WPTest1

Author: Alyssa.Teribury

  • Earth Science – Earth’s Systems

    Students explore Earth’s materials and systems, the roles of water in Earth’s surface processes, and how humans depend on and use Earth’s natural resources.

    Download the complete Earth Science – Earth’s Systems framework to customize for your own planning.

    Standards

    • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. 
    • MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity. 
    • MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geologic processes. 

    Essential questions and big ideas of the unit

    • How does Earth provide us with the things we need to live?
      • All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)
      • Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation, sublimation, deposition, precipitation, infiltration, and runoff. Global movements of water and its changes in form are driven by sunlight and gravity. (MS-ESS2-4) 
      • Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)

    Download the complete Earth Science – Earth’s Systems framework to customize for your own planning.

  • Grade 3 Math Unit 2

    Addition and Subtraction within 1,000

    Students will develop deeper understandings of the base ten number system, which will strengthen their abilities to round as well as add and subtract numbers.

    Note: Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    These learning progressions were developed using Next Generation Learning Standards and were cross-walked with the Common Core Standards.

    Download the complete Grade 3  Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Numbers in Base Ten

    • 3-NY-NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
    • 3-NY-NBT.2: Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

    Operations and Algebraic Thinking

    • NY-3.OA.8: Solve two-step word problems posed with whole numbers and having whole-number answers using the four operations.

    Other Standards Addressed in this Unit

    Numbers in Base Ten

    • NY-3.NBT.4a: Understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones. e.g., 3,245 equals 3 thousands, 2 hundreds, 4 tens, and 5 ones.
    • NY-3.NBT.4b: Read and write four-digit numbers using base-ten numerals, number names, and expanded form. e.g., The number 3,245 in expanded form can be written as 3,245= 3,000 + 200 + 40 + 5.

    Essential Questions and Big Ideas

    • How does understanding place value help you to better understand numbers?
      • The base ten number system determines the value of the digits within numbers.
      • Numbers are broken into places which are based on powers of 10.
      • Rounding numbers shows about how much of a certain place value they hold.
      • Expanded form is a way to write numbers broken into the values of each place value.
    • What are efficient strategies to add multi digit whole numbers?
      • Digits in a number can be added based on place value.
      • Add like place values.
      • Only 9 of a place can fit in each place.
      • Ten of one place makes one of the next largest place value.
    • What are efficient strategies to subtract multi digit whole numbers?
      • Digits in a number can be subtracted based on place value.
      • Subtract like place values.
      • If you do not have enough of a place value, regroup one of the next largest place value to create ten more of that place value.
      • Subtraction is the inverse to addition.
      • Adding on can be used to find a difference.
    • How can I solve two-step word problems with addition and subtraction?
      • When a word problem has more than one unknown, there is more than one step.
      • Finding a difference or comparing requires subtraction.
      • Finding a total or combining amounts requires addition.
      • Finding a missing part requires subtraction.

    Download the complete Grade 3  Unit 2 framework to customize for your own planning.

  • Grade 2 ELA Unit 2

    Read, Write & Learn from Informational Text 

    In this unit, students will learn to use questioning to look deeper at texts and to identify the main topic/central idea and details to support that main topic within an informational text. They will learn to make connections between and within texts. The students will summarize their understanding during conversation and in writing informational texts.

    Download the complete Grade 2 ELA Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • Students will read, write, and respond to a wide variety of informational texts. Students will use multiple texts to compare and contrast a topic. Students will recognize that informational texts give information, provide answers, and provoke questions.

    Reading Foundations – Fluency

    • 2R1: Develop and answer questions to demonstrate an understanding of key ideas and details in a text.
    • 2R2: Identify a main topic or central idea and retell key details in a text; summarize portions of a text.
    • 2R3: In informational texts, describe the connections among ideas, concepts, or a series of events.

    Language

    • 2L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

    Writing

    • 2W2: Write informative/explanatory texts that introduce a topic, use facts and other information to develop points, use content-specific language, and provide a concluding statement or section.
    • 2W7: (CC 2W8) Recall and represent relevant information from experiences or gather information from provided sources to answer a question.

    Speaking and Listening

    • 2SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 2RF3, 2RF3a, 2RF3b, 2RF3c, 2RF3d, 2RF3e
    • 2R1, 2R2, 2R3, 2R5, 2R6, 2R7, 2R9
    • 2RF4, 2RF4a, 2RF4b
    • 2L1, 2L2, 2L3, 2L3a, 2L4, 2L4a, 2L4b, 2L4c, 2L4e, 2L6
    • 2W2, 2W4, 2W6, 2W7
    • 2SL1, 2SL1a, 2SL1b, 2SL1c, 2SL1d , 2SL5, 2SL6

    Essential Questions and Big Ideas

    • Why are Informational Texts important?
      • Nonfiction texts provide facts and important information.
      • Information can be found in many different forms.
    • How does making a connection deepen our understanding of a text or topic?
      • A text connection allows students to share experiences.
      • A text connection shares personal feelings that a student has about a specific topic.
    • What details are important when writing an informational piece?
      • Nonfiction writing includes facts and researched items.
      • Students need to understand the command of conventions when writing.

    Prerequisite Checklist

    Text Features

    • Identify major events in a story. 
    • Identify characters and setting.

    Key Details

    • Describe characters and settings within a story.
    • Use illustrations to help identify details presented in a story. 

    Making Connections 

    • Understand how to connect with a text. 

    Write Informative Texts

    • Write using a combination of sound spelling and conventional spelling to create a sequenced written piece.

    Download the complete Grade 2 ELA Unit 2 framework to customize for your own planning.

  • Kindergarten ELA Unit 2

    Becoming a Reader and Writer

    Unit description: Using a balance of fiction and nonfiction texts, students will explore different genres of text and develop their knowledge as readers and writers. Students will engage in group and individual reading and writing activities as well as engage in dictation, drawing for meaning, responding to writing, and other various skill building activities. 

    Essential Outcomes

    Reading

    • KR5: Identify literary and informational texts. 
    • KR7: Describe the relationship between illustrations and the text.

    Reading Foundations- Print Concepts and Fluency

    • Addressed in RF unit:
      • KRF3: Know and apply grade-level phonics and word analysis skills in decoding words.

    Language

    • KL2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    Writing

    • KW2: Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.

    Speaking and Listening

    • KSL2: Participate in a conversation about features of diverse texts and formats. 
    • KSL6: Express thoughts, feelings, and ideas. 

    All Standards Addressed in this Unit

    • See Reading Foundations Units:
      • KR1, KR2, KR3, KR5
      • KR6, KR7,
      • KRF1, KRF2, KRF3, KRF4
      • KL1, KL2, KL4, KL6
      • KW2, KW3
      • KSL1, KSL2, KSL3, KSL6

    Essential Questions and Big Ideas

    • What is the difference between fiction and non-fiction texts?
      • Fictional texts have a character, setting and plot.
      • Nonfiction text features may include a table of contents, diagrams, labels, captions, glossary and/or an index.
    • What is the purpose of a fiction text? A non-fiction text? 
      • Fictional texts tell a story and use story elements.
      • Nonfiction texts contain facts and can be used for research.
    • How do pictures and words both tell a story?
      • Pictures and illustrations in texts help develop a deeper understanding of a text. 

    Prerequisite Skills

    • rhyming
    • one and two syllable words
    • can identify onsets and rimes
    • identifying author and illustrator 
    • concepts of print
    • dictated illustration 
    • on topic conversation
    • text features

    Download the complete Kindergarten ELA Unit 2 framework to customize for your own planning.

  • Earth Science – Human Impacts

    Students explore natural hazards, and how human activities have both a negative and positive impact on Earth Systems.

    Standards

    • MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. 
    • MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.  

    Essential questions and big ideas of the unit

    • What can we do to plan and prepare for natural hazards?
      • Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2) 
    • What can humans do to care for and protect the Earth?
      • Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)  
      • Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise (MS-ESS3-4).

    Download the complete Earth Science – Human Impacts framework to customize for your own planning.

  • Physical Science – Energy

    Students learn about energy, conservation of energy, energy transfer, and the relationship between energy and forces.

    Standards

    • MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. 
    • MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.  
    • MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.  [Clarification Statement:  Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] 
    • MS-PS3-4. Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.  
    • MS-PS3-5. Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.  
    • MS-PS3-6. Make observations to provide evidence that energy can be transferred by electric currents.  

    Essential questions and big ideas of the unit

    • What is the function of energy?
      • Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)  
      • A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)  
      • Temperature is a measure of the average kinetic energy of particles of matter.  The relationship between the temperature and the total energy of a system depends on the types, phases (states), and amounts of matter present. (MS-PS3-3), (MS-PS3-4) 
      • When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) 
      • The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the mass of the sample, and the environment. (MS-PS3-4)  
      • Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3)  
      • An electric circuit is a closed path in which an electric current can exist. (MS-PS3-6) 
      • When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 
      • The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3)
      • A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3)

    Download the complete Physical Science – Energy framework to customize for your own planning.

  • Grade 6 Math Unit 2

    Operations in Base 10 

    Students will develop their skills at adding, subtracting, multiplying, and dividing multi-digit whole numbers and multi-digit decimals.

    Essential Outcomes

    • NY-6.NS.2: Fluently divide multi-digit numbers using a standard algorithm.
    • NY-6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation.

    Essential Questions and Big Ideas

    • How do I add and subtract multi-digit decimals?
      • Add or subtract like place values.  
      • Multi-digit decimals are added in the same way as multi-digit numbers. 
      • If a place value is empty, a placeholder of 0 can be used.  
    • How do I multiply multi-digit decimals?
      • Multiply multi-digit decimals in the same way as multi-digit numbers. 
      • The number of decimal places in a product of multi-digit decimals is equivalent to the sum of the decimal places in both factors.  
    • How do I divide multi-digit numbers and decimals?
      • When dividing by multi-digit numbers, you can use multiplication to find multiples of the divisor.  
      • When dividing multi-digit decimals, change the divisor into a whole number by multiplying by a power of 10.  Multiply the dividend by the same power of 10 to keep the relationship the same.  
      • When dividing a multi-digit decimal by a whole number, keep the decimal point in the same place in the quotient. 
    • How do I solve problems with multi-digit whole numbers and multi-digit decimals?
      • To solve a problem, determine the unknown and the relationship between quantities in the problem.  

    Download the complete Grade 6 Unit 2 framework to customize for your own planning.

  • Grade 4 Math Unit 2

    Multiplication and Division

    Students will grow in their abilities to multiply and divide by working with multi-digit numbers. Students will also work with multi-step story problems with all four operations.

    Note: Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    These learning progressions were developed using Next Generation Learning Standards and were cross-walked with the Common Core Standards.

    Download the complete Grade 4 Math Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Operations and Algebraic Thinking

    • NY-4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem.
    • NY-4.OA.3: Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
    • NY-4.OA.3a: Represent these problems using equations or expressions with a letter standing for the unknown quantity.
    • NY-4.OA.3b: Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
    • NY-4.OA.4: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

    Number and Operations in Base Ten

    • NY-4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
    • NY-4.NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

    Other Standards Addressed in this Unit

    Operations and Algebraic Thinking

    • NY-4.OA.1: Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations. e.g.,
      • Interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 or 7 times as many as 5.
      • Represent “Four times as many as eight is thirty-two” as an equation, 4 x 8 = 32.
    • NY-4.OA.5: Generate a number or shape pattern that follows a given rule. Identify and informally explain apparent features of the pattern that were not explicit in the rule itself. e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

    Measurement and Data

    • NY-4.MD.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. e.g., Find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

    Essential Questions and Big Ideas

    • What are factors and multiples? What are patterns?
      • Factors are numbers that can multiply to make another number.
      • Multiples are numbers that are made when skip counting by a number.
      • A whole number is a multiple of each of its factors.
      • Prime numbers only have two factors, 1 and itself.
      • Composite numbers have more than two factors.
      • Patterns show relationships between things. 
      • In a pattern each term changes in a constant way.
    • What are efficient strategies to multiply multi-digit numbers?
      • Partial products can be used to multiply multi-digit numbers.
      • The area model is a way to organize partial products to multiply multi-digit numbers.
      • The multiplication algorithm is an organized method of partial products.
      • Multiplication is completed by multiplying by each place value. 
    • What are efficient strategies to divide multi-digit numbers by single digit numbers?
      • Partial quotients can be used to divide multi-digit numbers.
      • The area model is a way to organize partial quotients.
      • The division algorithm is an organized method of partial quotients.
      • Division is completed by dividing up each place value and then dividing the remainder.
      • In division the dividend is broken into multiples of the divisor. 
    • What is multiplicative comparison?
      • Multiplicative comparison represents comparisons based on multiplication.
      • Multiplicative comparison is phrased as “times as many”.
      • To solve multiplicative comparison you may need to multiply or divide, depending on if you are solving for a larger or smaller amount. 
    • How do I solve multi-step word problems?
      • Multi-step word problems have more than one unknown.
      • Sometimes an unknown is reliant on another unknown.
      • Multi-step word problems have more than one action or relationship.

    Download the complete Grade 4 Math Unit 2 framework to customize for your own planning.

  • Physical Science – Forces & Interactions

    Students explore the relationship between force and motion, and how electric, magnetic and gravitational forces interact with objects.

    Download the complete Physical Science – Forces & Interactions framework to customize for your own planning.

    Standards

    • MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
    • MS-PS2-2. Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. 
    • MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.  
    • MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.  
    • MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

    Essential questions and big ideas of the unit

    • What causes objects to move?
      • For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (MS-PS2-1)  
      • The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)  
      • All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2)
    • How do electric, magnetic and gravitational forces interact with objects in the world around us?
      • Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3)  
      • Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun. (MS-PS2-4) 
      • Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5)

    Download the complete Physical Science – Forces & Interactions framework to customize for your own planning.

  • Grade 3 ELA Unit 2

    Informational Reading and Writing 

    Unit description:  Students will identify central ideas and key supporting details, as well as develop and answer questions related to topics, key ideas, and claims within informational text(s). Through both discussion and writing, students will explore topics and convey appropriate details relevant to support a given or student-created topic. 

    Essential Outcomes

    Reading

    • 3R1: Develop and answer questions to locate relevant and specific details in a text to support an answer or inference.
    • 3R2: Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text.
    • 3R8: Explain how claims in a text are supported by relevant reasons and evidence. 

    Reading Foundations- Fluency

    • 3RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension

    Language

    • 3L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 3L2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing
    • 3L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
    • 3L6: Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went out for dessert).

    Writing

    • 3W2: Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.

    Speaking and Listening

    • 3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others. 
    • 3SL2: Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual, quantitative, and oral). 
    • 3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
    • 3SL6: Identify contexts that call for academic English or informal discourse.

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 3RF3 a-d
    • 3R1, 3R2, 3R3, 3R4, 3R8
    • 3RF4
    • 3L1, 3L2, 3L3, 3L4, 3L5, 3L6
    • 3W2 a-e, 3W6
    • 3SL1, 3SL2, 3SL3, 3SL4, 3SL5, 3SL6

    Essential Questions and Big Ideas

    • How can you use text features to support your understanding?
      • Readers and writers use key supporting details and key ideas to identify the central idea of informational texts.
      • Text features provide additional information/understanding of the text. 
    • Who do claims within a text impact understanding?
      • Readers and writers use key supporting details and key ideas to support and verify claims within informational texts.
    • How are opinions/claims formulated?
      • Claims are formed based on questions that are asked about a text and evidence is collected to support the claim. 
      • Reasoning is used to explain how the evidence supports the claim.
    • How do readers share what they have learned from text?
      • Readers develop and answer questions related to topics and central ideas to better understand a text. 
      • Readers summarize their new understanding during conversations and in writing.

    Prerequisite Skills

    • 2R1: Demonstrate an understanding of key ideas and details in a text.
    • 2R2: Identify a main topic or central idea and retell key details in a text; summarize portions of a text.
    • 2W2: Write informative/explanatory texts that introduce a topic.

    Download the complete Grade 3 ELA Unit 2 framework to customize for your own planning.