Students can compare what the zebra wants to look like, adding details as the story progresses, with what the zebra actually looked like at the end of the book. This can be done through visual representations, writing, or discussion.

Discuss why the story ended the way it did, having the students explain why the zebra received only stripes and what flaw of the zebras was involved in the outcome.

As this story is read, discuss why certain punctuation was used and why. Discuss what would happen if the punctuation was different in particular sentences. A few examples from the text include: “...depressing colour; no coats, no horns...”, “Until...”, and “...except one –“.

There are several good spots to make the speed and sound of voice match the words.

For example, “...were a dull, depressing colour,” can be read in a slow, drab voice. Students can then be asked to think about why a phrase was read in a certain way, or they can demonstrate how they would read it and explain why.

Use context clues and prior knowledge to figure out the meaning to new vocabulary words such as: depressing, peered, glossy, addressed, issued, and glorious. Discuss why these words enhance the story and make it more interesting. Ask students to think of other words that could have been used and why they think the authors used the chosen word.

Point out the difference in spelling for certain words, such as colour verses color. Have students discuss why they think this occurred along with possible reasons the authors used this spelling.

Have students use prior knowledge to decipher the meaning of unknown phrases such as: “...the secrets of the spirit of the mists”, and of words such as bulging, crept, pompously, and depressing.