- toy tools
- tool
MA Standards:
English Language Arts/Literature/RL.PK.MA.1 With prompting and support, ask and answer questions about a story or a poem read aloud.
English Language Arts/Literature/RL.PK.MA.2 With prompting and support, retell a sequence of events from a story read aloud.
English Language Arts/Foundational Skills/RF.PK.MA.1 With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.
Head Start Outcomes:
Literacy Knowledge/Book Appreciation and Knowledge Asks and answers questions and makes comments about print materials.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 7 Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms.
English Language Arts/Reading and Literature 10 Engage actively in read-aloud activities by asking questions, offering ideas, predicting or retelling important parts of a story or informational book.
Read Together: Tap Tap Bang Bang #2
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: Different materials are useful for making different structures and different parts of structures
ELA Focus Skills: Listening and Speaking, Sequence, Vocabulary
Before You Read
Display the cover of Tap Tap Bang Bang so everyone can see it. Review with children what they recall about the book. Ask children to describe one of the tools and the sound it makes when being used.
Point to the words as you read aloud the title and name of the author/illustrator with children. Ask children to identify any letters, words, or tools they see on the cover. Use the opportunity to review concepts children have been learning during the week.
- Ask children to identify and name letters they recognize on the cover.
- Ask children to listen as you read the title, then have them identify words that begin with /t/. You may want to review other letters in the same way (beginning sound, /b/ bang, /e/ Emma; ending sound, /p/ tap).
- Ask children to act out tapping and banging.
- Invite a child to track the words in the title as the group reads it together.
Set a new listening focus for children for the second reading. Have children focus on the tools and the sequence of building the go-kart.
As You Read
Read the book slowly and with expression. Point to the sound words on each page and encourage children to read them and act them out with you. As you read, help children identify the sequence of the story.
- After the page with the saw, pause and say, What is the first step in building the go-kart? Which tool is used for the first step? How is it used? (saw; cut the wood)
- Pause after the page with the hammer. What is the next step? Which tool is being used? How is it being used?
- Continue with the rest of the tools. Talk with children about which part of the go-kart is being built and how the tools are being used to build it.
After You Read
Talk about the book with children. Help them to reason why one step occurs after another. For example, ask: Why do you think the wood pieces need to be cut before they are nailed together?