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Book: Pete the Cat: A Pet for Pete

Author: James Dean
Illustrated by James Dean
Level: DRA: Level 20, ages 2-7
Brief Summary: Pete the Cat wants a new pet. After going to the pet store with his mom, he decides on a fish!
After returning home with his fish, he realizes fish do not do much but swim. Pete decides to make it fun by
painting a picture of his fish. All his friends end up loving his painting and asks for one for themselves. He ends
up making one for his entire class. Then, everyone in town wants one but Pete does not have enough time, so
he makes one big painting for everyone in town to enjoy!

Type of Word Study Focus More Specific Focus Example Words

1. Buy
Word selected from the Dolch sight
2. Goes
word list or the Fry high frequency
3. Gave
Sight Words word list.
4. Its
https://www.kidzone.ws/reading/fry/
5. Wish

1. Pete
Final e or CVCe Pattern: When there
2. Done
are two vowels in a one-syllable word
3. Home
Phonics Rule and one is an e at the end of the
4. Sure
word, the first vowel is long, and the
5. Make
final e is silent.

Phonograms
-at 1. cat, that
(word families or
-ay 2. play, say, day
“glued sounds”)

1. -s: sees, says, tells, takes,

paints, gets, feeds, knows,
looks, wants
Type of Affix
Inflectional endings: 2. -es: comes
(prefix, suffix or inflectional
s, es, ing, ed 3. -ing: going, painting,
ending)
showing
4. -ed: wanted, finished,
worked

Hamster, lizard, goldfish, fins,

Vocabulary Tier 3 painting, class, feed, homework,
list, paint, idea
Students will have the ability to independently read and participate in activities to strengthen their word
studies.

Sight words: This activity to promote sight words is called Catch the Word. It includes 5 balls with different
words taped to each ball. These words are chosen directly from the book, A Pet for Pete. The children and
teacher play a simple game of catch, and when the student catches the ball, they must read the word. This
activity not only helps with sight words but helps with the development in hand-eye coordination and motor
skills. This activity could be useful both prior and after reading so students can become comfortable with
recognizing the words that will be presented in the book.

Phonics Rule: The phonic rule the teacher is focusing on with this book is CVCe Pattern, finale e. This is when
there are two vowels in a one-syllable word and one is an e at the end of the word, the first vowel is long, and
the final e is silent. For this phonic rule activity, the teacher will fold construction paper into 6 boxes. In the
first box the teacher will have written, Finale -e. In the remaining 5 boxes students will write a word in each
box that ends in -e with a picture that goes along that word. This will help students also relate words to the
pictures seen within the book. Students will then practice pronouncing these words and become familiar with
understanding what makes the spelling of these words the way they are.

Phonograms: Students will use magnets to create new words with the same endings. On the white board, the
teacher would write different word family endings with one example of words in the family. Under the
example, the teacher would write the ending for students to use to create more words in the family. Using
letter magnets, I would then ask students to create new words by adding a letter or letters to the beginning of
the ending sounds. This activity was taken from a blog with many different word family activities that could be
adapted to the classroom. Since A Pet for Pete showed frequent use of word families with endings of -ay and
-at, this activity would incorporate these endings. Students will be encouraged to identify these endings while
reading and create new words outside of the text that follow the same family.

Type of Affix: The type of affix the teacher is focusing on with this book are inflictive endings. This activity will
focus on the endings: s, es, ing, ed. Students will be given a mixed assortment of plastic Easter eggs. On one
side of the egg, the rime will be written on it. On the other, the inflictive endings will be written. Students will
have to match each rime to its designated ending and continue going until all words have been accounted for.
Students will then be encouraged to see if other endings can make sense within the same rime and give a
definition of the new word.
Vocabulary: Students will complete a worksheet with matching vocabulary words to their correct image. The
teacher will have chosen around 10 vocabulary words they feel hold importance to understanding context.
Once students have identified each word and correctly placed the word to its assigned picture, they will be
encouraged to write their own definition or explanation on each vocabulary word.
Here is an example of what the worksheet would look like: