Close Reading Read Aloud Text Title: Tumble Bumble Author and Illustrator Felicia Bond Publisher: Harcourt, Inc. ISBN‐13: 9780694013449 Learning Objectives: Text Selection: This text provides an engaging introduction for units on movement for first grade. The author takes readers on a rhythmic adventure with the characters zigging and zagging, tippy‐toeing, and making new friends. Reading Task: Students will listen to the teacher read the text aloud in its entirety at least one time. The teacher will then use prompting and support to guide the students through a set of text‐based questions that encourage students to re‐
examine specific words and illustrations to distinguish shades of meaning among verbs and adjectives. The student will use graphic organizers to compare and contrast events and characters in the story. Vocabulary Task: Most of the meanings of the words in the text can be discovered from careful reading of the context or use of illustrations in the text. Teachers should use rereading, discussions, and modeling when necessary to introduce and reinforce how to learn vocabulary from contextual clues. The student friendly definitions for the words were found at www.wordsmyth.net . Discussion Task: Students will discuss the text in depth with the teacher and their classmates. To deepen understanding, the students will act out the various ways animals move, based on the text. A deep discussion will also occur to determine the shades of meanings of words in the text and the importance of prepositions. Writing Task: Students will write an opinion piece about the book. Graphic organizers will be used to compare and contrast the characters or events in the story. To deepen understanding, the class will collaboratively re‐write the story by changing words to alter the shades of meaning and identify real‐life connections between words. (Ex: change friend to pal or chum; change stroll to walk or march). Tumble Bumble – Close Reading Read‐Aloud Lesson Marion County Public Schools revised: 1/10/2013 Page 1
Close Reading Read Aloud Common Core Standards Addressed: First Grade 
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CCLA.1.RL.9 – Compare and contrast the adventures and experiences of characters in stories. CCLA.1.L.5.c – Identify real‐life connections between words and their use. CCLA.1.L.4.a – Use sentence‐level context as a clue to the meaning of a word or phrase CCLA.1.SL.1.b –Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. CCLA.1.W.1 – Write opinion pieces in which they introduce a topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCLA.1.L.1.f – Use frequently occurring adjectives CCLA.1.L.1.i – Use frequently occurring prepositions Next Generation Sunshine State Standards: Science SC.1.P.12.1 – Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back‐and‐forth, round‐and‐round, fast, and slow. Reminders:  It is important that the text remains the expert, not the teacher. All answers to ques‐
tions must be supported with specific text sections or selections. Students must be asked to support their claims by giving specific text sections to justify their answers.  Collaborative discussion and processing is an important piece of this lesson. Ask stu‐
dents to share with partners their thoughts and ideas, and then ask them to share out their answer. When possible, the teacher should ask a question, allow partners to dis‐
cuss an answer that they can support with the text, then allow them to answer. Subse‐
quent partners should be allowed to share additional justified answers before the teacher moves to the next question.  The goal is for deep understanding of text and not rushing through the text. Lessons should be completed over the course of SEVERAL days. Reading a book to a class once is not sufficient to really enjoy the text and to understand the deeper meanings of the text.  When possible, allow students to see the text during the discussion. If each student cannot have his/her own copy, or even share with a partner, the teacher should display the pages so all the students have exposure to the text during discussions.  Have the text available to students when it is not being discussed so that they can ex‐
plore the text independently as their confidence with the text improves and their un‐
derstanding deepens. You will find students returning for multiple reads of this text in‐
dependently.  Do not front‐load the text prior to the first read, and do not front‐load any assignments. It is important that students discover and develop answers on their own or through col‐
laborative discussion with peers. Tumble Bumble – Close Reading Read‐Aloud Lesson Marion County Public Schools revised: 1/10/2013 Page 2
Close Reading Read Aloud Lesson Sequence: Day 1: Read the story aloud to students straight through with very little discussion. When the story is over, ask the students to turn and talk to their partners about how they liked or disliked the story. Ask students to support their statements with specific examples in the text. After a short time, have students that are willing share their discussion points. (Note: The teacher should not share his/her opinion about the story, as students need to use their own judgment.) Day 2 and beyond (varies): Revisit specific sections of text for the various lesson points listed below. Student responses and behaviors should be noted so that the discussion activities do not last too long for their age and attention span. Make note which activities were completed each day, so that the other lesson discussions can be complete on subsequent days. (Note: Not all discussion lessons need to be completed. In addition, discussions do not need to follow a specific sequence.) Suggested: devote 1‐day devoted to prepositions and one to real‐life connections be‐
tween words and their uses. Also, have the class collaboratively re‐write the story by changing words to alter the shades of meaning and identify real‐life connections be‐
tween words. (Ex: change friend to pal or chum; change stroll to walk or march) Final Day: Introduce and complete one of the cumulative writing activities listed below. Culminating Writing Task in Response to Reading: The teacher should choose one of the two writing tasks or should give the student the choice. The writing tasks will allow students to expand their repertoire and control of different narra‐
tive strategies. In opinion pieces, they will have opportunities to extend and elaborate their work by providing examples, offering reasons for assertions, and explaining cause and effect.  Daily Journal: Write about a time you went on a walk and observed animals moving. Be sure to describe the ways they were moving.  Write about something that makes you say “Hooray”.  Opinion piece: The students will state an opinion about the book Tumble Bumble. They should state a reason for their opinion, use adjectives when appropriate, and provide some sense of closure.  Using some form of graphic organizer (double bubble or Venn diagram) compare and contrast the adventure of the pig and the bug. Tumble Bumble – Close Reading Read‐Aloud Lesson Marion County Public Schools revised: 1/10/2013 Page 3
Close Reading Read Aloud Text under Discussion: Text under Discussion Directions for Teachers/Guiding Questions For Students
What kind of bug is going for a walk? How do you know? (use illustrations, an ant) What word is used to describe the bug? (tiny) Why would the bug go for a walk? What do you think the two animals will talk about? Is the bug a boy or a girl? How do you know? (author used the word “he”) Is the cat a boy for a girl? (Don’t know yet.) strolled: a slow and easy walk A tiny bug went for a walk. He met a cat and stopped to talk. They fell in step and strolled a while, and bumped into a crocodile. The crocodile grinned wide with glee, then introduced her friend the bee. Tumble Bumble – Close Reading Read‐Aloud Lesson Marion County Public Schools revised: 1/10/2013 How long did the bug and cat stroll? How do you know? Can you act out stroll? What does “fell in step” mean? How do you know? (Use illustrations, they are walking together.) Can you act out “fell in step”? What does “bumped into” mean? Was it done on purpose? The word “into” is a preposition. A preposition shows a connection or relation between a noun or a pronoun and some other word. Without prepositions, there would be confusion in the meaning of the sentence. For example: We ate IN the kitchen. We ate the kitchen. Prepositions are important words. Let’s keep looking for more prepositions. glee: a feeling of delight or joy How does the illustration help you understand glee? (expression on crocodile) introduced: to present to another person Is the crocodile a boy or girl? How do you know? What is a friend? What other word could the author use? (pal, chum) Page 4
Close Reading Read Aloud They all began to dance a jig and bumped into a baby pig. “Oink!” he squealed. “That was my tail!” They apologized to no avail. So the crocodile sang him a song, and as she sang they bounced along. Tumble Bumble – Close Reading Read‐Aloud Lesson Marion County Public Schools revised: 1/10/2013 began: to start jig: a fast lively dance What word did the author use to describe the pig? (baby) What is another name for a baby pig? (piglet) Who started dancing? How do you know? (Used illustrations and author used pronoun “they”.) Why do the animals “bump” into the pig? (They aren’t watching where they are going. They are bouncing, dancing, etc.) Why do the friends hold hands? squealed: long, loud, shrill sound or cry apologized: to say that you are sorry avail: to be useful or profitable Is the pig a boy or girl? How do you know? (author uses pronoun he) Why did the animals apologize? Did the apology work? How do you know? (Author says, “to no avail” and illustrations show the pig continuing to cry.) Why did the crocodile sing a song? Why does the author say “they bounced along?” (The pig is happy now and so are they. Also they are continuing their walk.) The word “along” is a preposition. Let’s read aloud the sentence with the word along and without the word along. How does this change the story without the word along? Can you act out both ways? Page 5
Close Reading Read Aloud Zigging, zagging down the road, they bumped into a big green toad. The startled toad then scared a mouse Who bumped into a yellow house. They kissed his head, then rang the bell. When no one came, they said, “Oh well…” and tippy‐toeing on fourteen feet, Tumble Bumble – Close Reading Read‐Aloud Lesson Marion County Public Schools revised: 1/10/2013 What words are used by the author to describe the toad? How are the animals moving now? Use the illustrations to help you understand. What does the author mean when she says “zigging, zagging”? Can you act it out? startled: surprised or scared Compare the illustrations of the toad. Explain what the illustrations tell you. (In the first picture, the toad is sitting peacefully on the rock. In the next picture, the toad is n the air jumping and the rock is breaking apart.) What word did the author use to describe the house? Let’s read aloud the sentence with the preposition into. Now read it again without into. Which one sounds better? How does the preposition help you understand the sentence? Whose head was kissed? Why? Who answered the door? Should the animals go into someone’s house? Why or why not? Why would the animals say “Oh well…”? What makes you say “Oh well…”? (a situation you can do nothing about) How are the animals moving now? Why are the animals tippy‐toeing? (To be sneaky, they don’t want to get caught). Where do the fourteen feet come from? Look at the word feet. What word would you use to talk about just one of the feet? Page 6
Close Reading Read Aloud they looked for something good to eat. Tumble bumble up the stairs, they opened doors and checked for bears. In one room they found a bed. “I’m really tired!” the crocodile said. She stretched out long beside the bee. The toad hopped in, which made them three. Tumble Bumble – Close Reading Read‐Aloud Lesson Marion County Public Schools revised: 1/10/2013 Why are the animals looking for something to eat? Where are the animals now? (Kitchen) How do you know? What do you think “tumble bumble up the stairs” means”? How do you know? Why would the animals open the doors and check for bears? What word could we use instead of “checked”? (looked) Use the illustrations to help you decide. Why do you think the crocodile says she is tired? How do you know? (use illustrations – rubbing her eyes, sleepy) What words can we use to describe the bed? (Use the illustrations.) small, colorful, soft, comfy How does the frog get into the bed? (hopped) Beside: next to How do you get into bed? The first sentence on this page has the preposition “beside”. Let’s read the sentence aloud with the preposition and again without the Preposition. Do you think the preposition beside is important? Why or why not? Page 7
Close Reading Read Aloud Then came the cat, yawning big. Behind him was the baby pig. The bug came next, and last the mouse‐‐‐ all squashed together in someone’s house. And this is where the bug’s walk ends‐‐‐ With eight… No, nine!... Tumble Bumble – Close Reading Read‐Aloud Lesson Marion County Public Schools revised: 1/10/2013 Why is the cat yawning? What makes you yawn? How does the illustrator help you understand what the cat is doing? What word is used to describe the yawn? Act out other ways to show you are sleepy? Who came after the cat? How do you know? (Author used the preposition “behind”. What does behind mean? Can you act it out? Behind: at the back of squashed: to press flat Turn and talk with your neighbor about a time you felt squashed. Why is the bug’s walk ending? (use illustrations, he is trying to fall asleep) Who is joining the animal friends now? (spider) How do you know? Why did the spider join them in the bed? How did the animals feel when they saw the bear? (At first they looked frightened, but then they became friends.) How do you know? (Used the illustrations to compare the expressions of the animals) Page 8
Close Reading Read Aloud Who is friend number ten? (a boy) How do you know? What was the boy doing before he came home? How do you know? Do you think the new friends are having a good time? Why or why not? (author uses word “hooray” and the illustrations show everyone jumping for joy.) What makes you say “Hooray”? Turn and discuss with your shoulder partner. No, ten!...new friends. Hooray! Tumble Bumble – Close Reading Read‐Aloud Lesson Marion County Public Schools revised: 1/10/2013 Page 9