Celebrate a Certain Eye-Catching Hat and Eye-Catching Books

Someone is hiding under a hat that's shaped like the hat in Dr. Seuss' book, The Cat in the Hat!

Someone is hiding under a hat that’s shaped like the hat in Dr. Seuss’ book, The Cat in the Hat.

Hi and welcome back to Attentionology for K – 5 Teachers!

Hats, hats, and more hats. Hats have been featured in a number of children’s books.

Perhaps no hat is more famous among elementary school age students than the hat on a certain cat…

Dr. Seuss’ The Cat in the Hat.

Translated into more than 20 languages, Dr. Seuss’ books have entertained children and adults around the world since it was first published in 1957.

Dr. Seuss’ cat’s hat has been copied in various forms and continues to be prized for its eye-catching color and height.

It seems “purr-fect” to feature eye-catching books as part of this week’s celebration of Dr. Seuss who was born on March 2, 1904.

Teachers in K – 2 classes can open a page on the fun and function of activities with eye-catching books!

Ask kids which is more eye-catching…something BIG or something small and most will answer BIG!

Maybe BIG isn’t always better, but BIG HATS and BIG BOOKS are clearly eye-catching!

"This little puppy on a very big book looks like she'd love to hear us read to her." is looking for a student to read to her!" Who wants to sit next to 'Brownie' and share a good book?"

“This little puppy on a very big book looks like she’d love to hear us read to her.” Who wants to sit next to ‘Brownie’ and share a good book?”

My Big Puppy Book, © Piggy Toes Press, has another eye-catching feature that kids love…a handle for carrying it, as you can see.

I grabbed the portable pups in print and planned some teaching tricks around this eye-catching book that you can try too.


Books, like My Big Puppy Book that have an additional lovable feature…the soft furry circles at the heart of each puppy invite touching and further engage kids.

When children participate in reading time with activities like taking turns petting book-bound puppies, they pay closer attention to the text and the pictures.


Teachers can make any book more eye-catching – large or small, old or new – by dramatizing Read-Aloud time.

Try the following activities…

  • Create a Chorus to Repeat the Story Theme – Reading aloud from a chapter book doesn’t have to be strictly verbatim. When you’re preparing for Read-Aloud Time, write a chorus phrase to share with your class that captures the main idea of the story. For example, you might write, “Joey was ready for the challenge, at least he thought he was ready.” Before you begin to read from the book you’ve selected, write the chorus phrase on the board and explain to students that you’d like them to join in when you begin to say it aloud. The class will listen for your prompt, and in doing so, pay closer attention to your reading.
  • Offer Students Supporting Roles – Every story has a main character and most stories have characters who play a supporting role. If you have a student whose attention tends to wander, you might invite him or her to be the voice of a supporting character during Read Aloud Time. You may need to have that student stand by you while you’re reading aloud, and you may also want to prompt your co-reader with a few introductory words to his/her dialog part, like, “and then the boy wearing the glow-in the-dark t-shirt said…”
"How does a puppy sound when it's hungry for chow time?"

“How does a puppy sound when it’s hungry for chow time?”

  • Love Those Sound Effects! – Challenge students to listen for the sounds of a story or poem.

For example, when you’re reading about a haunted house, make a creaking sound and invite the class to repeat the creak.

If you’re reading about animals, invite children to make corresponding animal sounds as you turn the page to animal pictures. Add other effects as you continue reading eye-catching and ear-catching stories or poems.

  • Pop-Out a Pop-Up Book – Sophisticated or simple, pop-up books are eye-catching for children and adults.

As you do with “touch-me books,” you can make pop-up books interactive for your listeners, as well as for yourself when you turn the pages.

Use word play with key words in the book you’re presenting.

The peacock shows off it looooong feathers with pride. Wait a minute, how do we spell the word long?"

“The peacock shows off its l-o-o-o-n-g feathers with pride.” “Wait a minute, class how do we spell the word long?”

One pop-up book I share with students repeats the word long throughout the text.

When I read this book to students in grades K – 2, I invite them to say the word long aloud with me every time they hear me begin to say it. We stretch out the word as if it were spelled l-o-o-o-n-g. The kids love the word play and stay focused on the story.

Eye-catching books in the hands of capable, creative teachers bring literature to life and help children learn to love to read.

Remember, you don’t have to be a magician to work magic in any instructional setting!

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Talk with you again soon,

Barbara ♥ The Lovable Poet


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Posted in Attentionology for K-5 Teachers
Barbara Cleary has been serving as a resource to hundreds of educators for more than 25 years. An award-winning writer, producer, teacher, and trainer, Barbara’s focus is on offering easy, fun tools and tricks that support K-5 curricula and assist teachers with classroom management.
Quick tips for common classroom conundrums: K-5
Situation: Students are having trouble writing connecting sentences between the beginning, middle and end of a story.

Solution: Show toy airplanes, pretending to make them "take off" across notebook paper. Explain to the class that stories, like airplanes, require clear "flight paths."

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