Analysis Of The Book ' The Cat Of The Hat ' By Shel Silverstein

My earliest memories of learning to read come from first grade and a book about a dog named Pug. I remember calling the words with concentration and focus, See Pug run. Run Pug, run. I don’t recall things improving much in the second grade “turtle” reading group I was assigned to. I struggled with fluency and confidence, especially in reading group, which consisted of sitting around the kidney bean table while each student read a page in turn. Fortunately, I had a proactive mother who borrowed a copy of the basal reader from the teacher and practiced the weekly story with me at home. Not only that, she read real literature to me, which ignited a passion for reading that was not developed in my primary classrooms.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

Children’s attention will be drawn to the use of rhyme and rhythm for the purpose of emphasising the characterisation in the text. Children will recall on their phonetic knowledge to express their ideas and feelings of a past event. • The fourth lesson, focus’ on reading to entertain through exploring characterisation between written and visual representation (ACELA1469) (ACARA, n.d.). Children will form a deeper understanding of how meaning is gained through different illustrations of character by comparing the texts illustrated imagery and that of dramatic role

The conventional nursery rhyme is a vehicle for educating children at an early age of development. Originally constructed to help with language acquisition and understanding, these rhymes are often characterized as “very short poems designed specifically to teach children in one way or another” (Grace 13 Sept 2013). The purpose of a nursery rhyme is to teach language to children by using different techniques helping to stimulate their imagination, while at the same time introducing the skill of memorization and comprehension of simple words (Zuralski). Many nursery rhymes are fashioned as short poems with metrical rhythms, rhyme schemes and repetition of words or sounds. In the poems Young Night-Thought

Learning to read is a valuable and important skill that children acquire from a very early age. Children gain an understanding of the different sounds in our spoken language from a wide range of different experiences and social interaction with their environment. For example, singing and saying rhymes, sharing books, making and listening to music, pretend play, listening to adults and joining in conversations etc ect. as mentioned by Vygotsky (1978)

Children will be delighted in this remarkable rhyming tale similar to Dr Seuss books. Albert not only writes an exceptional magical story but also lends creatively beautiful illustrations to make this story leap off the pages into children’s hearts. Parents will be captivated by the lesson that children

The Cat in the Hat is a picture book, written and illustrated by Theodor Geisel under the pen name Doctor Seuss. The book was published in 1957 and follows the actions of an eccentric anthropomorphic cat who wears a red and white striped-hat, colloquially named The Cat in the Hat. When the cat invades the house of two children, Sally and Conrad, while their mum is out, he is extremely destructive and, much to the children’s despair, everything spirals out of control. At their mum’s arrival in the driveway, the children eventually convince the cat to leave but are then left with the mammoth task of cleaning the house. Everything seems lost until the cat returns to clean the house after a dramatic change of heart. The struggle between order and chaos is the most predominant theme in this text, presented through the cat’s conflict with the children. Order and chaos is also paramount in another picture book of similar style, written much later by Seuss in 1971, The Lorax. A similar conflict is presented between the protagonist and antagonist, the Lorax and the Once-ler. When the Once-ler discovers a peculiar forest filled with wondrous Truffula Trees, he begins to ravage the trees to produce sweater-like objects called thneeds, much to the dismay of the Lorax. The texts incorporate a range of techniques to present the struggle between the voices of order and chaos, in the protagonist against the antagonist. Characterisation, setting, narrative structure, stylistic devices and narrative voice are used by Doctor Seuss in similar and contrasting ways to demonstrate the same theme of order and chaos in the books, and despite having the same author, different contexts, based on the time-period when the books were written, introduce alternative perspectives.

Shel Silverstein is unarguably one of the world’s favorite poets. Millions of children have read his greatest classics such as “The Unicorn”, “Hug O’War”, “Ickle Me, Tickle Me, Pickle Me Too”, and “Where the Sidewalk Ends”. His use of balderdash, rhyme, and alliteration draws the attention of these children; nevertheless, there is another children’s poet who is as equally eccentric as Shel Silverstein: Dr. Seuss. Although Dr. Seuss is considered one of the finest influential children’s poets, due to his preponderance of eccentric characters and nonsense, critics consider his poetry limited.

Children’s book authors often employ literary tools to help make the story more vivid in the readers’ minds. Commonly used literary tools are rhythm, alliteration, repetition, refrains, onomatopoeia, simile, personification, rhyme, and

The simplicity of the vocabulary and the sentence structure in The Cat In The Hat makes it easy for almost anyone to read and enjoy. In fact, many children learn to read today studying Dr. Seuss books. Virginia M. Reid, author of the article by the National Council of Teachers of English titled Weaning Books, refers to The Cat In The Hat as a “’baby food’ type of book” for young children (8). It is these books that can get children excited about reading. Geisel uses repetition, poetic meter and rhyme to make the story flow, encouraging the reader to read it out loud. For example when the Cat In The Hat appears at the beginning of the story, he says “’I know it is wet, And the sun is not sunny. But we can have Lots of good fun that is funny!’” (Seuss 7). The words are simple and lively, immediately getting your attention. The use of the exclamation mark at the end of the sentence also cannot be a mistake. Geisel uses punctuation throughout the book for emphasis and amusement. The Cat in the Hat asks the children, “’Why do you sit there like that?” almost mimicking what the reader is thinking (Seuss 6). Geisel has even gone so far to create a rhythm as one reads the story like poetry. It is this simple language that gives The Cat In The Hat its pleasure to the reader that runs parallel but separate to its entertaining illustrations.

When you think of nursery rhymes, do you think of innocent, silly games you played as a child? Think again. Most of the nursery rhymes that have become so popular with the children were never intended for them. Most began as folk songs or ballads sung in taverns. These songs (rhymes) all most always were written to make fun of religious leaders or to gossip about kings and queens (Brittanica pars. 1-5). Nursery rhymes are being studied the past few decades as a way to help children learn their alphabet and numbers. These rhymes have been proven affective in helping children's language skills improve. As I began to explore different nursery rhymes, I found that they opened up and disclosed some of

The Cat In The Hat, by Dr. Seuss, is a well known book about a silly cat, two young kids, and a big mess. This short story starts off by showing the two young kids sitting at home all alone and bored. All of the sudden, a cat comes out of nowhere and begins to show the kids how to have fun. However, his idea of fun is not very clean and he begins to make a mess everywhere he goes. The kids are too busy joining in the "fun" to notice what a mess this mysterious cat is making. The only thing that notices and wants to put a stop to it is the kid's pet goldfish. The fish mentions over and over how he does not like this and wishes the cat would go away. Nobody pays any attention to him and now mother is almost home and could see the mess! The fish, who has now taken control, calls out orders and gets the house back in shape just as mother is walking in the door.

This this particular chapter, Lesley talks about her experience of gender bias in a meeting. Although Lesley held an important position of leading the corporate communications for the company, she was requested to get coffee for executives who had gathered for the meeting. The managers had a perception that Lesley was a secretary in the company and they presumed she was willing to get coffee for them or take notes during the meeting. Pat Jones who was the company’s Human Resource Researcher offered advice by saying that Lesley must find out a way to distinguish herself from rest of the female employees like clerks, secretaries in the company to avoid such situation in the future. Lesley’s story shows us the impact