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DODO Learning
Think Once. In Both Languages.
Lesson 03
Little DODO · Phase 1

Pete Keeps Walking and Singing

Pete the Cat: I Love My White Shoes · pp. 5-37 (heavy) · Format A · Disposition: Wondering & Questioning · 25 min
Pete the Cat: I Love My White Shoes
Pages this lesson: 5-37
Fluency · Poetry
Children practice reading fluency and rhythm using a simple action-verb poem with repetition.
Oral Fluency · Repetitive Text · Action Verbs · Rhythm And Rhyme
Introduce

Vocabulary Exploration· 5 min

Target words
  1. walking 13: “He kept walking along and Singing his Song.”
  2. cry 13: “Did Pete cry?”
  3. Singing 19: “He kept walking along and Singing his Sony.”
  4. WET 30: “But now they were WET.”
Pete keeps walking no matter what happens to his shoes. Let's learn the words that tell us what Pete does. Watch me walk — now you walk with me!
Exploration steps
  1. Show the word card 'walking' and act out walking in place together
  2. Point to Pete on the page and chorus 'walking' three times
  3. Show 'cry' card; ask students to show a crying face, then a happy face like Pete
  4. Chorus each target word with matching actions before reading
Expected responses
  • walking means moving your feet
  • cry means sad tears
  • singing is making music sounds
Differentiation

Quiet kids: pair with action partner. Fast finishers: add sound effects to each action.

Transition cue

Stomp feet twice — Reading Time!

Anticipated pitfalls

Don't skip the action — movement locks the verb meaning before reading starts.

Why this matters: Action verbs anchor meaning for kids who can't yet decode independently.

Reading in Class· 10 min

Required reading pages: 5-37
Opening move: Point to Pete's white shoes on page 5 and ask what color they are.
Pete's shoes change color every time he steps in something. Let's read together and find out — does Pete cry when his shoes get messy? Listen for the answer!
Read-aloud steps
  1. Picture-walk pages 5-37: name each shoe color Pete steps in (strawberries, blueberries, mud, water)
  2. Read aloud once at storytelling pace, pausing on each 'Did Pete cry?' page
  3. Read again with students chorusing the refrain 'He kept walking along and Singing his Song' every time it appears
Call-and-response refrains
  1. Did Pete cry? 13: “Did Pete cry?”
  2. Goodness, no! 13: “Goodness, no!”
  3. He kept walking along and Singing his Song. 25: “He kept walking along and Singing his Sony.”
Expected responses
  • Goodness no
  • he keeps walking
  • he sings his song
Differentiation

Struggling readers: stomp feet on 'walking' to stay with the chorus. Fast finishers: predict next shoe color.

Transition cue

Clap rhythm: walk-walk-sing — Questions Time!

Anticipated pitfalls

Don't let one loud student drown the chorus — count to three before accepting the refrain answer.

Why this matters: Chorus rhythm protects kids who can't yet read the refrain independently.

Questions Time· 7 min

Comprehension questions
  1. What does Pete do every time his shoes get messy? 31: “He kept walking alony and Singing his Song.”
  2. Why do you think Pete doesn't cry? 19: “Did Pete cry? Goodness, nol”
Extension

Draw Pete's shoes your favorite color.

26: “| love MY brown shoes,”

What students produce: Students draw shoes in their chosen color and label or tell the color name.

Pete's shoes changed so many colors! Red, blue, brown, even wet. But Pete kept going. Let's think — what would you do if your shoes got messy?
Expected responses
  • he keeps walking and singing
  • Pete is happy even when shoes are messy
  • maybe he likes all the colors
Differentiation

Quiet kids: turn-and-tell partner before whole group. Fast finishers: add Pete walking beside the shoes.

Transition cue

Hold up your drawing — Conclusion Time!

Anticipated pitfalls

Don't accept 'I don't know' — point back to the refrain page and re-read together.

Why this matters: Talk-first protects kids who freeze at blank paper.

Conclusion· 3 min

Routine: I Wondered · Disposition: Wondering & Questioning
Student-facing prompts
Recap: I wondered why Pete...
Take-home: Ask someone: What makes you keep going when things get messy?
Pete kept asking himself a question every time his shoes changed. Did he cry? No! He wondered what would happen next and kept going. Now you wonder.
Expected responses
  • I wondered why Pete didn't cry
  • I wondered what color comes next
  • I wondered if Pete likes messy shoes
Differentiation

Quiet kids: write or draw their wondering instead of saying aloud. Fast finishers: wonder about two things.

Anticipated pitfalls

Don't let 'I wondered' become 'I liked' — model the wondering sentence frame first.

Why this matters: Same wondering stem daily so kids own the close.