Correct answer B Incorrect idea C Incorrect idea D Incorrect idea

  35. GLCE: R.CM.05.03analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. 30. Compare characters using inference A Incorrect comparison B Correct answer C Incorrect comparison D 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.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece. 32. Identify audience A Incorrect audience B Incorrect audience C Incorrect audience D Correct answer

  38. GLCE: W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece. 40. What was the writer’s purpose for writing this selection? A to share how easily a person can fracture an arm B to explain how to prevent a fractured arm C to describe the difficulties of having a fractured arm D to show the process of healing a fractured arm

  39. GLCE: W.PR.05.02 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., role and relationships of characters, settings, ideas, relationship of theory/evidence, or compare/contrast). 34. Identify graphic organizer used to compare A Correct answer B Incorrect graphic organizer C Incorrect graphic organizer D Incorrect graphic organizer

  40. GLCE: W.PR.05.03 draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions. 35. Explain importance of sentence A Correct answer B Incorrect explanation C Incorrect explanation D Incorrect explanation

  41. GLCE: W.PR.05.03 draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions. 36. Analyze textual features A Incorrect analysis B Incorrect analysis C Incorrect analysis D Correct answer

  42. GLCE: W.PR.05.03 draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions. 37. Explain importance of sentence A Incorrect explanation B Correct answer C Incorrect explanation D Incorrect explanation

  43. GLCE: W.PR.05.03 draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions. 44. The writer wrote this sample in the A first-person point of view. B third-person point of view. C present tense. D future tense.

  44. GLCE: W.PS.05.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). 38. Explain importance of sentence A Incorrect explanation B Correct answer C Incorrect explanation D Incorrect explanation

  45. GLCE: W.PS.05.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). 39. Which of the following sentences contains an exaggeration? A For starters it is difficult because if you’re a righty (like me) you have to write with your left hand. B One reason that it is uncomfortable is because your arm turns into a statue. C It is as itchy as being tickled by a feather. D When I took a bath, it took me at least 45 minutes.

  46. GLCE: W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. 33. Revise punctuation A Incorrect tense B Correct answer C Incorrect tense D Incorrect punctuation

  47. GLCE: W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. 42. How should the sentence below be edited to make it correct? Have you ever fractured your right arm. A End the sentence with a question mark. B Change “your” to “you’re.” C Change “fractured” to “fracturt.” D End the sentence with an exclamation mark.

  48. GLCE: W.SP.05.01 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, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). 41. What is one way that the second paragraph could be improved? A Spell out “800” in words. B Correct the spelling of “writy” to “righty.” C Use the word “too” rather than “to” in the first sentence. D Correct the spelling of “reason” to “reson.”

  49. GLCE: W.SP.05.01 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, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). 43. Read the sentence below. Also, I never in my hole life want to get another fracture. A Also, I never in me hole life want to get another fracture. B Also, I never in my hole life want to get a nother fracture. C Also, I never in my hole life wanted to get another fracture. D Also, I never in my whole life want to get another fracture.

  50. GLCE: W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece. 31 Write about the theme: Hope Sometimes people’s hopes are big and sometimes they are small. People may hope for a better life or simply for a better day. They may have hopes for themselves or for others. Do only one of the following: tell about a time you did or did not get what you hoped for OR explain how having hope for yourself or others can help you OR tell about a time when people shared hope with others OR write about hope in your own way.