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Usborne Beginners
Sharks
A book full of fun facts all about sharks.
"Sharks is part of an exciting series of books for children who are beginning to read on their own."
"The easy-to-read text has been specially written with the help of a reading expert."
"Sharks is part of an exciting series of books for children who are beginning to read on their own."
"The easy-to-read text has been specially written with the help of a reading expert."
32 pages, Paperback
First published January 1, 2007
15 people are currently reading
384 people want to read
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Displaying 1 - 14 of 14 reviews
February 1, 2025
Onları seviyorum 🥹💖🫂
March 18, 2016
Text Structure
Combination (Question and Answer, Description)
Text Features
Table of Contents, index, diagrams, pictures, glossary, headings, resources: websites to visit, special text boxes
Twin Text
Hale, B. (2013). Clark the shark. New York, NY: Harper Collins.
Rationale
I chose Sharks as the nonfiction portion of these twin texts because it is a really nice little book for early readers. The information is presented in very small segments and the concepts are basic and easy to understand, yet the information is accurate. Also, there are a lot of great pictures and diagrams to help facilitate understanding. Early readers will be able to get a lot of great information from this book without feeling overwhelmed or being confused.
I selected Clark the Shark as a twin to Sharks because it features a shark as the main character. Of course, Clark the Shark is fantasy, as Clark is friends with all of the other sea creatures, eats sandwiches and chips for lunch, and wears clothing; while Sharks is nonfiction and presents readers with real information about a variety of different types of sharks. However, the fictional Clark does have some "real shark" habits: he has a voracious appetite that he can't always control, he is very strong, he has natural impulses to play roughly. Thus, Clark the Shark would be a great to read to the class as a way to engage students' interest in sharks, to activate their background knowledge about sharks, and to get listeners thinking about what they want to know about real sharks.
Strategy Application: KWL
I would use KWL to help students think critically about and make connections between Clark the Shark and Sharks. I would start by reading Clark the Shark to the class. Afterwards, I would ask the students to think about what they know about sharks and invite them to share their knowledge. Student responses would be recorded on the "What We Know" (K) section of the KWL chart. Then, I would re-read the book, this time prefacing the read-aloud by asking the students to try to listen for information that could describe a real shark, as well as to think about ways that Clark does NOT act like a real shark. Afterwards, we would make additions to the K section of the KWL chart and talk as a class about ways Clark is NOT like a real shark. I would add these responses to the K section as well.
Then, I would say, "Look at all you know about sharks! You also know a lot about what a shark is NOT. Hmm . . . . If sharks don't really wear clothes, I wonder what the DO wear, if anything? What else are you curious to learn the truth of about sharks? Think about it quietly." Then, working in partners, students will devise questions about what they would like to learn about sharks. Partners would share their questions with the class, and I would record the questions on the "What We Want to Know" (W) section of the KWL chart (possible questions might be: What do sharks really eat? Are sharks nice? What kinds of sharks are there? Where do sharks live?).
The next day, we would review the K and W sections of the KWL chart. Then, students would read Sharks in groups of 3-5 (multiple copies of Sharks would be needed), looking for answers to their questions as well as any other interesting new information. Groups would record their data, and after group time, each group would share what had been learned. This information would be recorded in the "What We Learned" (L) section of the KWL chart. The class would go on to compare what they learned with the questions they had posed in the W section of the chart. Were they able to find answers to all of their questions? Do they have any new questions to add? They would also review the K section of the chart. Did some of the information they thought they knew about sharks turn out to be wrong or only partially true? Finally, the class could come up with a list of other nonfiction resources that could help answer the unanswered questions, and if time permitted, we could pursue these additional resources.
Combination (Question and Answer, Description)
Text Features
Table of Contents, index, diagrams, pictures, glossary, headings, resources: websites to visit, special text boxes
Twin Text
Hale, B. (2013). Clark the shark. New York, NY: Harper Collins.
Rationale
I chose Sharks as the nonfiction portion of these twin texts because it is a really nice little book for early readers. The information is presented in very small segments and the concepts are basic and easy to understand, yet the information is accurate. Also, there are a lot of great pictures and diagrams to help facilitate understanding. Early readers will be able to get a lot of great information from this book without feeling overwhelmed or being confused.
I selected Clark the Shark as a twin to Sharks because it features a shark as the main character. Of course, Clark the Shark is fantasy, as Clark is friends with all of the other sea creatures, eats sandwiches and chips for lunch, and wears clothing; while Sharks is nonfiction and presents readers with real information about a variety of different types of sharks. However, the fictional Clark does have some "real shark" habits: he has a voracious appetite that he can't always control, he is very strong, he has natural impulses to play roughly. Thus, Clark the Shark would be a great to read to the class as a way to engage students' interest in sharks, to activate their background knowledge about sharks, and to get listeners thinking about what they want to know about real sharks.
Strategy Application: KWL
I would use KWL to help students think critically about and make connections between Clark the Shark and Sharks. I would start by reading Clark the Shark to the class. Afterwards, I would ask the students to think about what they know about sharks and invite them to share their knowledge. Student responses would be recorded on the "What We Know" (K) section of the KWL chart. Then, I would re-read the book, this time prefacing the read-aloud by asking the students to try to listen for information that could describe a real shark, as well as to think about ways that Clark does NOT act like a real shark. Afterwards, we would make additions to the K section of the KWL chart and talk as a class about ways Clark is NOT like a real shark. I would add these responses to the K section as well.
Then, I would say, "Look at all you know about sharks! You also know a lot about what a shark is NOT. Hmm . . . . If sharks don't really wear clothes, I wonder what the DO wear, if anything? What else are you curious to learn the truth of about sharks? Think about it quietly." Then, working in partners, students will devise questions about what they would like to learn about sharks. Partners would share their questions with the class, and I would record the questions on the "What We Want to Know" (W) section of the KWL chart (possible questions might be: What do sharks really eat? Are sharks nice? What kinds of sharks are there? Where do sharks live?).
The next day, we would review the K and W sections of the KWL chart. Then, students would read Sharks in groups of 3-5 (multiple copies of Sharks would be needed), looking for answers to their questions as well as any other interesting new information. Groups would record their data, and after group time, each group would share what had been learned. This information would be recorded in the "What We Learned" (L) section of the KWL chart. The class would go on to compare what they learned with the questions they had posed in the W section of the chart. Were they able to find answers to all of their questions? Do they have any new questions to add? They would also review the K section of the chart. Did some of the information they thought they knew about sharks turn out to be wrong or only partially true? Finally, the class could come up with a list of other nonfiction resources that could help answer the unanswered questions, and if time permitted, we could pursue these additional resources.
July 29, 2011
It is difficult to find a book that is in a language 6-7 year-olds can relate to which also gives significant information. I found that combination in this book, and I'm eager to share it with my class of first graders.
August 11, 2020
The pictures are great. The text is too long for my twos, but when you get creative describing the pictures and allowing them to make their own observations, there is interest. A fun one to have in the library and expand on as they grow. Taught me things about sharks I didn't even know!
October 9, 2018
My deep sea loving 6 year old picked this from her school library. She was happy with that decision
March 26, 2019
I like this book because I could learn about sharks and I could learn about endangered once too.
June 21, 2019
This is the same series as Under the Sea by Fiona Patchett. The information is laid out really well and the photos are wonderful.
October 13, 2024
Informational, Ages 4-8 years
This was a great, easy reading informational text about sharks. It was simple to read and very inviting with beautiful photos. There was lots of good shark information. I think this would be a great book to use in a lesson about the oceans. I think students would really enjoy it!
This was a great, easy reading informational text about sharks. It was simple to read and very inviting with beautiful photos. There was lots of good shark information. I think this would be a great book to use in a lesson about the oceans. I think students would really enjoy it!
February 28, 2014
I found this to be a wonderful children's picture book that deals with some of the greatest hunters our planet has ever known. As someone who loves sharks, and loves to learn more about them, I was happy to get a chance to look over a book, aimed at such a young audience, that still covered the basic, important information about these creatures and presented it to children in an easy to understand vocabulary. There isn't a whole lot I can say on this book since it is a collection of facts, but I do love how almost every fact was included along with a diagram and the book took its time to make sure the kids reading it were taught all the interesting things sharks do, eat, and just overall behave.
February 26, 2015
Although I hate sharks in the physical world, this book was surprisingly good. I thought it was great being as I loved reading it and I am sure my eight year old brother would love this book as well. The language and concepts are not written in a way to go over the heads of children, but in a way to have them relate and learn. Highly recommend.
February 15, 2009
I thought this book was really cool. It talked about all kinds of sharks. Some kinds of sharks puff up. Tiger sharks eat anything they can get a hold of!
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August 10, 2009I love sharks, Shark Week on Discovery Channel is the best week of the year. This is a great informational text the kids could use for their animal reports.
*informational, picture book
*informational, picture book
June 21, 2011
this book is good but not that good
May 21, 2021
Loved it
Displaying 1 - 14 of 14 reviews