Bibliographic Citation:
Bond, Felicia. Tumble Bumble. New York, NY: HarperFestival, 1999. 34 p. ISBN 978-0694013449
Awards/Selection Lists:
None
Format Examined:
Board Book
Annotation:
A bug goes for a walk and runs into several animals. The group ends up in a house where they all climb into a bed and take a nap.
A bug goes for a walk and runs into several animals. The group ends up in a house where they all climb into a bed and take a nap.
Personal Reaction:
Rhyming text makes this book a fun and easy read to share with small children. When a bug decides to take a walk, an adventure begins as other animals join the bug, one by one. The group tumbles and bumbles, and zigs and zags down the road together until they end up in a yellow house that does not belong to any of them. The author's combination of amusing words, such as "tumble bumble" and "zigging and zagging" make this book come to life for small children and adult readers. There is a surprise at the end when a bear climbs in the window, and the crowd shouts, "Hooray!". A fun ending to a fun book for young children.
Age Recommendation:
I would recommend this book for children 18 months to 3 years of age.
Themes/Issues:
Rhyming, animals, friendliness
Early Literacy Skill Value:
Letter
Knowledge:
Letter knowledge is not a direct focus of this book.
Letter knowledge is not a direct focus of this book.
Narrative Skills:
This book encourages dialogic (or conversational) reading between the adult reader and the child as the story progresses.
Phonological Awareness:
Rhyming text, along with alliteration,work together to bring attention to the sounds of the words in this book.
Print Awareness:
The text lines are simple and printed on each side of the page, but not in a consistent position. The text color is black and not very large to draw a child's attention.
Print Motivation:
The upbeat tone, rhyming text, and soft illustrations makes this book one that children want to pick up and look at/read on their own.
Vocabulary:
Rhyming words in the text of this book bring unfamiliar words together in such a way that what might be unfamiliar words to children make sense within the context of the story. Words such as "introduce", "glee", and "strolled" are examples of words from the story that may not be familiar to the young child, but through the context of the story become vocabulary that the child will remember.
This book encourages dialogic (or conversational) reading between the adult reader and the child as the story progresses.
Phonological Awareness:
Rhyming text, along with alliteration,work together to bring attention to the sounds of the words in this book.
Print Awareness:
The text lines are simple and printed on each side of the page, but not in a consistent position. The text color is black and not very large to draw a child's attention.
Print Motivation:
The upbeat tone, rhyming text, and soft illustrations makes this book one that children want to pick up and look at/read on their own.
Vocabulary:
Rhyming words in the text of this book bring unfamiliar words together in such a way that what might be unfamiliar words to children make sense within the context of the story. Words such as "introduce", "glee", and "strolled" are examples of words from the story that may not be familiar to the young child, but through the context of the story become vocabulary that the child will remember.
Author/ Illustrator Website: http://www.mousecookiebooks.com/mouseCookieBooks.html
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