Summary: The Cow Who Went Oink

442 Words1 Page
bulb-icon

Recommended: Understanding sentence structure

-Students will be able to identify the words from the story “The Cow Who Went Oink” by Bernard Most. -Students will be able to identify how different words put together make sentences. Students will pull out their sight words. The word will also be written on the board. The educator will ask the students to identify each letter in their sight words. The educator will explain to the students that letters form words and words form sentences. Tell the students what a space is and the definition of sentence. The educator will put different words together to form a sentences (i.e. The cat is fun.). l identi -Space -Sentence The educator will begin by reading the story “The Cow Who Went Oink” by Bernard Most. After reading the story, the educator will write sentences from the story on the white board (one at a time). The educator will read each sentence out loud and then ask the students to identify the words in the sentence. Helping the students identify the words the educator will use a spacer between each word. The educator will read the sentence a second time slowly and pausing between each word to help the students identify the words. …show more content…

The students will take turns coming to the white board and circling a word in each sentence. That student will identify each letter in the word they circled to improve letter recognition skills. The educator will give the students alphabet cards and word cards with pictures from the story, “The Cow That Went Oink.” The students will match the letters to the word cards. An example is the card with a picture of pig and the word pig written below. The students will find the cards with P, I, and G then push them together to see if the word matches. Then, the students will use the word cards to build new

Show More
Related

  • Don Freeman's Corduroy

    1012 Words  | 3 Pages

    The children share how they also had a special toy they did not want no one to take it from them, after discussion the children had an opportunity to work on a sequence book in which they will create the story as they remember what happen. Materials were provided. A book with blank pages, crayons, markers, and characters cut out were given to each child. The children work on their book and discuss what their favorite oar tot the story was. One child mention that his favorite part was when Corduroy fell off an the security came to get him. One of the girls mentioned that she would have taken him home too, she loves teddy bears. The finished product were amazing because neither look the same, one child color the overall red and the other boy tells him his overall are green not red, the child just respond I like

    Read More

  • Deciphering Wangerin's Dun Cow: An Allusive Tale

    946 Words  | 2 Pages

    Why did Wangerin decide to use a cow as the father of his story? The Dun Cow was a silent yet talkative cow that Chauntacleer would wrestle with throughout the book. The cow’s function is just as confusing as the book. Wangerin uses analogies and strong allusions to display the cow’s comfort, provision, and Godliness throughout the story.

    Read More

  • Analytical Response: Yellow Kidney And Fast Horse

    2048 Words  | 5 Pages

    During the First seminar we talked about many points within the story that were compelling or worth analyzing. In the first section of reading White Man's Dog and his war party raided the crow tribe for their horses. Both Yellow Kidney and Fast Horse

    Read More

  • The Relationships Between the Students and Their Teachers

    982 Words  | 2 Pages

    The poem “Students,” by Tom Wayman and the story, “Crow Lake,” by Mary Lawson presents two teachers who cope with the same difficulties of teaching. Although the teachers are faced with identical circumstances, their resolutions for the problem vary. Wayman, in the poem, and the narrator in the story both fails to make connection with their students, however, Wayman understands his students’ behavior while the narrator refuses to communicate and simply gives up on teaching.

    Read More

  • Review of There's A Cow In The Road

    914 Words  | 2 Pages

    There's a Cow in the Road By: Reeve Lindbergh is a great book for beginning readers ages 6-9. It's very well written and very appropriate for beginning readers. The illustrations are by Tracey Campbell Pearson. They are very creative, fun, and appropriate for readers. The story is about a girl preparing for school. Meanwhile she is surprised by all the barnyard animals gathering in the road outside.

    Read More

  • Song Analysis: Who Was Davy Crockett?

    638 Words  | 2 Pages

    After listing on the board what the students learned about Davy Crockett from the song. Teacher will read various passages of the “Who Was Davy Crockett?” book. After each passage, students will have to represent it through a Tableau ( motionless interpretation). After each tableau, the teacher will ask for the students to give the main fact they just learned about Davy Crockett and add it to the list.

    Read More

  • Curriculum Keyboarding Dbq

    758 Words  | 2 Pages

    Some examples are if students need to meet the aim of identifying the alpha-numeric computer keyboard or utilizing the proper finger placement and techniques. The learning experience could be a demonstration by the teacher of typing a memo using the correct methods. The teacher may ask a student to discuss the proper hand placement on the home row and to discuss the importance of using the proper

    Read More

  • Cattle Brings Us To Our Enemies Chapter Summary

    1506 Words  | 4 Pages

    In his book “Cattle Brings Us to Our Enemies”, McCabe does a 16-year stint in East Africa, specifically in Northern Kenya, doing research on the Turkana. He does this through STEP, the South Turkana Ecosystem Project. In “Cattle Bring Us to Our Enemies”, McCabe follows four families through his years in Kenya and notes how they live in a very demanding environment. He uses ecological data to analyze how and why the Turkana people make decisions about their everyday life. McCabe focuses on four main areas of study: how the Turkana survive and adapt to a stressful environment by nomadic pastoralism, how the techniques used to extract resources and manage livestock modify the environment, the effects of the environmental and cultural practices have on

    Read More

  • 'Em Out And A Life On The Trail'

    400 Words  | 1 Pages

    Write a narrative for your teacher about being on a cattle drive. Be sure to include narrative elements such as sensory details, dialogue, figurative language, and description as they are appropriate in your writing. Use details and information from the passage in your narrative.

    Read More

  • Overcoming Dyslexia

    1488 Words  | 3 Pages

    The teacher walked to the front of the room with her book in hand and as she got closer to the front, Paul got lower in his seat. He knew what was coming next; it was time for the class to read the next chapter. The teacher would start reading and then call on different students to read as they moved through the chapter. This scared Paul right down to his toes. He had read in front of the class before, but it was what followed after class that worried him the most. The taunts from the other students like “retard” or “are you stupid or what?” This type of relentless teasing would continue until gym class where he could hold his own ground again. He did not have any problems in gym; class he was good at sports and liked to play. The reason that Paul has so much trouble reading is because he has Dyslexia.

    Read More

  • Case Study Of ATLAS

    1572 Words  | 4 Pages

    2. In an identified video in ATLAS (Case #1583), the language arts teacher did a great job in using instructional strategies in her instruction. In the video, the students were comparing two different poems. The two poems were “The Barred Owl and “The History Teacher”. In the video, the main instructional

    Read More

  • Compare And Contrast Taseko And The Technology Of Simplicity

    414 Words  | 1 Pages

    Everything that happens in people’s life can be educational. Both narrators in short stories “The Technology of Simplicity” by Mark A. Burch and Taseko by Christian Petersen share their experience of hunting. However, “The Technology of Simplicity” has more educational value than the other text because the narrator learns a technique of hunting and his feels deeper due to the hunting trail.

    Read More

  • Reflection: The Hungry Thing: Lesson To The Students

    1155 Words  | 3 Pages

    Before reading the story, the students are to sit in a circle as I explain the instructions to them. One student is going to play the hungry thing and the rest of the students are going to play the townspeople. The hungry thing is going to wear an envelope around his neck that says feed me in the front and thank you in the back and the rest of the students are going to receive food picture cards. In the story, the hungry thing can only say words that rhymes with the name of the food and the townspeople have to figure out what food names rhyme with what the hungry thing wants. For example, the hungry thing might say pilk and the townspeople have to respond with milk.

    Read More

  • Nouns Can Be Countable And Uncountable Nouns?

    1355 Words  | 3 Pages

    Communicative activity: The students will make groups of three people. The teacher is going to give each group a similar list of words appearing plural but not. They have to create a short story with the words provided by the teacher, students have to be careful, and they need to use the words appropriately in singular meaning. After five or ten minutes depending of the skills, each team is going to share the story with the class.

    Read More

  • Classroom Observation Report

    1250 Words  | 3 Pages

    Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.

    Read More

More about Summary: The Cow Who Went Oink

Open Document