Click, Clack, Moo: Cows That Type (Click Clack Book)

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Before reading the story, look at the front cover. What might the cows be typing a letter about? Could you write what it might say? Look through the story for words that describe different emotions, e.g. impatient, furious. What does each type of emotion feel like? What might make us feel that way? Follow the procedure from Session 2 as you write and read the words, and then change the first letter or letters to make new words. Remind students that they can use this same method when they come to a word they do not know when reading or writing. Of course, not all new words can be solved using rimes or word families, but the principle applies to many words. For the /-en/ word family, words include den, men, pen, ten, when, and then. For the /-ow/ word family, words include how, now, brow, chow, and plow. Type your own letter to Farmer Brown, from the cows’ point of view, explaining how they are feeling. Prepare the five typed notes from Farmer Brown and the animals in large print on chart or poster paper. Make sure that the words are large and clear enough so that each student will be able to see the words from his or her seat in the classroom.

Write a story about an animal (or a group of animals) that can do something that you wouldn’t expect, e.g. A frog that can tap dance or a rabbit that sings opera songs. When Farmer Brown refuses their demands, the cows leave another note to say they are going on strike. “Sorry. We’re closed. No milk today.” In the next letter, the cows raise their demands and request electric blankets for hens. The farmer again refuses and the hens refuse to lay eggs. Post the five notes in the classroom for students to use as a resource when they are reading and writing. Students should be able to read the word family words in each note and can try using these words in their own writing. Farmer Brown begins to hear typing sounds coming from his barn. He discovers that his cows have found an old typewriter in the barn and are using it to type letters requesting things from Farmer Brown, such as electric blankets to keep them warm at night. Farmer Brown refuses, and the cows withhold their milk until they get what they ask for. Soon, the cows type a similar letter about the hens asking for blankets which Farmer Brown refuses to provide. The hens join the cows and refuse to lay eggs.You might stop at the place in the book where the farmer reacts to the note that reads, "Sorry. We're closed. No milk today." Talk with students about the farmer's shadow on the wall. What does that mean? What do the cows want? What does it mean to go on strike? Look at the cows’ letters. How could they improve their writing? Could they use more exciting vocabulary? Could they use additional punctuation?

Investigate persuasive writing… Can you write a more persuasive letter from the cows to Farmer Brown?Listen to the sounds that a typewriter makes. Could you use these within your own composition or song?

Have students read aloud together the first note from the cows while you point to each word on the chart paper. During this shared reading, it is important for your voice to model fluency and expression. Read the book again and show students the chart paper with the second note to Farmer Brown typed by the cows asking for electric blankets for the hens.

Student Assessment / Reflections

After the reading, draw students' attention to the chart or poster paper with the first note typed by the cows to Farmer Brown asking for electric blankets in the barn. Gather highlighting tape, a magnetic board and letters, and a whiteboard with dry-erase markers. Make sure that students will be able to easily see these materials from where they are sitting in the classroom. It's important for students to be able to see as you write the word family words and change the first letter to create new words. Another word family in the first note to Farmer Brown is /-ight/. Write the word night on the whiteboard, chalkboard, or magnetic board. Show students how you can remove the n and change it to an r to make the word right. Instead of saying the letters as you change them, you will want to emphasize the sounds the letters make. This will help students know what to do when they come to a word they do not know in a text. Other words in the /-ight/ family are light, might, sight, tight, bright, and flight.