Pearson Common Core Literature - Instructional …€¦ · 6-8.RH.1 Cite specific textual evidence to ... A Correlation of Pearson Common Core Literature, Grade 6, ... A Correlation

A Correlation of

Pearson Common Core Literature

©2015 Grade 6

To the

Oregon Common Core State Standards for Literacy in History/Social Studies,

Science and Technical Subjects Grade 6

A Correlation of Pearson Common Core Literature, Grade 6, ©2015 to the Oregon Common Core State Standards

for Literacy in History/Social Studies, Science and Technical Subjects, Grade 6

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Introduction This document demonstrates how Pearson Common Core Literature ©2015 meets the Oregon Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects. Correlation page references are to the Student Edition and are cited by activity and page number. Pearson Common Core Literature ©2015 is an exciting literature program designed specifically to meet the rigors of Common Core. Its unique Instructional Model brings support around the critical shifts in literacy, emphasizing building knowledge through content rich nonfiction, reading and writing grounded in evidence, providing texts of the appropriate range of complexity and focusing on academic vocabulary. The heart of the Instructional Model is a focus on Text Sets that consist of an Anchor Text with related readings of multiple genres, centered on a compelling topic. The goal is for students to form a coherent position on the topic by performing research, holding discussions, and writing an argumentative analysis.

Additionally, an instructional focus is paid to developing students’ close reading ability to prepare them for the rigorous tasks they will experience on upcoming assessments. Powerful instructional tools are designed to personalize learning for every student, allowing teachers to customize instruction and differentiate resources.



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Table of Contents

Reading Standards for Literacy in History/Social Studies ...................................... 4 Writing Standards for Literacy in History/Social Studies ..................................... 10 Reading Standards for Literacy in Science and Technical Subjects ....................... 16 Writing Standards for Literacy in Science and Technical Subjects ........................ 20



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Oregon Common Core State Standards For Literacy in History/Social Studies,

Science and Technical Subjects, Grade 6

Pearson Common Core Literature Grade 6, ©2015

Reading Standards for Literacy in History/Social Studies The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RH Key Ideas and Details 6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources.

Common Core Workshop Comprehending Complex Texts, lviii–lxiii Social Science Texts from “Rendezvous with Despair” by Thomas E. Dewey, lxiii from “The Bill of Rights” by Herbert Hoover, lxiii Nelson Mandela’s Address Upon His Release From Prison, lxv (history and argument) from “Speech Celebrating George Washington’s Birthday” by Jane Addams, lxvii The King of Mazy May by Jack London, 118–127 To Klondike We’ve Paid Our Fare, 132–133 “Gold Rush: The Journey by Land,” from The Sacramento Bee, 136 (map) “A Woman’s View of the Gold Rush,” by Mary B. Ballou, 138–141 “Chinese and African Americans in the Gold Rush,” from The Johns Hopkins University, 144–145 from “Zlata’s Diary,” by Zlata Filipovic, 168–176 “Names/ Nombres,” by Julia Alvarez, 196–202 Online Almanac: “The Seven Wonders of the World,” from Infoplease™, 231 Textbook Article: “Art, Architecture, and Learning in Egypt,” from Prentice Hall Ancient Civilizations, 233 “Jackie Robinson: Justice at Last,” by Geoffrey C. Ward and Ken Burns, 256–259 “Memories of an All-American Girl,” by Carmen Pauls, 264–267 “Preserving a Great American Symbol,” by Richard Durbin, 270–271



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(Continued) 6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources.

(Continued) “Fenway Park Celebrates 100 Years as America’s Oldest Working Major League Ballpark,” by Molly Line, 280–283 Baseball Card, 292 “Twelfth Song of Thunder” from the Navajo Mountain Chant, 305 “Race to the End of the Earth,” by William G. Scheller, 404–407 from “Letter on Thomas Jefferson,” by John Adams, 420–421 “Determination” by Winston Churchill, 430 Black Cowboy, Wild Horses: A True Story, 620–624 “Arachne”, 641–646 (cause and effect) The Whale Rider, 717–721 Literature in Context Geography Connection, 64; Social Studies Connection, 188; Culture Connection, 645 Responses Questions Literary Analysis, 129, 134, 137, 142, 146, 203, 261, 272, 427, 723, 736; Close Reading Activities, 128, 134, 177, 260, 268, 284, 408, 422, 447, 721, 744



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6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Common Core Workshop Writing an Objective Summary, lvi–lvii; Comprehending Complex Texts, lviii–lxiii Social Science Texts from “Rendezvous with Despair” by Thomas E. Dewey, lxiii from “The Bill of Rights” by Herbert Hoover, lxiii Nelson Mandela’s Address Upon His Release From Prison, lxv from “Speech Celebrating George Washington’s Birthday” by Jane Addams, lxvii To Klondike We’ve Paid Our Fare, 132–133 “A Woman’s View of the Gold Rush,” by Mary B. Ballou, 138–141 “Chinese and African Americans in the Gold Rush,” from The Johns Hopkins University, 144–145 Textbook Article: “Art, Architecture, and Learning in Egypt,” from Prentice Hall Ancient Civilizations, 233 “Jackie Robinson: Justice at Last,” by Geoffrey C. Ward and Ken Burns, 256–259 “Memories of an All-American Girl,” by Carmen Pauls, 264–267 “Preserving a Great American Symbol,” by Richard Durbin, 270–271 “Fenway Park Celebrates 100 Years as America’s Oldest Working Major League Ballpark,” by Molly Line, 280–283 “Twelfth Song of Thunder” from the Navajo Mountain Chant, 305 “Race to the End of the Earth,” by William G. Scheller, 404–407 from “Letter on Thomas Jefferson,” by John Adams, 420–421 “Determination” by Winston Churchill, 430 Black Cowboy, Wild Horses: A True Story, 620–624 Instruction and Questions Key Ideas and Details (Social Studies), 1129, 134, 137, 142, 146, 203, 261, 268, 272, 284, 422, 427, 723, 736, 744



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6-8.RH.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Common Core Workshop Comprehending Complex Texts, lviii–lxiii Close Reading Activities, 128, 134, 177, 260, 268, 284, 408, 422, 447, 721, 744; Illustrated Timeline: The Palace of Westminster, 579

Craft and Structure 6-8.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Common Core Workshop: Building Academic Vocabulary, xlvi–lv Close Reading and Language Study, 128, 134, 177, 260, 268, 284, 408, 422, 447, 721, 744; Figurative Language, 284

6-8.RH.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

Common Core Workshop Analyzing Arguments, lxiv–lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii Instruction and Questions Elements of Nonfiction, 180–183; Analyzing Expository Texts, 230–235; “Arachne”, 641–646

6-8.RH.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Common Core Workshop: Analyzing Arguments, lxiv–lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii; Composing an Argument, lxviii–lxix; Determining Author’s Purpose, Point of View, and Development of Ideas, 182–183; Narrator and Point of View, 184–185, 186, 191; Comparing Author’s Purpose Across Genres, 523, 525, 528, 531, 533; Constructed Response: Determine the Author’s Point of View, 252; Informational Text: from “Rendezvous with Despair” by Thomas E. Dewey, lxiii; from “The Bill of Rights” by Herbert Hoover, lxiii Nelson Mandela’s Address Upon His Release From Prison, lxv; from “Speech Celebrating George Washington’s Birthday” by Jane Addams, lxvii



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Integration of Knowledge and Ideas 6-8.RH.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

“Gold Rush: The Journey by Land,” from The Sacramento Bee, 136 Online Almanac: “The Seven Wonders of the World,” from Infoplease™, 231 Textbook Article: “Art, Architecture, and Learning in Egypt,” from Prentice Hall Ancient Civilizations, 233 Research Activities Illustrated Timeline: The Palace of Westminster, 579; Oral Presentation on Myths, 725; Create a Multimedia Presentation, lxxvi

6-8.RH.8 Distinguish among fact, opinion, and reasoned judgment in a text.

Common Core Workshop Analyzing Arguments, lxiv–lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii Informational Text from “Rendezvous with Despair” by Thomas E. Dewey, lxiii from “The Bill of Rights” by Herbert Hoover, lxiii Nelson Mandela’s Address Upon His Release From Prison, lxv (history and argument) from “Speech Celebrating George Washington’s Birthday” by Jane Addams, lxvii Instruction and Questions Fact and Opinion, 194–195, 196, 197, 199, 203



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6-8.RH.9 Analyze the relationship between a primary and secondary source on the same topic.

Baseball “Jackie Robinson: Justice at Last,” by Geoffrey C. Ward and Ken Burns, 256–259 “Memories of an All-American Girl,” by Carmen Pauls, 264–267 “Preserving a Great American Symbol,” by Richard Durbin, 270–271 “Fenway Park Celebrates 100 Years as America’s Oldest Working Major League Ballpark,” by Molly Line, 280–283 Baseball Card, 292 Gold Rush The King of Mazy May by Jack London, 118–127 (Gold Rush) To Klondike We’ve Paid Our Fare, 132–133 (Song About Gold Rush) “Gold Rush: The Journey by Land,” from The Sacramento Bee, 136 “A Woman’s View of the Gold Rush,” by Mary B. Ballou, 138–141 “Chinese and African Americans in the Gold Rush,” from The Johns Hopkins University, 144–145

Range of Reading and Level of Text Complexity 6-8.RH.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Independent Reading (Social Science Texts), 158–159, 298–299, 436–437, 608–609, 760–761. Also see Online Text Set and Comprehending Complex Texts, lviii–lxiii.



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Writing Standards for Literacy in History/Social Studies The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 6-8.WHST.1 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or

issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or

section that follows from and supports the argument presented.

Common Core Workshop Composing an Argument, lxviii–lxix Writing Process Argumentative Essay, 376–383; Problem-and-Solution Essay, 538–545 Writing to Sources Editorial (Chinese and African Workers), 147; Argumentative Essay (Essay about Effects of the Gold Rush), 156–157; Argument about Fenway Park, 285; Argument (Comparison-and-Contrast Essay Analyzing John Adams and Thomas Jefferson), 423 Timed Writing Argument: Position Statement (Seven Wonders of the World), 235



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6-8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing

what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Common Core Workshop Writing an Objective Summary, lvi–lvii; Research Process Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi Constructed Response Writing: Analyze Structure and Purpose, 262; Analyze Text Structure, 262; Determine an Author’s Point of View, 262; Analyze the Use of Historical Fact in Fiction and Nonfiction, 724; Analyze the Development of a Theme or Main Idea, 724 Writing Process Informative Text: Comparison-and-Contrast Essay, 240–247; Cause-and-Effect Essay, 702–709 Writing to Sources Informative Text (Cause-and-Effect Essay about Gold Rush), 130; Informational Text (Women in Gold Rush), 143; Informative Text (Comparison-and-Contrast Essay about Jackie Robinson; Explanatory Text (Compare and Contrast Essay: Arachne and Athene), 649; Informative Essay on Sioux Indians, 745 Research and Technology Research Conflict, 115; Research Civil War in Yugoslavia, 177; History of Navajo Mountain Chant, 306; Research Stories of the Abenaki Culture, 451 Research Investigate the Topic Gold Rush Struggles 131; Striking It Rich, 135; Descriptive Essay: Gold Rush Housing, 143; Research Gold Rush and Food, 153; Presentation on Gender Segregation in Sports, 263; Informal Speech about Continental Congress, 423; Report on Winston Churchill, 431; Annotated Bibliography Entry: Cultural Values of Greece, 649; Oral Presentation on Myths, 725



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6-8.WHST.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue

to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

Narrative (Journal Entry about Oregon or Mormon Trail), 137; Diary Entry, 409

Production and Distribution of Writing 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core Workshop: Research Process Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi Writing Workshop Writing Process, 102–109, 240–247, 376–383, 538–545, 702–709 Writing to Sources Informative Text (Cause-and-Effect Essay about Gold Rush), 130; Fictional Narrative (Short Story About the Klondike Gold Rush), 135; Narrative (Journal Entry about Oregon or Mormon Trail), 137; Informational Text (Women in Gold Rush), 143; Editorial (Chinese and African Workers), 147; Argumentative Essay (Essay about Effects of the Gold Rush), 156–157; Informative Text (Comparison-and-Contrast Essay about Jackie Robinson; Argument about Fenway Park, 285; Diary Entry, 409; Argument (Comparison-and-Contrast Essay Analyzing John Adams and Thomas Jefferson), 423; Explanatory Text (Compare and Contrast Essay: Arachne and Athene), 649; Informative Essay on Sioux Indians, 745 Research Research Conflict, 115; Research Civil War in Yugoslavia, 177; History of Navajo Mountain Chant, 306; Research Stories of the Abenaki Culture, 451



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(Continued) 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

(Continued) Research Investigate the Topic Gold Rush Struggles 131; Striking It Rich, 135; Descriptive Essay: Gold Rush Housing, 143; Research Gold Rush and Food, 153; Presentation on Gender Segregation in Sports, 263; Informal Speech about Continental Congress, 423; Report on Winston Churchill, 431; Annotated Bibliography Entry: Cultural Values of Greece, 649; Oral Presentation on Myths, 725

6-8.WHST.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed..

Common Core Workshop: Research Process Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi; Writing Workshop: Writing Process, 102–109, 240–247, 376–383, 538–545, 702–709; Writing to Sources: Informative Text (Cause-and-Effect Essay about Gold Rush), 130; Fictional Narrative (Short Story About the Klondike Gold Rush), 135; Narrative (Journal Entry about Oregon or Mormon Trail), 137; Informational Text (Women in Gold Rush), 143; Editorial (Chinese and African Workers), 147; Argumentative Essay (Essay about Effects of the Gold Rush), 156–157; Informative Text (Comparison-and-Contrast Essay about Jackie Robinson; Argument about Fenway Park, 285; Diary Entry, 409; Argument (Comparison-and-Contrast Essay Analyzing John Adams and Thomas Jefferson), 423; Explanatory Text (Compare and Contrast Essay: Arachne and Athene), 649; Informative Essay on Sioux Indians, 745

6-8.WHST.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Conducting Research, lxx–lxxi Presentation on Gender Segregation in Sports, 263; Informal Presentation on Baseball, 273; Informal Presentation on Fenway Park, 285; Informal Speech about Continental Congress, 423; Oral Presentation on Myths, 725



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Research to Build and Present Knowledge 6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Common Core Workshop: Conducting Research, lxx–lxxi; Research Process Workshop, lxxii–lxxix; Citing Sources and Preparing Manuscript, lxxx–lxxxi; Research, 115, 177, 306, 451; Research and Technology, 57; Research Investigate the Topic, 131, 135, 143, 153, 263, 269, 273, 285, 423, 431, 649, 725

6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Common Core Workshop Conducting Research, lxx–lxxi; Research Process Workshop, lxxii–lxxix; Citing Sources and Preparing Manuscript, lxxx–lxxxi Research and Technology Compare-and-Contrast Chart: Your Hometown and a Jewish Village Before World War II, 57 Research Research Conflict, 115; Research Civil War in Yugoslavia, 177; History of Navajo Mountain Chant, 306; Research Stories of the Abenaki Culture, 451 Research Investigate the Topic Gold Rush Struggles 131; Striking It Rich, 135; Descriptive Essay: Gold Rush Housing, 143; Research Gold Rush and Food, 153; Presentation on Gender Segregation in Sports, 263; Informal Speech about Continental Congress, 423; Report on Winston Churchill, 431; Annotated Bibliography Entry: Cultural Values of Greece, 649; Oral Presentation on Myths, 725

6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

Research, 115, 177, 306, 451; Research and Technology, 57; Research Investigate the Topic, 131, 135, 143, 153, 263, 269, 273, 285, 423, 431, 649, 725; also see: Conducting Research, lxx–lxxi; Research Process Workshop, lxxii–lxxix; Citing Sources and Preparing Manuscript, lxxx–lxxxi



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Range of Writing 6-8.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Common Core Workshop: Research Process Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi; Writing Workshop: Writing Process, 102–109, 240–247, 376–383, 538–545, 702–709; Writing to Sources: Informative Text (Cause-and-Effect Essay about Gold Rush), 130; Fictional Narrative (Short Story About the Klondike Gold Rush), 135; Narrative (Journal Entry about Oregon or Mormon Trail), 137; Informational Text (Women in Gold Rush), 143; Editorial (Chinese and African Workers), 147; Argumentative Essay (Essay about Effects of the Gold Rush), 156–157; Informative Text (Comparison-and-Contrast Essay about Jackie Robinson; Argument about Fenway Park, 285; Diary Entry, 409; Argument (Comparison-and-Contrast Essay Analyzing John Adams and Thomas Jefferson), 423; Explanatory Text (Compare and Contrast Essay: Arachne and Athene), 649; Informative Essay on Sioux Indians, 745



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Reading Standards for Literacy in Science and Technical Subjects The Reading standards specific to the content areas begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Reading Informational Text RST Key Ideas and Details 6-8.RST.1 Cite specific textual evidence to support analysis of science and technical texts.

Common Core Workshop Comprehending Complex Texts, lviii–lxiii Science Texts Reading Informational Text: Paper or Plastic? 112 “Birds Struggle to Recover From Egg Thefts of 1800s,” by Edie Lau, 148–151 Reading Informational Text: Essay on School Lunches, 250 The Case of the Monkeys That Fell From the Trees, 726–731 “Rescuers to Carry Oxygen Masks for Pets,” from Associated Press, 734 “Satellites and Sea Lions,” from NASA, 746–747 Science Connection Measuring Time (illustrated), 467

6-8.RST.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Opportunities to address this objective may be found with the following: Common Core Workshop Writing an Objective Summary, lvi–lvii; Comprehending Complex Texts, lviii–lxiii Informational Text Reading Informational Text: Paper or Plastic? 112 “Birds Struggle to Recover From Egg Thefts of 1800s,” by Edie Lau, 148–151 Reading Informational Text: Essay on School Lunches, 250 The Case of the Monkeys That Fell From the Trees, 726–731 “Rescuers to Carry Oxygen Masks for Pets,” from Associated Press, 734 “Satellites and Sea Lions,” from NASA, 746–747



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(Continued) 6-8.RST.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

(Continued) Close Reading Focus Key Ideas and Details (Science), 152, 732, 748; Summarize: Science, 152, 732, 736, 748 Science Connection Measuring Time (illustrated), 467

6-8.RST.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Opportunities to address this objective may be found with the following: Common Core Workshop: Comprehending Complex Texts, lviii–lxiii; “Annotated Poster: Process of Mining, 147; Research Survival Skills, 397; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Written and Visual Report on Human Aging, 665; Annotated Chart on the Scientific Method, 733

Craft and Structure 6-8.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Common Core Workshop Building Academic Vocabulary, xlvi–lv Science Connection Measuring Time (illustrated), 467 Language Study Workshops Using a Dictionary and Thesaurus, 98–99; Word Origins, 237; Words with Multiple Meanings, 372–373; Connotation and Denotation, 534–535; Idioms, 698–699 Close Reading Activities Literary Analysis, 732, 736, 748



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6-8.RST.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Common Core Workshop: Comprehending Complex Texts, lviii–lxiii Elements of Nonfiction, 180–183 Informational Text: Reading Informational Text: Paper or Plastic? 112; “Birds Struggle to Recover From Egg Thefts of 1800s,” by Edie Lau, 148–151; Reading Informational Text: Essay on School Lunches, 250; The Case of the Monkeys That Fell From the Trees, 726–731; “Rescuers to Carry Oxygen Masks for Pets,” from Associated Press, 734; “Satellites and Sea Lions,” from NASA, 746–747

6-8.RST.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

“The Case of the Monkeys That Fell From the Trees, 726–731 (Science); “Rescuers to Carry Oxygen Masks for Pets,” from Associated Press, 734; “Satellites and Sea Lions,” from NASA, 746–747; also see: Annotated Poster: Process of Mining, 147; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Annotated Chart on the Scientific Method, 733

Integration of Knowledge and Ideas 6-8.RST.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Graph: 2012 Pet Ownership, 738; also see: “Satellites and Sea Lions,” from NASA, 746–747; Science Connection: Measuring Time (illustrated), 467; Annotated Poster: Process of Mining, 147; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Annotated Chart on the Scientific Method, 733; Visual Report on Oceanographers, 749



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6-8.RST.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Common Core Workshop Analyzing Arguments, lxiv–lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii Informational Material Reading Informational Text: Paper or Plastic? 112 “Birds Struggle to Recover From Egg Thefts of 1800s,” by Edie Lau, 148–151 Reading Informational Text: Essay on School Lunches, 250 The Case of the Monkeys That Fell From the Trees, 726–731 “Rescuers to Carry Oxygen Masks for Pets,” from Associated Press, 734 “Satellites and Sea Lions,” from NASA, 746–747 Research Activities Annotated Poster: Process of Mining, 147; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Annotated Chart on the Scientific Method, 733; Visual Report on Oceanographers, 749

6-8.RST.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Opportunities to address this objective may be found with the following: “Satellites and Sea Lions,” from NASA, 746–747; Science Connection: Measuring Time (illustrated), 467; Annotated Poster: Process of Mining, 147; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Annotated Chart on the Scientific Method, 733; Visual Report on Oceanographers, 749

Range of Reading and Level of Text Complexity 6-8.RST.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

Independent Reading (Science Texts), 158–159, 298–299. Also see Online Text Set and Comprehending Complex Texts, liv–lix.



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Writing Standards for Literacy in Science and Technical Subjects The Writing standards specific to the content areas begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing WHST Text Types and Purposes 6-8.WHST.1 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or

issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or

section that follows from and supports the argument presented.

Common Core Workshop Composing an Argument, lxviii–lxix Writing Process Argumentative Essay, 376–383; Problem-and-Solution Essay, 538–545 Writing to Sources Argument (About Egging Ban in California), 153; Argument (Persuasive Speech About Use of Technology in Baseball), 273; Argument (Persuasive Letter to NASA), 749; Argument (Persuasive Essay on Conservation), 755 Science Connection Measuring Time (illustrated), 467



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6-8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing

what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Common Core Workshop Writing an Objective Summary, lvi–lvii; Research Process Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi Writing Process Comparison-and-Contrast Essay, 240–247; Cause-and-Effect Essay, 702–709 Writing to Sources Informative Text (Essay discussing Environment and Determination), 396 Informational Text (Explanation of the Glanders Method of Investigating), 733 Research Research Wolves and Wolf Society, 11 Research Investigate the Topic Annotated Poster: Process of Mining, 147; Research Survival Skills, 397; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Written and Visual Report on Human Aging, 665; Annotated Chart on the Scientific Method, 733; Research Paper on Oxygen Masks, 737; Informal Speech on Domestication of Animals, 745; Visual Report on Oceanographers, 749; Research Turkeys, 755 Science Connection Measuring Time (illustrated), 467



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6-8.WHST.3 (See note below; not applicable as a separate requirement) Note: Students’ narrative skills continue to

grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

For related material see: Writing Process: Short Story, 102–109

Production and Distribution of Writing 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core Workshop: Research Process Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi Writing Workshop Writing Process, 102–109, 240–247, 376–383, 538–545, 702–709 Writing to Sources Argument (About Egging Ban in California), 153; Argument (Persuasive Speech About Use of Technology in Baseball), 273; Informative Text (Essay discussing Environment and Determination), 396; Informational Text (Explanation of the Glanders Method of Investigating), 733; Argument (Persuasive Letter to NASA), 749; Argument (Persuasive Essay on Conservation), 755 Research Research Wolves and Wolf Society, 11



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(Continued) 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

(Continued) Research Investigate the Topic Annotated Poster: Process of Mining, 147; Research Survival Skills, 397; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Written and Visual Report on Human Aging, 665; Annotated Chart on the Scientific Method, 733; Research Paper on Oxygen Masks, 737; Informal Speech on Domestication of Animals, 745; Visual Report on Oceanographers, 749; Research Turkeys, 755 Science Connection Measuring Time (illustrated), 467

6-8.WHST.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Common Core Workshop: Research Process Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi Writing Workshop Writing Process, 102–109, 240–247, 376–383, 538–545, 702–709 Writing to Sources Argument (About Egging Ban in California), 153; Argument (Persuasive Speech About Use of Technology in Baseball), 273; Informative Text (Essay discussing Environment and Determination), 396; Informational Text (Explanation of the Glanders Method of Investigating), 733; Argument (Persuasive Letter to NASA), 749; Argument (Persuasive Essay on Conservation), 755

6-8.WHST.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Common Core Workshop: Create a Multimedia Presentation, lxxvi; Conducting Research, lxx–lxxi Research Investigate the Topic: Annotated Poster: Process of Mining, 147; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Written and Visual Report on Human Aging, 665; Annotated Chart on the Scientific Method, 733; Visual Report on Oceanographers, 749



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Research to Build and Present Knowledge 6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Common Core Workshop: Conducting Research, lxx–lxxi; Research Process Workshop, lxxii–lxxix; Citing Sources and Preparing Manuscript, lxxx–lxxxi Research Research Wolves and Wolf Society, 11 Research Investigate the Topic Annotated Poster: Process of Mining, 147; Research Survival Skills, 397; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Written and Visual Report on Human Aging, 665; Annotated Chart on the Scientific Method, 733; Research Paper on Oxygen Masks, 737; Informal Speech on Domestication of Animals, 745; Visual Report on Oceanographers, 749; Research Turkeys, 755

6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Common Core Workshop: Conducting Research, lxx–lxxi; Research Process Workshop, lxxii–lxxix; Citing Sources and Preparing Manuscript, lxxx–lxxxi Research Research Wolves and Wolf Society, 11 Research Investigate the Topic Annotated Poster: Process of Mining, 147; Research Survival Skills, 397; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Written and Visual Report on Human Aging, 665; Annotated Chart on the Scientific Method, 733; Research Paper on Oxygen Masks, 737; Informal Speech on Domestication of Animals, 745; Visual Report on Oceanographers, 749; Research Turkeys, 755



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6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.

Research Research Wolves and Wolf Society, 11 Research Investigate the Topic Annotated Poster: Process of Mining, 147; Research Survival Skills, 397; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Written and Visual Report on Human Aging, 665; Annotated Chart on the Scientific Method, 733; Research Paper on Oxygen Masks, 737; Informal Speech on Domestication of Animals, 745; Visual Report on Oceanographers, 749; Research Turkeys, 755

Range of Writing 6-8.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Common Core Workshop: Research Process Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi Writing Process, 102–109, 240–247, 376–383, 538–545, 702–709; Writing to Sources: Argument (About Egging Ban in California), 153; Argument (Persuasive Speech About Use of Technology in Baseball), 273; Informative Text (Essay discussing Environment and Determination), 396; Informational Text (Explanation of the Glanders Method of Investigating), 733; Argument (Persuasive Letter to NASA), 749; Argument (Persuasive Essay on Conservation), 755; Research: Research Wolves and Wolf Society, 11; Research Investigate the Topic: Annotated Poster: Process of Mining, 147; Research Survival Skills, 397; Presentation to Illustrate How People with Visual Impairments Learn to Read, 429; Written and Visual Report on Human Aging, 665; Annotated Chart on the Scientific Method, 733; Research Paper on Oxygen Masks, 737; Informal Speech on Domestication of Animals, 745; Visual Report on Oceanographers, 749; Research Turkeys, 755

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