A Correlation of
Pearson
Common Core Literature
©2015
Grade 7
To the
Oregon
Common Core State Standards for
Literacy in History/Social Studies,
Science and Technical Subjects
Grade 7
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Introduction
This document demonstrates how Pearson Common Core Literature, ©2015,
meets the objectives of 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.
2
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
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 ........................ 21
3
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©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
Common Core Workshop
support analysis of primary and secondary
Comprehending Complex Texts, lviii–lxiii
sources.
Social Science Texts
from “Speech to the Constitutional
Convention” by Benjamin Franklin, lxi
from “Owning Books” by William Lyon
Phelps, lxiii
from “Speech at the Grand Canyon” by
Theodore Roosevelt, lxiii
from “Speech Supporting Women’s
Suffrage” by Robert L. Owen, lxv
from “Inaugural Address” by Dwight D.
Eisenhower, lxvii
from Freedom Walkers: The Story of the
Montgomery Bus Boycott by Russell
Freedman, 177
Jo Ann Robinson, 178
“I Am a Native of North America,” by Chief
Dan George, 204–208
“All Together Now,” by Barbara Jordan,
214–216 (Persuasive Speech)
“Rattlesnake Hunt,” by Marjorie Kinnan
Rawlings, 222–228
“The Real Story of a Cowboy’s Life,” by
Geoffrey C. Ward, 420–423
Harriet Tubman, 432–433
Harriet Tubman Wanted Poster, 436
“Joseph R. McCarthy,” from Prentice Hall
United States History, 598–601
“The Salem Witch Trials of 1692, 604–605
“Follow the Leader: Democracy in Herd
Mentality,” by Michael Schirber, 614–617
Martin Luther King, Jr. Memorial
Photograph, 620
Demeter and Persephone, 648–654
“Popocatepetl and Ixtlaccihuatl” 659–668
“Sun and Moon in a Box” 673–678
“The People Could Fly” 683–688
4
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
(Continued)
6-8.RH.1 Cite specific textual evidence to
support analysis of primary and secondary
sources.
(Continued)
“The Voyage” from Tales from the Odyssey,
694–697
from “To the Top of Everest” 699–706
“Discovering a Paper Son,” by Byron Yee,
752–753
From Grandpa and the Statue, 756–761
Melting Pot, 764–767
Table: United States Immigration Statistics,
770
Literature in Context
Social Studies Connection, 476; Mythology
Connection, 74, 653
Responses Questions
Literary Analysis, 177, 178, 199, 229, 655,
669, 679, 689; Close Reading Activities,
209, 217, 229, 288, 300, 424, 434, 602,
605, 754, 762, 768
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 “Speech to the Constitutional
Convention” by Benjamin Franklin, lxi
from “Owning Books” by William Lyon
Phelps, lxiii
from “Speech at the Grand Canyon” by
Theodore Roosevelt, lxiii
from “Speech Supporting Women’s
Suffrage” by Robert L. Owen, lxv
from “Inaugural Address” by Dwight D.
Eisenhower, lxvii
from Freedom Walkers: The Story of the
Montgomery Bus Boycott by Russell
Freedman, 177
Jo Ann Robinson, 178
“I Am a Native of North America,” by Chief
Dan George, 204–208
“All Together Now,” by Barbara Jordan,
214–216 (Persuasive Speech)
“Rattlesnake Hunt,” by Marjorie Kinnan
Rawlings, 222–228
“The Real Story of a Cowboy’s Life,” by
Geoffrey C. Ward, 420–423
5
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
(Continued)
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.
(Continued)
Harriet Tubman, 432–433
Harriet Tubman Wanted Poster, 436
“Joseph R. McCarthy,” from Prentice Hall
United States History, 598–601
“The Salem Witch Trials of 1692, 604–605
“Follow the Leader: Democracy in Herd
Mentality,” by Michael Schirber, 614–617
Martin Luther King, Jr. Memorial
Photograph, 620
Demeter and Persephone, 648–654
“Popocatepetl and Ixtlaccihuatl” 659–668
“Sun and Moon in a Box” 673–678
“The People Could Fly” 683–688
“The Voyage” from Tales from the Odyssey,
694–697
from “To the Top of Everest” 699–706
“Discovering a Paper Son,” by Byron Yee,
752–753
From Grandpa and the Statue, 756–761
Melting Pot, 764–767
Table: United States Immigration Statistics,
770
Instruction and Questions
Main Idea, 202–203, 207, 209; Key Ideas
and Details (Social Studies), 177, 178, 199,
209, 217, 229, 288, 300, 424, 434, 602,
605, 655, 669, 679, 689, 754, 762, 768
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, 209, 217, 229,
288, 300, 424, 434, 602, 605, 754, 762,
768; Writing Workshop: Make a Timeline,
119
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, 177,
178, 199, 209, 217, 229, 288, 300, 424,
434, 602, 605, 655, 669, 679, 689, 754,
762, 768; Constructed Response: Analyze
the Impact of Word Choice, 263
6
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
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
Analyzing Structure and Relationships in
Literary Nonfiction, 190–191; Reflective
Essay, 202, 203, 204, 207, 209; Persuasive
Essay, 212, 213, 217
Constructed Response
Analyze Structure and Purpose, 262;
Analyze Text Structure, 262
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; Persuasive
Techniques, 154; Persuasive Essay, 212–
213, 215, 217; Evaluate Arguments, 263,
263; Informational Text: from “Speech to
the Constitutional Convention” by Benjamin
Franklin, lxi; from “Owning Books” by
William Lyon Phelps, lxiii; from “Speech at
the Grand Canyon” by Theodore Roosevelt,
lxiii; from “Speech Supporting Women’s
Suffrage” by Robert L. Owen, lxv; from
“Inaugural Address” by Dwight D.
Eisenhower, lxvii; “All Together Now,” by
Barbara Jordan, 214–216
7
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
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.
Literature in Context
Social Studies Connection, 476; Mythology
Connection, 74, 653
Table
United States Immigration Statistics, 770
Speaking and Listening Workshop
Research Presentation, 710–711;
Research Activities
Informal Media Presentation on Slave
Escapes, 435; Visual Presentation, 607,
769; 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 “Speech to the Constitutional
Convention” by Benjamin Franklin, lxi
from “Owning Books” by William Lyon
Phelps, lxiii
from “Speech at the Grand Canyon” by
Theodore Roosevelt, lxiii
from “Speech Supporting Women’s
Suffrage” by Robert L. Owen, lxv
from “Inaugural Address” by Dwight D.
Eisenhower, lxvii
“All Together Now,” by Barbara Jordan,
214–216
Instruction and Questions
Persuasive Techniques, 154; Persuasive
Essay, 212–213, 215, 217; Evaluate
Arguments, 263, 263
Constructed Response
Determine an Author’s Point of View, 262;
Evaluate Arguments, 263; Analyze the Use
of Historical Fact in Fiction and Nonfiction,
724
8
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
6-8.RH.9 Analyze the relationship between
a primary and secondary source on the
same topic.
Zoos in America
“Zoos: Joys or Jails?,” by Rachel F, 539
“Why Do We Need Zoos?,” from San Diego
Zoo Staff, 541
Democracy and the People
“Joseph R. McCarthy,” from Prentice Hall
United States History, 598–601
“The Salem Witch Trials of 1692, 604–605
“Follow the Leader: Democracy in Herd
Mentality,” by Michael Schirber, 614–617
Martin Luther King, Jr. Memorial
Photograph, 620
Immigration
“Discovering a Paper Son,” by Byron Yee,
752–753
From Grandpa and the Statue, 756–761
Melting Pot, 764–767
Table: United States Immigration Statistics,
770
Range of Reading and Level of Text Complexity
6-8.RH.10 By the end of grade 8, read and
Independent Reading (Social Science
comprehend history/social studies texts in
Texts), 170–171, 308–309, 442–443, 626–
the grades 6–8 text complexity band
627, 776–777. Also see Online Text Set
independently and proficiently.
and Comprehending Complex Texts, lviii–
lxiii.
9
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
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
Common Core Workshop
discipline-specific content.
Composing an Argument, lxviii–lxix
a. Introduce claim(s) about a topic or
issue, acknowledge and distinguish the Writing Process
Argumentative Essay, 250–257; Review,
claim(s) from alternate or opposing
548–555
claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning Writing to Sources
Argument (Persuasive Letter to Community
and relevant, accurate data and
Leaders), 219; Argument About Cowboy’s
evidence that demonstrate an
Right to Drive Cattle, 425; Argument
understanding of the topic or text,
(Respond to Harriet Tubman Wanted
using credible sources.
Poster), 437; Argument About Rapid
c. Use words, phrases, and clauses to
Communication of Information to the
create cohesion and clarify the
Public, 603; Argumentative Text (Problemrelationships among claim(s),
and-Solution
Essay on Immigrant Issues),
counterclaims, reasons, and evidence.
769
d. Establish and maintain a formal style.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.
Timed Writing
Editorial About Issue Affecting a
Community, 543
10
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
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, wellchosen 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 domainspecific 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.
Pearson Common Core Literature
Grade 7, ©2015
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, 384–391; Expository Text: Causeand-Effect Essay, 712–719
Writing to Sources
Informative Text (Outline about Native
Americans), 211; Informational Text (Essay
on Salem Witch Trials), 607; Informational
Text (Description of Tenochtitlan), 671;
Informational Text (Essay on Chinese
Immigrants), 755
Research and Technology
Research Traditional Chinese Beliefs and
Customs, 67
Research Investigate the Topic
Research Klondike Gold Rush, 289;
Research Trickster Tales, 301; Research
Carnegie Hero Fund Foundation, 415;
Research a Post-Civil War Outlaw, 419;
Conduct Research About Great Plains
Settlers, 425; Informal Media Presentation
on Slave Escapes, 435; Research
Abolitionist Heroes, 437; Research Clothing
of Victorian Era, 499; Research U. S.
Senate Investigation of Communism, 603;
Conduct Research to Learn about Mass
Hysteria, 607; Research Immigration to
United States, 735; Research Resources to
Help Immigrants, 739; Research Chinese
Exclusion Act, 755; Research Poem on the
Base of Statue of Liberty, 763; Research
Cities with Immigrant Populations, 769;
Research the Current Immigration Process,
771
11
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
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.
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.
Pearson Common Core Literature
Grade 7, ©2015
Narrative (Fictional Narrative About
Klondike Gold Rush), 289; Fictional
Narrative (Write a Folk Tale), 301; Fictional
Narrative (Diary Entries for Harriet
Tubman), 435; Narrative (Short Story
about Immigrants), 771
Common Core Workshop: Research Process
Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi
Writing Workshop
Writing Process, 118–125, 250–257, 384–
391, 548–555, 712–719
Writing to Sources
Informative Text (Outline about Native
Americans), 211
Argument (Persuasive Letter to Community
Leaders), 219; Narrative (Fictional
Narrative About Klondike Gold Rush), 289;
Fictional Narrative (Write a Folk Tale), 301
Argument About Cowboy’s Right to Drive
Cattle, 425
Fictional Narrative (Diary Entries for Harriet
Tubman), 435; Argument (Respond to
Harriet Tubman Wanted Poster), 437;
Argument About Rapid Communication of
Information to the Public, 603;
Informational Text (Essay on Salem Witch
Trials), 607; Informational Text
(Description of Tenochtitlan), 671;
Informational Text (Essay on Chinese
Immigrants), 755; Argumentative Text
(Problem-and-Solution Essay on Immigrant
Issues), 769; Narrative (Short Story about
Immigrants), 771
Research and Technology
Research Traditional Chinese Beliefs and
Customs, 67
12
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
(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
Research Klondike Gold Rush, 289;
Research Trickster Tales, 301; Research
Carnegie Hero Fund Foundation, 415;
Research a Post-Civil War Outlaw, 419;
Conduct Research About Great Plains
Settlers, 425; Informal Media Presentation
on Slave Escapes, 435; Research
Abolitionist Heroes, 437; Research Clothing
of Victorian Era, 499; Research U. S.
Senate Investigation of Communism, 603;
Conduct Research to Learn about Mass
Hysteria, 607; Research Immigration to
United States, 735; Research Resources to
Help Immigrants, 739; Research Chinese
Exclusion Act, 755; Research Poem on the
Base of Statue of Liberty, 763; Research
Cities with Immigrant Populations, 769;
Research the Current Immigration Process,
771
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..
Research Process Workshop, lxxii–lxiii, lxx–
lxxi, lxxii–lxxxi; Writing Process, 118–125,
250–257, 384–391, 548–555, 712–719;
Writing to Sources; Informative Text
(Outline about Native Americans), 211
Argument (Persuasive Letter to Community
Leaders), 219; Narrative (Fictional
Narrative About Klondike Gold Rush), 289;
Fictional Narrative (Write a Folk Tale), 301
Argument About Cowboy’s Right to Drive
Cattle, 425
Fictional Narrative (Diary Entries for Harriet
Tubman), 435; Argument (Respond to
Harriet Tubman Wanted Poster), 437;
Argument About Rapid Communication of
Information to the Public, 603;
Informational Text (Essay on Salem Witch
Trials), 607; Informational Text
(Description of Tenochtitlan), 671;
Informational Text (Essay on Chinese
Immigrants), 755; Argumentative Text
(Problem-and-Solution Essay on Immigrant
Issues), 769; Narrative (Short Story about
Immigrants), 771
13
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
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
Speaking and Listening Workshop:
Research Presentation, 710–711; Informal
Media Presentation on Slave Escapes, 435;
Visual Presentation, 607, 769; Create a
Multimedia Presentation, lxxvi
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,
179, 316, 321, 459; Research and
Technology, 67; Research Investigate the
Topic, 289, 301, 415, 419, 425, 435, 437,
499, 603, 607, 735, 739, 755, 763, 769,
771, 895
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
Research Traditional Chinese Beliefs and
Customs, 67
Research Investigate the Topic
Research Klondike Gold Rush, 289;
Research Trickster Tales, 301; Research
Carnegie Hero Fund Foundation, 415;
Research a Post-Civil War Outlaw, 419;
Conduct Research About Great Plains
Settlers, 425; Informal Media Presentation
on Slave Escapes, 435; Research
Abolitionist Heroes, 437; Research Clothing
of Victorian Era, 499; Research U. S.
Senate Investigation of Communism, 603;
Conduct Research to Learn about Mass
Hysteria, 607; Research Immigration to
United States, 735; Research Resources to
Help Immigrants, 739; Research Chinese
Exclusion Act, 755; Research Poem on the
Base of Statue of Liberty, 763; Research
Cities with Immigrant Populations, 769;
14
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
(Continued)
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.
(Continued)
Research the Current Immigration Process,
771
6-8.WHST.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Research, 179, 316, 321, 459; Research
and Technology, 67; Research Investigate
the Topic, 289, 301, 415, 419, 425, 435,
437, 499, 603, 607, 735, 739, 755, 763,
769, 771, 895; also see: Conducting
Research, lxx–lxxi; Research Process
Workshop, lxxii–lxxix; Citing Sources and
Preparing Manuscript, lxxx–lxxxi
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.
Research
Research Montgomery Bus Boycott, 179;
Research Growth of the Railroads, 316;
Research Cultural Influences on Poetry,
321; Research Chinese Mythology, 459
Writing Process, 118–125, 250–257, 384–
391, 548–555, 712–719; Writing to
Sources; Informative Text (Outline about
Native Americans), 211
Argument (Persuasive Letter to Community
Leaders), 219; Narrative (Fictional
Narrative About Klondike Gold Rush), 289;
Fictional Narrative (Write a Folk Tale), 301
Argument About Cowboy’s Right to Drive
Cattle, 425
Fictional Narrative (Diary Entries for Harriet
Tubman), 435; Argument (Respond to
Harriet Tubman Wanted Poster), 437;
Argument About Rapid Communication of
Information to the Public, 603;
Informational Text (Essay on Salem Witch
Trials), 607; Informational Text
(Description of Tenochtitlan), 671;
Informational Text (Essay on Chinese
Immigrants), 755; Argumentative Text
(Problem-and-Solution Essay on Immigrant
Issues), 769; Narrative (Short Story about
Immigrants), 771
15
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
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
Common Core Workshop
support analysis of science and technical
Comprehending Complex Texts, lviii–lxiii
texts.
Science Texts
Reading Informational Text: The American
Alligator, 128
“Get More From Competition,” by
Christopher Funk, 148–149
“Forget Fun, Embrace Enjoyment,” by
Adam Naylor, 152–153
“Video Game Competitiveness, Not
Violence, Spurs Aggression, Study
Suggests,” by Jennifer LaRue Huget, 156
“Life Without Gravity,” by Robert
Zimmerman, 194–198
Reading Informational Text: Salamander
Population at Risk in Oasis Springs, 260
“A Special Gift — The Legacy of
“Snowflake” Bentley,” by Barbara
Eaglesham, 290–293
“Maslow’s Theory of Motivation and Human
Needs,” by Abraham Maslow, 302
“Zoos: Joys or Jails?,” by Rachel F, 539
“Why Do We Need Zoos?,” from San Diego
Zoo Staff, 541
Science Connection
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
16
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
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.
Pearson Common Core Literature
Grade 7, ©2015
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: The American
Alligator, 128
“Get More From Competition,” by
Christopher Funk, 148–149
“Forget Fun, Embrace Enjoyment,” by
Adam Naylor, 152–153
“Video Game Competitiveness, Not
Violence, Spurs Aggression, Study
Suggests,” by Jennifer LaRue Huget, 156
“Life Without Gravity,” by Robert
Zimmerman, 194–198
Reading Informational Text: Salamander
Population at Risk in Oasis Springs, 260
“Maslow’s Theory of Motivation and Human
Needs,” by Abraham Maslow, 302
“Zoos: Joys or Jails?,” by Rachel F, 539
“Why Do We Need Zoos?,” from San Diego
Zoo Staff, 541
Close Reading Focus
Main Idea, 192–193, 196, 199; Key Ideas
and Details (Science), 150, 154, 157, 199,
229, 294, 303; Summarize: Science, 150,
154, 294
Science Connection
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
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; “Maslow’s Theory of Motivation
and Human Needs,” by Abraham Maslow,
302
17
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
Craft and Structure
6-8.RST.4 Determine the meaning of
symbols, key terms, and other domainspecific 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
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
Language Study Workshops
Using a Dictionary and Thesaurus, 114–
115; Word Origins, 246–247; Words with
Multiple Meanings, 380–381; Connotation
and Denotation, 544–545; Figurative
Language, 708–709
Close Reading Activities
Literary Analysis, 150, 154, 157, 199, 229,
294, 303
Constructed Response
Analyze the Impact of Word Choice, 263
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
Informational Text: The American Alligator,
128; “Get More From Competition,” by
Christopher Funk, 148–149; “Forget Fun,
Embrace Enjoyment,” by Adam Naylor,
152–153; “Video Game Competitiveness,
Not Violence, Spurs Aggression, Study
Suggests,” by Jennifer LaRue Huget, 156;
“Zoos: Joys or Jails?,” by Rachel F, 539;
“Why Do We Need Zoos?,” from San Diego
Zoo Staff, 541
Constructed Response: Analyze Structure
and Purpose, 262; Analyze Text Structure,
262
18
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
6-8.RST.6 Analyze the author’s purpose in
providing an explanation, describing a
procedure, or discussing an experiment in a
text.
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).
6-8.RST.8 Distinguish among facts,
reasoned judgment based on research
findings, and speculation in a text.
Pearson Common Core Literature
Grade 7, ©2015
“Get More From Competition,” by
Christopher Funk, 148–149; “Forget Fun,
Embrace Enjoyment,” by Adam Naylor,
152–153; “Video Game Competitiveness,
Not Violence, Spurs Aggression, Study
Suggests,” by Jennifer LaRue Huget, 156;
“Zoos: Joys or Jails?,” by Rachel F, 539;
“Why Do We Need Zoos?,” from San Diego
Zoo Staff, 541
“Maslow’s Theory of Motivation and Human
Needs,” by Abraham Maslow, 302
Common Core Workshop
Analyzing Arguments, lxiv–lxv; The Art of
Argument: Rhetorical Devices and
Persuasive Techniques, lxvi–lxvii
Informational Material
“Get More From Competition,” by
Christopher Funk, 148–149
“Forget Fun, Embrace Enjoyment,” by
Adam Naylor, 152–153
“Video Game Competitiveness, Not
Violence, Spurs Aggression, Study
Suggests,” by Jennifer LaRue Huget, 156
“Maslow’s Theory of Motivation and Human
Needs,” by Abraham Maslow, 302
“Zoos: Joys or Jails?,” by Rachel F, 539
“Why Do We Need Zoos?,” from San Diego
Zoo Staff, 541
19
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
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.
Pearson Common Core Literature
Grade 7, ©2015
Opportunities to address this objective may
be found with the following: “Video Game
Competitiveness, Not Violence, Spurs
Aggression, Study Suggests,” by Jennifer
LaRue Huget, 156; Reading Informational
Text: Salamander Population at Risk in
Oasis Springs, 260; Speaking and
Listening: Evaluating a Persuasive
Presentation, 248–249; Evaluating Media
Messages and Advertisements, 382–383;
Research Investigate the Topic: Research
Snow Crystals, 295; Research Abraham
Maslow, 303; Research Scientific
Explanation of Fog, 349
Range of Reading and Level of Text Complexity
6-8.RST.10 By the end of grade 8, read and Independent Reading (Science Texts), 170–
comprehend science/technical texts in the
171, 308–309, 442–443, 776–777. Also
grades 6–8 text complexity band
see Online Text Set and Comprehending
independently and proficiently.
Complex Texts, liv–lix.
20
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
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
Common Core Workshop
discipline-specific content.
Composing an Argument, lxviii–lxix
a. Introduce claim(s) about a topic or
issue, acknowledge and distinguish the Writing Process
Argumentative Essay, 250–257; Review,
claim(s) from alternate or opposing
548–555
claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning Research and Technology
For related material see: Help Wanted Ad
and relevant, accurate data and
for Herpetologist, 231; Scientific
evidence that demonstrate an
Explanation, 349; Research Mind Body
understanding of the topic or text,
Connection 151; Research Relationship
using credible sources.
Between Goals and Motivation, 277;
c. Use words, phrases, and clauses to
Research Snow Crystals, 295; Research
create cohesion and clarify the
Abraham Maslow, 303; Research Scientific
relationships among claim(s),
Explanation of Fog, 349; Research Mob
counterclaims, reasons, and evidence.
Behavior, 587
d. Establish and maintain a formal style.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.
Science Connection
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
21
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
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, wellchosen 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 domainspecific 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.
Pearson Common Core Literature
Grade 7, ©2015
Common Core Workshop
Writing an Objective Summary, lvi–lvii;
Research Process Workshop, lxxii–lxiii, lxx–
lxxi, lxxii–lxxxi
Writing to Sources
Informative Text (Article Exploring Two
Species), 45 (Science)
Informative Text (Essay Based on Author’s
Conclusions), 157
Informative Text (Essay How Curiosity
Motivates Science), 295
Research and Technology
Help Wanted Ad for Herpetologist, 231
Scientific Explanation, 349
Research Investigate the Topic
Research Mind Body Connection 151;
Research Relationship Between Goals and
Motivation, 277; Research Snow Crystals,
295; Research Abraham Maslow, 303;
Research Scientific Explanation of Fog, 349;
Research Mob Behavior, 587
Science Connection
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
Constructed Response
Writing: Analyze Structure and Purpose,
262; Analyze Text Structure, 262;
Determine an Author’s Point of View, 262
Science Connection
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
22
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
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.
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.
For related material see: Writing Process:
Autobiographical Essay, 118–125
Common Core Workshop: Research Process
Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi
Writing Workshop
Writing Process, 118–125, 250–257, 384–
391, 548–555, 712–719
Writing to Sources
Informative Text (Article Exploring Two
Species), 45 (Science)
Informative Text (Essay Based on Author’s
Conclusions), 157
Informative Text (Essay How Curiosity
Motivates Science), 295
Research and Technology
Help Wanted Ad for Herpetologist, 231
Scientific Explanation, 349
Research Investigate the Topic
Research Mind Body Connection 151;
Research Relationship Between Goals and
Motivation, 277; Research Snow Crystals,
295; Research Abraham Maslow, 303;
Research Scientific Explanation of Fog, 349;
Research Mob Behavior, 587
23
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
(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)
Science Connection
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
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.
Writing Process: Autobiographical
Narrative, 118–125; Argumentative Essay,
250–257; Comparison-and-Contrast Essay,
384–391; Review of a Short Story, 548–
555; Cause-and-Effect Essay, 712–719
Constructed Response
Writing: Analyze Structure and Purpose,
262; Analyze Text Structure, 262;
Determine an Author’s Point of View, 262
Writing to Sources
Informative Text (Article Exploring Two
Species), 45; Informative Text (Essay
Based on Author’s Conclusions), 157;
Informative Text (Essay How Curiosity
Motivates Science), 295
Research and Technology
Help Wanted Ad for Herpetologist, 231
Scientific Explanation, 349
Research Investigate the Topic
Research Mind Body Connection 151;
Research Relationship Between Goals and
Motivation, 277; Research Snow Crystals,
295; Research Abraham Maslow, 303;
Research Scientific Explanation of Fog, 349;
Research Mob Behavior, 587
Constructed Response
Writing: Analyze Structure and Purpose,
262; Analyze Text Structure, 262;
Determine an Author’s Point of View, 262
24
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
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.
Pearson Common Core Literature
Grade 7, ©2015
Common Core Workshop: Create a
Multimedia Presentation, lxxvi; Conducting
Research, lxx–lxxi
Speaking and Listening Workshop:
Research Presentation, 710–711
Research Investigate the Topic: Research
Mind Body Connection 151; Research
Relationship Between Goals and Motivation,
277; Research Snow Crystals, 295
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 and Technology
Help Wanted Ad for Herpetologist, 231
Scientific Explanation, 349
Research Investigate the Topic
Research Mind Body Connection 151;
Research Relationship Between Goals and
Motivation, 277; Research Snow Crystals,
295; Research Abraham Maslow, 303;
Research Scientific Explanation of Fog, 349;
Research Mob Behavior, 587
Science Connection
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
25
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
Pearson Common Core Literature
Grade 7, ©2015
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
Help Wanted Ad for Herpetologist, 231
Scientific Explanation, 349
Research Investigate the Topic
Research Mind Body Connection 151;
Research Relationship Between Goals and
Motivation, 277; Research Snow Crystals,
295; Research Abraham Maslow, 303;
Research Scientific Explanation of Fog, 349;
Research Mob Behavior, 587
Science Connection
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
6-8.WHST.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Research and Technology
Help Wanted Ad for Herpetologist, 231
Scientific Explanation, 349
Research Investigate the Topic
Research Mind Body Connection 151;
Research Relationship Between Goals and
Motivation, 277; Research Snow Crystals,
295; Research Abraham Maslow, 303;
Research Scientific Explanation of Fog, 349;
Research Mob Behavior, 587
Science Connection
Cobra Fact and Fiction, 32; Weighted Down,
197; Temperature Scales, 243
26
A Correlation of Pearson Common Core Literature, Grade 7, ©2015
to the Oregon Common Core State Standards
for Literacy in History/Social Studies, Science and Technical Subjects, Grade 7
Oregon Common Core State Standards
for Literacy in History/Social Studies,
Science and Technical Subjects, Grade 7
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.
Pearson Common Core Literature
Grade 7, ©2015
Common Core Workshop: Research Process
Workshop, lxxii–lxiii, lxx–lxxi, lxxii–lxxxi
Writing Process, 118–125, 250–257, 384–
391, 548–555, 712–719; Writing to
Sources
Writing to Sources: Informative Text
(Article Exploring Two Species), 45;
Informative Text (Essay Based on Author’s
Conclusions), 157; Informative Text (Essay
How Curiosity Motivates Science), 295;
Research and Technology: Help Wanted Ad
for Herpetologist, 231; Scientific
Explanation, 349; Research Investigate the
Topic: Research Mind Body Connection 151;
Research Relationship Between Goals and
Motivation, 277; Research Snow Crystals,
295; Research Abraham Maslow, 303;
Research Scientific Explanation of Fog, 349;
Research Mob Behavior, 587; Constructed
Response: Writing: Analyze Structure and
Purpose, 262; Analyze Text Structure, 262;
Determine an Author’s Point of View, 262
27