Click clack moo comprehension questions

Click, Clack Moo, Cows That Type Activities and Questions

Do your students and children struggle with conflict resolution? Read on to find activities and comprehension questions to promote communication, compromise and cooperation.

Click, Clack, Moo, Cows That Type by Doreen Cronin reinforces the themes of:
– cause & effect
– communication
– perspective
– problem-solving 
– creative thinking
– our rights and those of others in a democratic society

Scroll down for Click, Clack, Moo, Cows That Type activities, discussion questions and videos.

Click, Clack, Moo Cows That Type Synopsis

Farmer Brown has a big problem. His cows found an old typewriter in the barn and all day long Farmer Brown hears click, clack, moo. He doesn’t understand what is happening until he relieves a letter demanding electric blankets to keep them warm at night.

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.

Farmer Brown cannot run his farm without milk and eggs, so he sends a letter. He tells the cows and hens they don’t need electric blankets and they should do their job. After an emergency meeting, the cows reach out with a compromise, they will return the typewriter if they get electric blankets. Duck, a neutral party, delivers the letter.

Farmer Brown agrees to the compromise and leaves the electric blankets. He waits for the duck to return the typewriter but instead gets a letter demanding a diving board for the duck pond.

Scroll down for Click, Clack, Moo Cows That Type activities, discussion questions and videos.

Click, Clack, Moo Cows That Type by Doreen Cronin
Illustrator: Betsy Lewin
Publisher: Simon & Schuster (2003)
ISBN: 9780743461511

Doreen Cronin Official Website
Betsy Lewin Official Website

Book Series

Click, Clack, Moo Cows That Type
Giggle, Giggle, Quack
Duck for President
Dooby Dooby Moo 
Thump, Quack, Moo
Click, Clack, Peep! 
Click, Clack, Surprise! Happy Birthday!
Quack to School

Related Books

• The Youngest Marcher: The Story of Audrey Faye Hendricks, a Young Civil Rights Activist by Cynthia Levinson
• A is for Activist by Innosanto Nagara
• The Day the Crayons Quit by Drew Daywalt
• We March by Shane W. Evans
• Hands Around the Library: Protecting Egypt’s Treasured Books by Karen Leggett Abouraya
• What Can a Citizen Do? by Dave Eggers

Click, Clack, Moo Cows That Type Activities & Resources

I have created a bundle of literacy graphic organizers for Click, Clack Moo, Cows That Type . You can find them at my Teachers Pay Teachers store. Click on the image to go directly to the pack. There are many activities for each literacy area to differentiate depending on your student’s ability/age. They include activities for:

• Cause & Effect
• Character Traits and Analysis
• Compare & Contrast
• Inferring and Predicting
• Main Idea and Theme
• Point of View
• Problem and Solution

*Click on these links to discover book recommendations on these topics.

External Click, Clack, Moo Cows That Type Activities & Links

• Read Works: Lesson 4: Distinguishing Fiction and Nonfiction
• Teaching Ideas: Teaching Ideas and Resources

Click on this image to download over 120 character trait graphic organisers for Click, Clack, Moo Cows That Type.

All you need is a Teachers Pay Teachers account and then you can download the resource for FREE!

Click the image below to download 2 free pages of inference activities.

Click, Clack, Moo Cows That Type Read-Aloud Questions

Read aloud sessions are a wonderful way for children to understand the connection between written text and spoken language. You can model reading habits and strategies, reading fluency, tone and eye contact. You can also introduce different genres, authors and illustrators.

• What do you think Doreen Cronin wants us to learn from reading the book? What did you learn?
• What do you think about the cow’s demands for an electric blanket? Was it a reasonable request?
• How does seeing the notes in the illustrations help you further understand the story?
• Do you agree with the cow’s decision to go on strike? Why/why not?
• Do you agree with how the cows and duck acted to get their demands met?
• What do you think Farmer Brown learned from this situation?
• Click Clack Moo is about standing up for your rights and those of others. Why is it important we look out for the rights of others?
• Why was it important that Farmer Brown and the animals compromised?

You can find a full set of discussion cards in the Click, Clack Moo, Cows That Type Book Companion or as a separate pack.

Click, Clack, Moo Cows That Type Book Videos

Books by Doreen Cronin & Betsy Lewin

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Cows That Type teaches to Pursue Justice

Book Units

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FOR THE EDUCATOR JEWISH EVERY DAY MATERIALS AND RESOURCES SHARING A STORY PROCEDURE MUSIC CONNECTIONS EXPLORE,DISCOVER AND MORE EVIDENCE OF LEARNING HOME AND COMMUNITY CONNECTIONS LITERATURE CONNECTIONS TAGS

Book Summary:

Farmer Brown has a problem. His cows like to type. All day long he hears:
 
Click, clack, moo.
Click, clack, moo.
Click, clack, moo.

But Farmer Brown's problems REALLY begin when his cows start leaving him notes...Come join the fun as a bunch of literate cows turn Farmer Brown's farm upside-down! 

Enduring Understandings:

• Justice means trying to make your world more fair, and helping others get what they need in order to live a safe and healthy life. 
• When we work together as a team, we can better pursue justice. 
• Each of us has a responsibility to treat others fairly and to speak up and use our words when we hear or see others being treated unfairly

Essential Questions:

• What does the word “justice” mean? 
• What are ways in which we can make the world more fair, and help everyone get what they need to live a safe and healthy life? 
• How can working together help one pursue justice?

Be Inspired:The ideas included are offered as starting points as you and your students explore, discover and live the lessons.

Lesson Plan Components

For the educatorJewish Thought, Text, and Traditions

The Torah teaches in the book of Deuteronomy “Tzedek, tzedek, tirdof,” literally meaning “Justice, justice, you shall pursue.” The notion of tzedek tirdof--pursuing justice is a core Jewish value that not only refers to courts and laws, but perhaps more importantly, deals with how we treat others. The prophet Micah teaches that the idea of “good” is encompassed by the act of seeking justice. In doing so, one can walk with G-d (Micah 3:1-12).

To pursue justice means that we should live righteously, meaning it is our responsibility to ensure that the needs of others are as important to us as our own. Furthermore, righteous living involves us acting ethically--to be upright, just, and sincere. The commentator Nachmanides reminds us that tzedek tirdof challenges us to resolve conflict by compromising and teaches that being righteous is more important than the obligations of law. What is essential in being righteous and pursuing justice is our ability to act fairly and be inclusive of others. Because every human being is unique and was created b’tzelem elohim, in G-d’s image, they can make a positive difference and contribute to our world in special ways (Genesis 1:26).

The value of tzedek tirdof lifts up the messages of the prophets who sought justice and fairness for all. Like the prophets of our Hebrew Bible, we too can question how the world is and what it ought to be. We can keep Divine expectations for a better world and better people at the center of our relationship with G-d. Furthermore, no one opinion is of greater importance than the other. In fact, in examining the phrase “Tzedek, tzedek, tirdof,” we learn that the phrase is in the singular. Therefore, each of us must pursue justice. When we do so together and act in righteous ways, the pursuit of justice may be fulfilled.

As Pirke Avot teaches, “You are not required to complete the task, but neither are you free to desist from it.…” We do not need to complete the task of tzedek tirdof alone, but should do our part in creating a just world. Our choice, then, is whether or not we should take action. When we do so, the pursuit of justice comes closer to being fulfilled.

For further understanding of tzedek tirdof in Judaism and its applicability for today, go to: http://www.on1foot.org/, an online portal to Jewish texts for social justice.

Questions for Reflection

1. What is the difference between acting ethically each day and specifically pursuing justice, such as by advocating publicly for a specific issue? 
2. Why is it important to reflect upon our own understanding of right and wrong and good and bad?
3. How can you make a difference in your classroom by pursuing justice or fairness for each child’s unique needs? How might you differentiate your curriculum, instruction, and classroom management strategies to exemplify this approach?
4. How can you pursue justice--tzedek tirdof on a regular basis and incorporate this value in the classroom?

Jewish every dayIncorporate Jewish Values

There are many ways to fight injustice, both locally, nationally, and globally. The following list includes Jewish Charities featured on Forbes Top 200 List. Send home information to families about these charities and ask them to discuss them with their children and nominate one. Hold a class vote to select one charity from those nominated . Throughout the year, hold various class or school -wide events to raise money to support its mission. This is by no means a complete list- just a place to start!

American Jewish Congress: http://www.ajc.org Established in 1906 to help protect Russian Jews from the pogroms, it now works on behalf of Jews in vulnerable communities around the world.

American Jewish Joint Distribution Center: http://www.jdc.org/ This organization helps vulnerable Jewish and non- Jewish populations across the world.

Anti-Defamation League: http://www.adl.org The ADL is an activist organization fighting for civil rights as well as fighting hate and anti-semitism across the world.

Jewish Federations of North America: http://www.jewishfederations.org/ The Jewish Federations of North America represent 157 Jewish Federations & 400 independent Jewish communities. The Federation movement, collectively among the top 10 charities on the continent, protects and enhances the wellbeing of Jews worldwide through the values of tikkun olam (repairing the world), tzedakah (charity and social justice) and Torah (Jewish learning)

Materials and resources

Materials

• Copy of Click Clack Moo 
• Copy of As Good As Anybody: Martin Luther King and Abraham Joshua Heschel’s Amazing March Toward Freedom

Technology

• Read Aloud of Click, Clack Moo : http://www.youtube.com/watch?v=nMayGIVmfgA
• For more information on Rabbi Abraham Joshua Heschel, visit the Heschel Center at http://www. heschel.org
• For more information on Dr. Martin Luther King, Jr., visit http://www.martinlutherking.org/
• For more information on Emma Goldman and her passion for social justice, visit www.jwa.org

Sharing The Story

Introducing The story

Look at the cover of the book. Have students name and describe the animals on the cover. Ask:

• What else do they see on the cover other than the animals? If possible, bring in a typewriter for students to see and use. 
• What message do you think the animals in the barn might be leaving if they could type? Write these predictions on a chart.

Read the book asking students to compare their predictions to what actually happens in the story. As you read, allow students to stop and comment on the animals’ requests and what they think will happen next.
Reading The Story

Read the story aloud, stopping when appropriate to explore illustrations, address student comments, clarify, predict, and guide their understanding of the story and the value tzedek tirdof--to pursue justice.  

Discussion questions might include:

• What did the animals think was unfair (or unjust) about their treatment? 
• How did they get the farmer to change his treatment of them?
• What do you think of their way of obtaining what they felt was fair for them?
• What else could they have done?

After The Story

Have children retell the story Click, Clack, Moo, Cows That Type with you. Together, select one injustice you have noticed in your own community. Compose a letter (possibly typed on a typewriter if possible) that describes the injustice. Include suggestions to help improve it and send the letter to the appropriate agency/agencies.
     
Teach and discuss the Jewish people who fought injustice throughout the history of our country, the Jewish people have made contributions in terms of fighting injustice and bringing about change. Share the book As Good as Anybody: Martin Luther King and Abraham Joshua Heschel’s Amazing March Toward Freedom

Show students the cover of the book,

• Discuss the cover illustration and what the title means to them. List responses on the board and revisit these after the book has been read and discussed. 
• Ask them if they recognize any of the people on the cover (e.g. Dr. Martin Luther King, Jr. and Rabbi Abraham Joshua Heschel) . What do students know about them? (Many will recognize Dr. King, but many may not recognize Rabbi Abraham Joshua Heschel on the right--a highly respected rabbi who worked to ensure justice.) 
• Ask students what else they see in the illustration. Probing questions might include:
• Why are the men’s arms linked together? 
• How would they describe the expressions on the faces of Dr. King and Rabbi Heschel? 
• Explain that they were walking together in a march, one of the most important events in our country’s efforts to make sure that all people are allowed the same rights. 

Read the book ( or portions of the book) to students, taking time to discuss the pictures and the text. Involve students in the following:

• Compare Dr. Martin Luther King, Jr. and Rabbi Abraham Joshua Heschel using a Venn diagram. What do they think is the most important thing the two men had in common?
• Discuss Rabbi Heschel’s quote about walking in the march when he said he felt he was “praying with his legs.” What do you think he meant?
• Have students select a favorite quote from the book to write about in their journals or to illustrate with a picture or symbol.

Procedure

Explore, Discover, and More Extension and Reinforcement Activities

Jewish Justice Heroes

Literacy, Drama, Jewish Learning 

• Introduce students to Emma Goldman (To learn more about this hero http://jwa.org/womenofvalor/goldman or http://www.pbs.org/wgbh/amex/goldman/ ) Share a photo of Emma Goldman. Explain to students that Emma Goldman fought for the rights of the workers who received poor pay and worked in terrible, unsafe conditions. 
• Put the following quote from Emma Goldman on the board: “Become daring enough to demand your rights.” Discuss what this means to the students. What things do they believe are important enough to “fight” for?
• Encourage students to learn about other Jewish individuals who dedicated their lives in the pursuit of justice. Have them take dress up as this individual and tell the class about themselves (as this Jewish Justice Hero). The following websites provide collections of archival photos of Jewish individuals, many of whom dedicated their lives to fight injustice:

American Jewish Archives: http://www.americanjewisharchives.org/
American Jewish Historical Society: http://www.ajhs.org/
Jewish Women’s Archive: http://www.ajhs.org/

Spread the Word

Social Action, Language Arts

Ask students to choose an injustice that they would like to address and call attention to it in a way that they believe will be meaningful for their community. This could come in many forms; a rally, a brochure, an email, an announcement, or a commercial. Support and encourage their research and activism. Consider utilizing the song from music section, below, as part of the presentation.

‘Kosher’ Working

Talmud Torah 

Music Connections

Justice

by Miss Emily Aronoff Teck Inspiration Text

“Justice, justice shall you pursue” (Deuteronomy 16:20).

Activity

Ask students to create a commercial to bring attention to a perceived injustice, advocating and suggesting how this problem can be improved. Students can use this song as a soundtrack to their commercial, either using a recording they create of their own voices or the recording from the album.

Lyrics

Sometimes I think you’re hiding
Hearing news stories that are sad
Sometimes I wonder where you are
When I see bullies, I get mad
But then I remember each one of us has a job to do
Justice, I will find you
Justice, we will pursue
CHORUS:
We’re gonna find it, We’re gonna create it
Justice for all, We’re gonna’ make it
We’re gonna do what is right to try to make our world more fair
To be righteous people and show how much we do care,

I’m sad when I hear stories, from our history
When people who were different were treated unfairly
Some things have gotten better, but there is still more work to do
Justice, I will find you
Justice, I will pursue
CHORUS:

It might teaching others how to open up their mind
It might mean speaking up and being the person who reminds
Though we’ve solved some problems, there are problems that are new
Justice, I will find you
Justice, I will pursue
CHORUS:

Additional Music Connections

Evidence of Learning

Students are observed seeking justice in the classroom and in their daily lives by trying to be fair and kind.

HOME AND COMMUNITY CONNECTIONS

Share with parents a resource on raising charitable children: http://www.youtube.com/watch?v=-T3NJBCcwTw

Ask parents to discuss with their children ways that they, and community members they know, contribute to working towards a more just world. Have them prepare an artifact, photo collage or other visual representation (with the help of their children) of one or more of these endeavors. Have students share these visuals with classmates and display in the classroom in a special area in the classroom.

Ask parents to have their child retell the story Click, Clack, Moo. Suggest that together, with their child, they select one injustice they have noticed in their own community and compose a letter (typed on a typewriter or typewriter app, if possible) that describes the injustice. They may wish to include suggestions to help improve the injustice and send the letter to the appropriate agency/agencies or news media.

literature connections

Title	Author	Illustrator	Book Summary
As Good as Anybody: Martin Luther King and Abraham Joshua Heschel’s Amazing March Toward Freedom	Richard Michelson	Raul Colon	GRADE LEVEL: 1-4 The true story of two young boys, from seemingly very different background, who rise above their own personal suffering to become great civil rights leaders. Together they march during the American Civil Rights Movement, standing up for equality and justice. Martin grew up in a loving family in the American South, at a time when this country was plagued by racial discrimination. He aimed to put a stop to it. He became a minister like his daddy, and he preached and marched for his cause. Abraham grew up in a loving family many years earlier, in a Europe that did not welcome Jews. He found a new home in America, where he became a respected rabbi like his father, carrying a message of peace and acceptance. Here is the story of two icons for social justice, how they formed a remarkable friendship and turned their personal experiences of discrimination into a message of love and equality for all.
You Never Know: A Legend of the Lamedvavniks	Francine Prose	Mark Podwal	GRADE LEVEL: K-5 The townspeople of Plotchnik dismiss Schmuel, the shoemaker, and interpret his acts of kindness as stupidity. However, it was only Schmuel’s prayers that saved the town from both a drought and a flood after 40 days and nights of rain, because he is one of 36 righteous individuals. A story that teaches the values of goodness, humility, and justice.
Portraits of Jewish- American Heroes	Malka Drucker	Elizabeth Rosen	GRADE LEVEL: 4+ Stories of more than 20 Jewish-American heroes who have made a difference in our world are included. While this book is for older elementary aged students, it can be a is a wonderful classroom resource for younger ones. “Portraits” include those of Bella Abzug, Emma Lazarus, Levi Strauss, Ruth Bader Ginsburg, Albert Einstein, and Golda Meir.

* PJ library Books

List of questions for understanding the task

I have collected questions that I use to understand the task and do something useful for business, and not just a beautiful piece of paper. This is a basic list, so I am reworking it for a specific task.

See the list of questions in googledoc. Suddenly, it will also come in handy for you, or you know what to add.

If you don't keep such a list, I wrote a couple of words about what it is and why.

How to understand the problem

How to figure out a problem is a big topic. Maybe I'll write some separately, but so far the most important thing that helps me.

I know four steps to understanding a problem:

Talk to the person who came with the task and the customer. It is not always the same person.

Study materiel. For example, laws and statistics, expert reviews, publics, specialized media. Talk to an expert yourself.

Study the experience of the target audience. Methods depend on the task and capabilities. I try to be closer to the audience for which I am making a product. For example, listen to calls, conduct a survey or take an interview.

Get real experience. Here, too, everything depends on the task and the situation. If possible, I try to repeat the path of the audience. If you need to leave a request, I leave. If I need to register, I do it.

From which stage to start, which not to do - it all depends on the task and context. But even if the deadlines are burning, I still do some of it. In general, I try to go through everything to the maximum, so the work turns out to be the strongest.

Who is the customer

Customer is a common name. It can be an employee of the company, for example, a marketer, sales manager, technologist. Or maybe the owner of the business or its manager.

The main difference between the customer and everyone else:

1. he knows the maximum of key information about the task;
2. he has the right to make the final decision;
3. it depends on what and how we say, in what key, what facts we use, in what order we do something;
4. he makes important decisions on the task, for example, he can reschedule, increase the budget;
5. if team members argue, then he has the last word.

In order to do a task well and not redo it a hundred times, it is important to immediately find a customer. And it happens that a technologist comes with an order, and the marketer accepts the result of the work in reality. And in the end: the task was done, only the requirements were completely different.

In general, I am always looking for customers.

Why questions are needed

In most cases, the customer comes with a solution already: they need instructions, news, articles, blogs or airplanes. It happens that the task is described directly in detail, and for whom, and why. Everything seems to be in place. But this is deceptive.

Here are examples of the consequences if you immediately rush to do something and do not figure it out properly:

All of a sudden you have to redo everything. A lot of time, effort, energy and money have already been spent. And the rework is not because something really suddenly changed - it happens, it's a business. And because everyone didn’t know until the end. For example, a training manual for employees is needed in printed form, so links to add. materials won't work. Or you need a script for a video for two voices, otherwise it's boring. Or they chose the wrong product benefits. In general, there are a lot of options0003

Endless coordination and long start. If no one really needs the product, the customer gives up on the task. You can write a hundred times, call up, still everything is done little by little and barely. Moreover, even prepayment does not help. As a result, there is fuss, but there is no work done.

Work will be unnecessary. If an information product does not affect the business task for which it was all started, it will lie somewhere and become overgrown with dust. This just kills me. I love making things that are really used.

It seems to me that the only way to understand a problem is to ask questions.

What is the list of questions

I have put together a list of basic questions that helps me. I use it to discuss a task with a customer, no matter what: a case, a training manual for an employee, a script, an article, and anything else.

How to use the

View sample questions and build your own list based on your task, product knowledge, and company. I do also. I would show an example from a real project, but even the list contains a lot of secrets, so it won't work.

I make a list ahead of time, even if I know the product and the customer. During the conversation, new facts appear and some question may fly out of your head. And it can be difficult to get together with the customer again - everyone has their own business.

How to ask questions

How to ask a ton of questions and not piss me off is also a separate issue. But in general, everything is like in any other occupation. Here is what helps me:

1. I tell you how a conversation and answers to questions will help the customer. Not "I want to insure against rework", but "you won't have to fix a million mistakes and waste a lot of time".
2. If there are many questions, I do not know the customer well, then I send a list of questions in advance. This helps the client estimate the time for a conversation and decide whether he knows everything for sure or whether it is better to call someone else.
3. I ask questions only orally, no correspondence. Almost everyone is lazy to write details, so you can miss critical details.
4. I record conversations because I have 3 calls a day, and in the evening I don't remember anything. I don’t give it to anyone to decipher, I listen to it myself.

If the customer does not want to answer

I don't work if the customer is not ready to answer questions. I know that this is not always correct, because it happens, you just need to give your hypotheses based on the information that I already have. But in working without an interview with the customer, I see more problems than advantages

And what about after the conversation with the customer

After the conversation, I put together a document where I retell the key thoughts that affect the task and propose a solution. I try to describe the solution as specifically as possible: with examples, references, structure, theses. This helps the customer understand whether I am moving in the right direction or everything is wrong. Such a document can be called an understanding of the task, an application, a brief - there are many options. But here the essence is more important than the name.

How I put together such a thing, I will tell you sometime later.

Help mailings

How to conduct a custdev - interviews with clients, free mailing

How to make a project - Nikolay Toverovsky mailing list. There are letters about questions and understanding of the task. Tells about how to understand the task, how to formalize understanding and why all this is needed. And there are a lot of great tips on audience analysis.

Course for novice editors — Irina Ilyakhova, editor-in-chief of Tinkoff Business. Tells how to do business, deal with and negotiate with clients.

See the list of questions to understand the task, it is in Google doc. Suddenly, it will also come in handy for you, or you know what to add.

Understanding questions.: langobard — LiveJournal

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