This paper will explain what a reading teacher learned from working with a group of first-grade struggling readers in a series of shared-book experience classes. The shared-book experience approach used a variety of science-themed books that were aligned with the first-grade curriculum and appropriate for beginning readers. Considering the readers' ages, the reading teacher used "big books," enlarged versions of the original books devised for early childhood reading classes. Integrating reading with science may increase science instruction time in the overcrowded elementary curriculum, and more importantly, can develop both reading skills and scientific knowledge, satisfying the learning standards for both areas (Froschauer, 2011; Olson and Gee, 1991). Other studies (Padilla, Muth, and Padilla, 1991; Rutherford and Ahlgren, 1990) agree that reading and science thinking process skills interrelate; and both require social, interactive, and communication skills to develop. In this article, the model of the shared-book experience using science-themed books is described, and questions and comments made by the children during the experiences are analyzed and discussed. The findings from the shared-book experience classes suggest that the shared-book experience, using quality science-themed books, may help students to develop scientific literacy skills such as science concepts and enhance reading and science thinking process skills.