- Tap Tap Bang Bang (book)
- tape recorder
- author
- title
- first
- next
- tool
MA Standards:
English Language Arts/Literature/RL.PK.MA.4 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.
English Language Arts/Literature/RL.PK.MA.6 With prompting and support, “read” the illustrations in a picture book by describing a character or place depicted, or by telling how a sequence of events unfolds.
Head Start Outcomes:
Literacy Knowledge/Book Appreciation and Knowledge Shows interest in shared reading experiences and looking at books independently.
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 6 Listen to a wide variety of age appropriate literature read aloud.
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.
One-on-One Reading: Tap Tap Bang Bang #3
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
Read Tap Tap Bang Bang by Emma Garcia aloud to individuals or small groups.
Ask a child to show you the front cover and point to the title. Read the title and say, This book is full of sound words. The words describe noises you hear when someone uses tools.
Help children follow the sequence of the book as you read the steps in making the go-kart. Emphasize the sound words. Encourage children to tell what happens next and why.
If possible, make an audiotape by reading aloud Tap Tap Bang Bang as children contribute the sound effects of the tools in action: bang bang, chippety chip, clamp clamp, cree craw, grabbity grip, tappet tap, whack whack, zzz zzz, and so on. Children will enjoy listening to the words and their voices again and again.
English Language Learners: Have children choose a favorite sound (e.g., whack) and then return to the book to find a tool that makes that sound. Engage children in a discussion about the tool, encouraging them to use the name of the tool and the sound term as they answer.