W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

COMMON CORE STATE STANDARDS ALIGNMENT (a) Focus Standards Students will practice the following standards through the analysis of the text and the completion of the performance assessment: RI.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

The vocabulary is very challenging, but the story is engaging enough to provide a context for rich comprehension. You may need to read it aloud with a document camera during the first read with students, then go back and reread with students closely, pausing to discuss the questions. SUGGESTIONS FOR USE Although Amos and Boris is an exemplar literary text for the 2 3 grade span, it is a challenging text for readers in the second unit of third grade. Additionally, it presents an opportunity for teachers to pair it with informational texts within an integrated science unit about mammals, oceans, or migration or within an integrated social studies unit about survival. It could be compared to similar tales or fables, such as The Lion and the Mouse. The book s purposeful cadence and supporting illustrations enhance all of these qualities. In particular, it exhibits engaging characterization, vivid descriptions of setting, a compelling plot, and an unmistakable theme. 1 TEXT STUDY Amos and Boris BY WILLIAM STEIG MAP Grade 3 Unit 2 UNIT Inspired by the Sea TYPE Literary Text (Lexile 810L) OVERVIEW RATIONALE OVERVIEW TEXT-DEPENDENT QUESTIONS ASSESSMENT FLUENCY This text was selected because of its superb literary quality.

Amos and boris by william steig pdf