Use this strategy to make connections to the text, think ahead and become engaged while reading. After predicting the color Pete’s shoes will be, students can confirm their prediction on the following page.

P. 6 – What color will Pete’s shoes turn after stepping in strawberries? 
P. 12 – What color will Pete’s shoes turn after stepping in blueberries? 
P. 18 – What color will Pete’s shoes be after stepping in mud? 
P. 24 – What color will Pete’s shoes be after washing them in the bucket?

When reading this story, stop frequently to check for understanding by asking the following questions: Who did we read about? What happened to Pete the Cat?

This text can be used to model the difference between reading a sentence that ends in a period, question mark, or exclamation point. Model to the students how to use intonation while reading.

P. 5 – “Oh no! Pete stepped in a large pile of ... strawberries!” 
P. 6, 12, 18 – “What color did they turn his shoes?” 
P. 8 – “Did Pete cry? Goodness, no!”

The sentences, “Did Pete cry? Goodness no. He kept walking along singing his song” is repeated four times throughout the story. Students can work on their fluency as they read and reread this pattern.