5th GRADE MEAP RELEASED ITEMS (Correlated to the 4th grade GLCE's)

1. 5th GRADE MEAP RELEASED ITEMS (Correlated to the 4th 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 – 39 not released. Descriptors provided for stem and foils.

6. 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. 11. Use structural cues and context to determine word meaning A Incorrect meaning B Incorrect meaning C Incorrect meaning D Correct answer

7. 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. 5. Read the sentence below. “Oh, so my goal is Shaquille because he’s in front of me,” said Chloe. What meaning of the word goal did Chloe use when she said that her goal was Shaquille? A metal B purpose C ideal D target

8. 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. 13. Use context to determine word meaning A Incorrect meaning B Incorrect meaning C Correct answer D Incorrect meaning

9. 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 • 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

10. 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. 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.

11. 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. 16. Explain author’s use of figurative language A Incorrect use B Incorrect use C Correct answer D Incorrect use

12. 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. 23. Describe how author uses literary devices to convey character trait A Incorrect trait B Incorrect trait C Incorrect trait D Correct answer

13. 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. 10. Identify genre A Correct answer B Incorrect genre C Incorrect genre D Incorrect genre

14. 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. 14. Analyze author’s purpose A Correct answer B Incorrect purpose C Incorrect purpose D Incorrect purpose

15. 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. 22. Identify genre A Incorrect genre B Incorrect genre C Correct answer D Incorrect genre

16. 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. 24. Analyze author’s purpose A Incorrect purpose B Correct answer C Incorrect purpose D Incorrect purpose

17. 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. 19. Explain use of boldface type A Incorrect use B Incorrect use C Correct answer D Incorrect use

18. 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. 9. Connect personal knowledge to perspective in text A Correct answer B Incorrect perspective C Incorrect perspective D Incorrect perspective

19. 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. 12. Connect personal knowledge to theme A Incorrect theme B Correct answer C Incorrect theme D Incorrect theme

20. GLCE: R.CM.04.02 retell through concise summarization grade-level narrative and informational text. 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

21. GLCE: R.CM.04.02 retell through concise summarization grade-level narrative and informational text. 3. What happened rightafter 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

22. GLCE: R.CM.04.02 retell through concise summarization grade-level narrative and informational text. 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.

23. GLCE: R.CM.04.02 retell through concise summarization grade-level narrative and informational text. 15. Identify relevant detail A Correct answer B Incorrect detail C Incorrect detail D Incorrect detail

24. GLCE: R.CM.04.02 retell through concise summarization grade-level narrative and informational text. 18. Identify main idea A Correct answer B Incorrect main idea C Incorrect main idea D Incorrect main idea

25. GLCE: R.CM.04.02 retell through concise summarization grade-level narrative and informational text. 20. Identify relevant detail A Correct answer B Incorrect detail C Incorrect detail D Incorrect detail

26. 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. 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.

27. 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. 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.

28. 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. 17. Compare how ideas are different within text. A Incorrect idea B Incorrect idea C Correct answer D Incorrect idea

29. 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. 21. Identify relationship among themes A Incorrect theme B Incorrect theme C Incorrect theme D Correct answer

30. 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. 25. Compare how details are alike across texts A Incorrect detail B Correct answer C Incorrect detail D Incorrect detail

31. 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. 26. Compare author’s purpose across texts A Incorrect purpose B Incorrect purpose C Correct answer D Incorrect purpose

32. 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. 27. Compare how ideas are different across texts A Correct answer B Incorrect idea C Incorrect idea D Incorrect idea

33. 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. 28. Compare how ideas are alike across texts A Incorrect idea B Incorrect idea C Correct answer D Incorrect idea

34. 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. 29. Compare how ideas are alike across texts A Correct answer B Incorrect idea C Incorrect idea D Incorrect idea

35. 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. 30. Compare genres across texts A Incorrect genre B Correct answer C Incorrect genre D Incorrect genre

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.04.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece 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.”

38. GLCE: W.PR.04.03 draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions. 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.

39. 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). 32. Explain use of transition words A Incorrect use B Incorrect use C Correct answer D Incorrect use

40. 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). 34. Revise: use strong verb A Incorrect verb B Correct answer C Incorrect verb D Incorrect verb

41. 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). 38. Revise; replace adjective A Incorrect adjective B Incorrect adjective C Incorrect adjective D Correct answer

42. 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). 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

43. 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. 33. Edit capitalization A Incorrect capitalization B Incorrect capitalization C Correct answer D Incorrect capitalization

44. 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. 35. Edit punctuation; apostrophe in possessives A Incorrect spelling B Incorrect spelling C Incorrect use of apostrophe D Correct answer

45. 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. 37. Revise; Combine ideas to remove sentence fragment A Correct answer B Incorrect revision C Incorrect revision D Incorrect revision

46. 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. 39. Identify punctuation error; comma A Incorrect punctuation error B Correct answer C Incorrect punctuation error D Incorrect punctuation error

47. 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. 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.

48. 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. 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

49. 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). 36. Edit spelling; add suffix A Correct answer B Incorrect punctuation C Incorrect verb tense D Incorrect punctuation

50. 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 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.