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Guided
Practice

Prepare to Read
GENRE STUDY Fantasies are stories with made-up events that
READ FOR UNDERSTANDING could not really happen. As you read Clark the Shark, look for:

Introduce the Text • animal characters who talk and act like people
• Read aloud and discuss the
information about the genre.
• the beginning, middle, and end of the story
• Guide children to set a purpose for • how pictures and words help you understand
reading to practice asking and what happens POWER WORDS
answering questions about key
details in the text. munch
• Provide information about the
SET A PURPOSE Ask questions before, during, and
bellowed
author, Bruce Hale. after you read to help you get information or
• Tell children to look for the Power rough
understand the text. Look for evidence in the text
Words as they read. Guide them to
and pictures to answer your questions. handle
use clues in the words and
sentences around each Power Word cool
to help figure out its meaning.
bounce
grinned

might

Meet Bruce Hale.

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SOCIAL AND EMOTIONAL

LEARNING

Social Awareness
Reinforce the key messages about
social awareness by discussing
these questions after reading the text.
ASK: How does Clark help the new
kid feel like he belongs? What does
that tell you about Clark?

READ FOR UNDERSTANDING

Make Predictions
• Page through the beginning of
Clark the Shark with children.
• Have them use prior knowledge,
characteristics of the genre, and
the illustrations to predict what
the story will be about. Prompt
them with questions such as these:
by Bruce Hale What characters do you think may be
in this story? Where do you think the
illustrated by story will take place? Tell children
they will return to their
Guy Francis
predictions after they finish
reading the story.

DOK 2

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READ FOR UNDERSTANDING

Ask and Answer Questions

MODEL ASKING AND ANSWERING
QUESTIONS
THINK ALOUD This story is
called Clark the Shark, which makes
me think it will be about Clark and
what he does. As I read this page,
I learn that Clark is the biggest and
the strongest fish at Theodore
Roosterfish Elementary. That makes
me wonder: What is Clark like? Is he
nice? Is he a good friend? What do
the other fish think about him being
so big and strong? Finding answers
to these questions as I read will help
me get to know Clark and better
understand details about his
character.

DOK 2
In all the wide blue seas, in all the wide blue world,
the top school for fish was Theodore Roosterfish Elementary.
And of all the fish at Theodore Roosterfish, the biggest and
the strongest was Clark the Shark.

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Clark loved school, and he loved his teacher, Mrs. Inkydink.

He loved to play upsy-downsy and spinna-ma-jig with his
friends. Clark loved his life.

READ FOR UNDERSTANDING

Ask and Answer Questions

ASK: What is Clark doing in the
illustration? (He is smiling and playing
with the other fish.) What questions
can you ask yourself about the
illustration? (Accept reasonable
responses.)
ANNOTATION TIP: Have children
circle the word that tells how Clark
feels about his life.
FOLLOW-UP: Why do you think the
author wrote the word loved in a
different way than the other words
in the text? (The author wants to show
that Clark loves his life a lot.)

DOK 2

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“SCHOOL IS AWESOME!” shouted Clark the Shark.

“Less shouting, more reading,”
said Mrs. Inkydink.

READ FOR UNDERSTANDING

Ask and Answer Questions

ASK: What questions do you have
about what is happening on this
page? (Why does Mrs. Inkydink tell
Clark, “Less shouting, more reading"?
Why is Clark talking so loudly?)
FOLLOW-UP: How does the
illustration help you understand
what is happening? Does this help
you answer your questions? (The
illustration shows just how much bigger
Clark is than his classmates. Clark looks
happy, but his classmates look like
they’re trying to read. The illustration
helps me because I see how Clark’s
shouting is bothering the others.)

DOK 2

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“LUNCHTIME IS SWEEEEET!”
yelled Clark the Shark.
“Munch your own lunch,” said his best
friend, Joey Mackerel.
READ FOR UNDERSTANDING

Ask and Answer Questions

MODEL ASKING AND ANSWERING
QUESTIONS
THINK ALOUD The author
shows the words Clark says in a
different way than the other words.
So I ask: Why does the author do this?
The words Clark says are in all capital

“RECESS ROCKS!” bellowed Clark the Shark. letters, and they are larger and
darker than the other words on the
page. I think the author does this to
“You are playing rough, Clark!” show how loud Clark is when he
speaks. The action words yelled and
bellowed also tell me that Clark is
very loud. So I know that not only is
Clark larger than his classmates, he is
also louder than they are. I wonder if
Clark’s behavior will cause a problem
in the story.

DOK 2

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Yes, Clark loved his life with all of his sharky heart. But
READ FOR UNDERSTANDING he loved everything way too much.
Phonics/Decoding He was too loud.
in Context
Have children point to the word sat.
He was too wild.
Review that one-syllable words with a He was just too much shark for the other fish to handle.
consonant, a vowel, and a consonant
have the short vowel sound. Model After a while, no one would play with Clark. No one ate
blending the sounds in the word:
/s/ /ǎ/ /t/, sat. Have children repeat. lunch with him. No one sat with him at circle time. Even his
best friend, Joey Mackerel, said, “Cool your jets, Clark!
You’re making me crazy!”
READ FOR UNDERSTANDING

ASK: What problem does Clark

have? (The other fish don't want to play
with Clark because he is too loud and
wild. They won’t eat lunch with him, and
they won’t sit with him at circle time.)
FOLLOW-UP: How do you think
Clark might solve his problem?
(Possible response: I think he will ask his
best friend what to do.)

DOK 2

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One day, Clark asked Mrs. Inkydink, “What’s wrong with everyone?”
Mrs. Inkydink patted his fin. “Clark, sometimes you play too hard, you Notice & Note
munch too hard, and—gosh—you even help too hard.” Words of the Wiser
• Remind children that the main
“But life is SO exciting!” said Clark. character of a story often gets help
“There’s a time and a place for everything,” said or advice from another character
who is older or wiser. When this
Mrs. Inkydink. “And sometimes the rule is stay cool.” happens, children should stop to
notice and note. They should ask
and answer questions about the
advice the main character receives.
• Have children explain why they
might use this strategy on p. 15.
(Mrs. Inkydink gives Clark good
advice. She tells Clark that “there’s a
time and a place for everything” and
“sometimes the rule is to stay cool.”)
ANNOTATION TIP: Have children
underline the words of advice Mrs.
Inkydink gives to Clark.
• Remind them of the Anchor
Question: What’s the life lesson
and how might it affect Clark?
(The life lesson is that there is a time
and place for everything. Clark might
listen to her words and find ways to
control his behavior at school.)

DOK 3

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READ FOR UNDERSTANDING

Quick Teach Words At recess, Clark tried to stay cool, but he pushed the
As needed to support
comprehension, briefly explain the
swing with too much zing! “Sorry,” said Clark. “I forgot.”
meaning of starving in context. “Yikes!” cried Joey Mackerel.
• People say they are starving when
they have not eaten for a long time
and are very hungry.
At lunch, Clark tried to stay cool, but everything
smelled so good that he munched a bunch of lunches.
“Sorry,” said Clark. “I forgot.”
READ FOR UNDERSTANDING
“We’re STARVING!” said his friends.
ASK: What is different about how
the word starving appears? Why do
you think the author shows the
word this way? (Every letter in
STARVING is a capital letter. The
author wants to show that Clark’s
friends are VERY hungry!)

DOK 2

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In class, Clark tried to stay cool, but a good book got

him all shook up.
‘’Now, Clark!” said Mrs. Inkydink. “This isn’t the
time or the place. Tell me, what’s the rule?”
“Stay cool,” said Clark.
READ FOR UNDERSTANDING
“Hey, that rhymes!” he cried.
ASK: How does Clark decide to
follow Mrs. Inkydink’s advice?
(Clark decides to make up a rhyme that
will remind him to stay cool.)
FOLLOW-UP: Why does he decide
to do this? What does this tell you
about Clark? (He notices that Mrs.
Inkydink’s advice to him—“What's the
rule? Stay cool”—rhymes. Clark must
Then Clark got a big idea in his really want to stay cool and act properly
sharky head. Maybe if I make a in class. He is willing to try something
new in order to be a good classmate.)
rhyme, I’ll remember every time!
DOK 2
he thought. The next day, he put
his plan to work.

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In class, when lessons got exciting, Clark wanted to

bounce up out of his seat.
Instead, he told himself: “When teacher’s talking, don’t
TARGETED CLOSE READ go walking.”
Setting And what do you know? It worked!
Have children reread pp. 18–20 to “Attaboy, Clark!” said Mrs. Inkydink.
analyze the setting.
ASK: Where do events in this part of Clark smiled. “Lessons are fun!”
the story take place? (at school: the
playground, the lunchroom, the
classroom)
ANNOTATION TIP: Have children
circle phrases that help them know
where and when the events on each
page are taking place. (“In class”; “At
lunch”; “At playtime”)
FOLLOW-UP: Why are the changes
to the setting important? (The
changes show how Clark behaves in
different places around the school
where he used to disrupt things.)

DOK 2

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READ FOR UNDERSTANDING

ASK: How do you know that Clark’s

plan is working? Find evidence in
the text and illustration that help
you answer the question. (The
illustration shows that everyone still has
their own lunches, so Clark has not
eaten them. The words “Way to go!”
show that his friends are proud of how
Clark is behaving. Clark says that,
“Lunch is fun.” Clark must be feeling
good about how his plan is working
out.)
At lunch, everything smelled sooo yummy. When Clark wanted to eat
and eat and never stop, he told himself: “Only munch your own lunch.” DOK 3

And it worked again!

“Way to go, Clark!” said his friends.
Clark grinned. “Lunch is fun.”

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READ FOR UNDERSTANDING

Ask and Answer Questions

ASK: What question can you ask
about Clark now? (I can ask how he
has changed since the beginning of
the story.)
FOLLOW-UP: What is your answer
to that question? What details in
the text and illustrations help you
figure out the answer? (He is not too
loud or too wild anymore. He has
learned to stay cool. He is being gentle
with his friends on the playground. The
text says that playtime was fun and that
Clark loved his life again.) At playtime, Clark told himself: “Easy does
DOK 3 it, that’s the way.
“Then my friends will let me play.”
And playtime was fun. Once more, Clark
loved his life.

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But then a shadow fell across the playground—a gi-normous

shadow with tentacles galore. “It’s a new kid, and he looks scary!”
cried Joey Mackerel. “Swim for your lives!” TARGETED CLOSE READ

The squid squashed the slide, and it snapped off the swings. Setting
Have children reread pp. 21–23 to
“Oops. My bad,” said the new kid. analyze the setting.
ANNOTATION TIP: Have children
underline the words on page 21 that
help them understand details about
the setting. (playground, slide, swings)
ASK: Where and when does this
part of the story take place? Why do
you think the author chose this
setting? (This part takes place on the
playground during playtime. I think the
author chose this setting because
playtime on the playground is a time
when Clark and the new kid can play in
a rough way without bothering
everyone else.)
FOLLOW-UP: What might have
happened if this part of the story
were set in another area of the
school? (Clark and the new kid might
be too loud and wild. They might
frighten their classmates and make the
teacher angry.)

DOK 2

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“Wait,” said Clark. “He just wants to

play. Let’s find a way!”
READ FOR UNDERSTANDING

ASK: How are Clark and the new kid

alike? (Both Clark and the new kid are And he swam at the new kid with all his
much bigger than the other kids. They
both like to play in a rough way.) might. Clark played harder than he
DOK 2
ever had before—upsy-downsy
and spinna-ma-jig.
READ FOR UNDERSTANDING

Phonics/Decoding
in Context
Have children point to the word kid.
Review that one-syllable words with a
consonant, a vowel, and a consonant
have the short vowel sound. Model
blending the sounds in the word:
/k/ / ĭ/ /d/, kid. Have children repeat.
Then provide additional practice with
the word his.
Why, he even made up a new
game: tail-whump-a-lumpus!

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“Wow, that was fun,” said the new kid breathlessly, and he settled down.
“If you want to come to school, you’ve got to stay cool,” said Clark.

READ FOR UNDERSTANDING

Quick Teach Words

As needed to support
comprehension, briefly explain the
meaning of breathlessly in context.
• When someone says something
breathlessly, they sound like they are
very tired and out of breath.

READ FOR UNDERSTANDING

ASK: What evidence tells you that

Clark is giving the new kid good
advice? (Clark tells the new kid that “If
you want to come to school, you’ve got
to stay cool.” That is the same advice
Mrs. Inkydink gave him.)

DOK 3

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‘’That’s right, Clark,” said Mrs. Inkydink. “And thanks for taking care
of our new classmate, Sid the Squid.”
“Hooray for Clark the Shark!” everyone cheered.

READ FOR UNDERSTANDING

ASK: How do Clark’s classmates

feel about him now? What details
in the text and illustration help you
figure it out? (Everyone cheers for
Clark and they say, “Hooray!” Clark
looks proud and his classmates look
happy. I think his classmates feel
that Clark has done a good job and
is a good classmate.)

DOK 2

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That night Clark’s mother asked, “What did you learn at school, dear?”
“There’s a time and a place for everything,” Clark said. “Sometimes
you stay cool.”

READ FOR UNDERSTANDING

ASK: What does Clark mean when

he tells his mother that there is a
time and a place for everything?
What lesson has he learned? (He
means that sometimes it’s okay to be
loud and wild, but other times, you have
to follow the rules and stay cool.)

DOK 3

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READ FOR UNDERSTANDING

ASK: What is happening in the

illustration? (Clark is playing with his
little brother. He is tossing his brother
into the air.)
FOLLOW-UP: Do you think Clark
will get into trouble? Use evidence
from the illustration and text to
explain. (They are outside, so they will
not get in trouble. There is a time and a
place for everything!)

DOK 3

READ FOR UNDERSTANDING

Wrap Up
Revisit the predictions children
made before reading. Have children
ask themselves questions about their
predictions. Then have them confirm
or correct their predictions by
answering their questions, using
evidence from the text and
illustrations.

DOK 2

“But sometimes a shark’s gotta do what a shark’s gotta do.”

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