Article
Zhen Liu

The Shark Tooth

Can a sharp little shark tooth help Jake feel brave?

By Laine Falk
From the February 2022 Issue
Lexiles: 510L
Guided Reading Level: K
DRA Level: 16-18
Vocabulary: assigned, brave, introduced, courageous
Think and Read

As you read, ask yourself: How was Jake brave?

Jake stood in the classroom. His heart was beating fast. It was his first day at his new school, and there were so many things he didn’t know.

He didn’t know any other kids. His family had just moved—right in the middle of the school year.

He didn’t know where to go. Did he have an assigned place to sit?

And he didn’t know what to do. All the other kids were putting away their coats. Should he do that too?

His mom had told him to be brave, but he wasn’t feeling brave at all.

He was feeling scared.

A New Teacher

The only person he knew was his new teacher, Mr. Ramos. He and his parents had met him yesterday. He loved that Mr. Ramos had asked him a lot of questions about himself.

Now Mr. Ramos said, “Jake, let’s go meet your classmates.”

Mr. Ramos took him around and introduced him to the other kids. He told them a different fact about Jake each time.

“This is Jake. He’s new here. He likes Dog Man books.”

“This is Jake. He has a cat.”

The other kids were friendly.

“I love Dog Man!” one said.

“I have a cat!” said another.

Jake started to feel a little less nervous. There was still so much he didn’t know. But he knew one thing for sure: Mr. Ramos was the best.

Show-and-Tell 

Later, the class sat on the rug.

“It’s Show-and-Tell Day,” said Mr. Ramos. “I’d like to share.” He went to his desk and picked up a small yellow bag.

“I found this at the beach,” he said. “It’s a shark tooth!”

He pulled out a small, pointy object from the bag and passed it around.

Jake was so excited when it was his turn to hold it. It was smooth, white, and sharp. This was by far the coolest thing that anyone could find. A real shark tooth! Mr. Ramos was the best!

The Swipe  

All morning long, Jake thought about that shark tooth. He just wanted to see it again. Maybe hold it. Maybe keep it in his pocket and touch it when he felt scared.

Before lunch, Jake saw that Mr. Ramos was not at his desk.

He walked by. He grabbed the little yellow bag and put it in his pocket.

The bell rang for lunch.

Lunchtime

The cafeteria was packed with kids. Jake didn’t know where to sit. He was feeling scared again.

He felt the shark tooth in his pocket. It was sharp and powerful. He could do this.

 Jake sat down. He was nervous to talk to the boy next
to him, but he did it anyway.

Later, at the end of the day, Mr. Ramos asked, “Has anyone seen my shark tooth? It’s gone.”

Jake started to sweat. Oh no. What had he done?

After School

At home, Jake’s parents had so many questions. Did he make friends? Who did he sit with at lunch? How was Mr. Ramos?

Jake burst into tears.

“What’s wrong?” asked his mom.

Jake looked down. “I did something I shouldn’t have.”

He told them about Mr. Ramos, how kind he was. How he had the coolest shark tooth ever. And how Jake took it.

“I know I need to give it back!” he said. “But I’m scared I’ll get in trouble. And I’m scared that Mr. Ramos won’t like me anymore.”

They talked it out and decided what to do. 

 The next day, Jake walked into class. He held an envelope with a little lump in the middle.

“I can do it. I can be brave,” he thought.

He took a deep breath, waited until no one was looking, and then placed the envelope on his teacher’s desk.

A Thumbs-Up

A little while later, Jake saw Mr. Ramos pick up the envelope and read. Jake remembered the words he had written.

Dear Mr. Ramos,

I took your shark tooth. I’m really sorry. I’m giving it back to you. I hope you can forgive me.

From, Jake

Was Mr. Ramos mad? Jake decided to be as courageous as he could. He peeked over at his teacher.

Mr. Ramos looked up at him. He smiled. And he made the thumbs-up sign.

Jake smiled back.

It was his second day at his new school, and there were a few things he knew.

He knew he didn’t have the shark tooth anymore, but he had been brave.

He knew that he had made a mistake, but he had been forgiven for it.

And he knew one other thing for sure. Mr. Ramos was still the best.

video (1)
Slideshows (1)
Activities (4)
Quizzes (2)
Quizzes (2)
video (1)
Slideshows (1)
Activities (4) Download All Quizzes and Activities
Quizzes (2)
Quizzes (2)

About the Story

Social-emotional Learning Focus

Friendship

Step-by-Step Lesson Plan

ESSENTIAL QUESTION

The big question of this issue of Storyworks 2 is: How can we be brave?

  • Reading and discussing “The Shark Tooth,” along with the other bravery-themed texts in the magazine (the Big Read, “Bessie the Brave”; and the poem, “Time to Be Brave”), should give kids insight into how people can act bravely when they feel scared or face difficult challenges.
  • Through the above stories, students will discuss: How can we be brave? Why is being brave hard? How does being brave help us learn and grow?

1. BEFORE READING

Show "The Big Question" Video (10 minutes)
 
Watch “The Big Question: How Can We Be Brave?” (This video also goes with other stories in this month’s Storyworks 2.)
  • Before your students watch, ask them to think about the question “How can we be brave?”
  • Watch the video.
  • After watching, ask the question again. Write students’ ideas on chart paper.
Preview Vocabulary (5 minutes)
  • Play the online vocabulary slideshow. This story’s featured words are assigned, brave, introduced, and courageous.

Preview the article and set a purpose for reading (15 minutes)

  • Open your magazines to “The Shark Tooth.”
  • Read the Think and Read prompt on page 25: “As you read, ask yourself: How was Jake brave?”
  • Ask children what they think the answer to the Think and Read prompt could be. Write their ideas on chart paper.

Preview the First Page (5-10 minutes)

  • Now tell students they are going to read a fictional story.
  • Preview the art on the story’s opening pages.
  • Ask: What do you think is going on in this picture? (Answers will vary.)

2. READ THE STORY (10-20 MINUTES)

  • Kids can read this story individually, in small groups, or as a whole class.
  • Check comprehension as you read the story with the Pause and Think questions. These help check basic comprehension as you go along. 

3. AFTER READING: FOCUS ON ELA SKILLS

ELA Focus: Vocabulary (20 minutes)

  • Use the Word Work printable to deepen students’ understanding of the article’s vocabulary words.

Assessment: Quiz (10 minutes)

  • Pass out the quiz, which will help you assess students’ reading comprehension.
  • We also offer a lower-level quiz.

ELA Focus: Point of View (15 minutes)

  • Project or screen share the printable “Point of View.”
  • There are two bubbles: one to represent Jake’s point of view and one to represent Mr. Ramos’s point of view.
  • Students can fill in the bubbles to show what Jake and Mr. Ramos may have been thinking.
  • Later, kids can share their bubbles with one another.

ELA Focus: How a Character Changes (15 minutes) 

  • Using the “What Does Jake Learn?” printable, have your students fill in the blanks to show how Jake changes from the beginning of the story to the end.

Enrich the Learning: Paired Text Opportunities

Making text-to-text connections builds knowledge and comprehension. We layer Storyworks 2 with many ways for your students to make connections.

Additional Pairable Texts The Big Read, “Bessie the Brave” (pages 6-11);  and the poem, “How to Be Brave” (page 32)

  • These texts also ask questions similar to those posed in the fiction story. How can we be brave? What should we do when we feel scared?
  • Kids can compare the people in the texts by using our “Bravery Chart” printable. How are the texts alike, and how are they different?

Text-to-Speech