Close 

Reading Read Aloud 
 

 Magic School Bus Inside the Earth      
Author: Joanna Cole  
Publisher:  Scholastic Publishing      
ISBN: 0‐590‐40760‐0 
 
 
Learning Objectives:   
The goal of this series of lessons is to give students the opportunity to 
explore what makes up the Earth under their feet in a fun, and familiar way that children can better 
understand.  The students will, through teacher read aloud and scaffolded discussion of text‐dependent 
questions, recognize that content information is gleaned from careful reading and rereading of texts, 
vocabulary is learned from context, illustrations can be a key to author focus, and writing supports 
deeper understanding of what is read.  
 
Rationale:  Magic School Bus Inside the Earth, was chosen to allow students to practice literary grade 
level standards with teacher guidance and support in 2nd grade and will further facilitate discussions 
related to how rocks and soil make up the world beneath their feet.  
 
Reading Literature Task:  The students will listen to the teacher read the text aloud in its entirety at 
least one time.  Students will then, with teacher guidance, revisit chunks of the text to practice 
continually attempting to clarify the meaning of what they read and making inferences about the text.  
The teacher will ask questions and solicit student’s ideas and thoughts to guide them through 
purposeful interaction with the text.  The questions will focus on Key Ideas, Craft and Structure, 
Integration of Knowledge and Ideas.   
 
Speaking and Listening Task:  Through the use of text‐dependent questions and then engaging in whole 
class discussion based on answers supported by the text, the students will engage in collaborative 
conversations that will deepen their understanding of key ideas that were presented in the text.   
 
Language: Vocabulary Task:  Most of the meanings of the words in this text can be discovered from 
careful reading of the text or using the context of the surrounding text.  Teachers will read and discuss 
selected words from the story and model how to figure out a word based on surrounding text and other 
strategies. In addition to teaching context clues, the text contains many Tier 2 and Tier 3 words that 
require explicit vocabulary instruction. 
 
Language: Conventions Task:  A careful examination of the text will reinforce developing language as 
the teacher and students explore language and its conventions when writing, speaking, reading, and 
listening. 
 
Writing Task:  Students will use informative or explanatory writing to write their own preamble to a 
class constitution or other classroom document. 
 
Marion County Unit of Study Link: Students will participate in this close 
reading read‐aloud as part of the 2nd Grade “Under My Feet” Unit of Study.  
Students will use writing to summarize learning as 
they practice note taking skills at various intervals 
and engage in a culminating activity. 

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 1 
 Close Reading Read Aloud 
 
Common Core Standards Addressed:  Second Grade 
 W.1.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions 
to develop points, and provide a concluding statement or section. 
 W.8 – Recall information from experiences or gather information from provided or gather 
information from provided sources to answer a question. 
 RI.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate 
understanding of key details in a text. 
 RI.4 – Determine the meaning of words and phrases in a text relevant to grade 2 topic or subject 
area. 
 RI.6 – Identify the main purpose of a text, including what the author wants to answer, explain, or 
describe. 
 RI.7 – Explain how specific images (e.g., a diagram showing how a machine works) contribute to and 
clarify a text. 
 RI.8 – Describe how reasons support specific points the author makes in a text. 
 RF.4 – Read with sufficient accuracy and fluency to support comprehension.  
 SL.1 – Participate in collaborative conversations with diverse partners about grade 2 topics and texts 
with peers and adults in small and larger groups. (2.SL.1.a / 2.SL.1.b / 2.SL.1.c) 
 SL.2 – Recount or describe key ideas or details from a text read aloud or information presented 
orally or through other media. 
 SL.3 – Ask and answer questions about what a speaker says in order to clarify comprehension, 
gather additional information, or deepen understanding of a topic or issue. 
 L.1 – Demonstrate command of the conventions of Standard English grammar and usage when 
writing or speaking. (2.L.1.a / 2.L.1.b / 2.L.1.c / 2.L.1.d / 2.L.1.e / 2.L.1.f) 
 L.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening. 
 L.4 – Demonstrate or clarify the meaning of unknown and multiple‐meaning words and phrases 
based on grade 2 reading and content, choosing flexibility from an array of strategies. (2.L.4.a / 
2.L.4.b / 2.L.4.c / 2.L.4.e) 
 
Social Studies Next Generation Sunshine State Standards 
 SC.2.E.6.1 – Recognize that Earth is made up of rocks.  Rocks come in many sizes and shapes. 
 SC.2.E.6.2 – Describe how small pieces of rock and dead plant and animal parts can be the basis of 
soil and explain the process by which soil is formed. 
 SC.2.E.6.3 – Classify soil types based on color, texture (size of particles), the ability to retain water, 
and the ability to support the growth of plants. 
 SC.2.N.1.1 – Raise questions about the natural world, investigate them in teams through free 
exploration and systematic observations, and generate appropriate explanations based on those 
explorations. 
 SC.2.N.1.2 – Compare the observations made by different groups using the same tools. 
 SC.2.N.1.3 – Ask “How do you know?” in appropriate situations and attempt reasonable answers 
when asked the same questions by others. 
 SC.2.N.1.5 – Distinguish between empirical observation (what you hear, see, feel, smell or taste) and 
ideas or inferences (what you think). 
 
 
 
 
 

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 2 
 Close Reading Read Aloud 
 
Vocabulary List:  
Vocabulary in the story is critical to the students’ understanding of the text although the amount of 
focus on each word should vary. Tier 2 words are more abstract, likely to be encountered in a variety of 
situations and could have different meanings depending on the context. These words deserve more 
attention in the context and in daily vocabulary instruction and use. Tier 3 words in the text are more 
concrete and can quickly be told or pointed out with respect to the illustrations so the student can make 
meaning of the context and text. They do not need extensive focus. The student‐friendly definitions for 
the words below were found at www.wordsmyth.net .  
 
Tier 2 words: 
 wonder:  (verb) to want to know or be curious about 
 specs: (noun) a tiny bit or particle 
 collect: (verb) to gather things together 
 field: (noun) an area of special activity or interest 
 shell: (noun) a hard, or somewhat hard, natural structure that surrounds and protects 
something 
 crust: (noun) the outer layer of the Earth, another planet, or a moon 
 layer: (noun) a section of something that alternates with a different material from top to bottom 
 soil: (noun) the top layer of the earth’s surface 
 pressed: (verb) to bear down on with pressure or force 
 pitch‐black: (adj.) completely black or deep black 
 boring: (noun) the act or process of making a hole or other opening with a drill or similar tool 
 sprouted: (verb) to grow rapidly 
 pressure: (noun) a steady force upon a surface 
 tunnel: (noun) an underground passageway 
 
 
Tier 3 words: 
 masses: (noun) size or bulk  
 minerals: (noun) a substance formed in the earth that is not of an animal or a plant 
 jackhammers: (noun) a hand‐held device powered by compressed air, used to drill rock, cement, 
or the like; pneumatic drill 
 sediment: (noun) solid material that settles to the bottom of a liquid 
 sedimentary: (noun) type of rock formed from sediment 
 fossil: (noun) the remains or trace of a living animal or plant from a long time ago 
 stalagmite: (noun) a rock formation that looks like a cone and is built upward from the floor of a 
cave, formed by dripping water that contains tiny invisible bits of limestone 
 stalactite: (noun) a rock formation that looks like an icicle and hangs from the roof of a cave, 
formed by dripping water that contains tiny invisible bits of limestone 
 metamorphic: (adj.) showing or related to changes in the structure of rock 
 igneous: (adj.) having to do with rocks formed by a volcano or other source of great heat 
 mantle: (noun) the layer of the earth that lies between the crust and the core 
 volcano: (noun) an opening in the earth's crust through which melted rock, ash, and gases are 
forced out 
 lava: (noun) hot, melted rock that erupts from a volcano 
 
 

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 3 
 Close Reading Read Aloud 
 
Reminders:   
 It is important that the text remains the expert, not the teacher.  All answers to questions 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 students 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 discuss an answer that they 
can support with the text, then allow them to answer.  Subsequent 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 explore the 
text independently as their confidence with the text improves and their understanding deepens.  
You will find students returning for multiple reads of this text independently.   
 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 collaborative 
discussion with peers.   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 4 
 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.)  
 
Final Day:  Introduce and complete one of the cumulative writing activities listed below.  
 
 
Conclusion / Cumulative Writing Activity Options: 
Which rock am I?   
1. Give each student a rock or have them bring in a rock from home. 
2. Students will create a list of adjectives to describe their rocks.   
3. Divide the list into adjectives that describe size, shape, color, etc. 
4. Have students create a riddle using the rocks features.  Example: I am soft and crumbly, I am 
white, and sometimes you see fossils in me.  Which rock am I? 
5. Read riddles in small or whole group. 
 
Creative Writing: 
1. Give each student a rock or have them bring in a rock from home. 
2. Remind them of how some rocks have been around millions of years.  Also review or remind 
them of our previous units of study on the history of our nation. 
3. Have them make up a story about the history of their rock.  Some questions to help get them 
started would be:  
 Where did the rock come from? Another country? 
 Could it have been the favorite rock of a Native American? 
 Could it have been used as a trade for goods? 
 Was it a lucky rock for someone? 
 Did the rock remind an immigrant of the home country? 
 
Opinion Writing: 
1. After reading the book, go over the rocks discussed in the story. 
2. Have students choose one of the rocks to write about. 
3. Use the following prompt or one of your own choosing:  “If I were a rock, I would choose to be 
_________________________. 
4. Have students support their choice through details from the book or through additional 
research. 
 
 
 
 

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 5 
 Close Reading Read Aloud 
 
 
  The Magic School Bus 
  Inside the Earth 
  by Joanna Cole 
  Scholastic Publishing 
  ISBN: 0‐590‐40760‐0
 
 
Text under Discussion Guiding Questions for Students
Note: This book has an abundance of
“talking bubbles” on each page. These have
not been included in this retyping, but can be
read to students. The notebook paper
information IS included and should be read
to the students.
Page 7 Page 7

In Ms. Frizzle’s class we had been learning What would cause the students to be tired of
about animals’ homes for almost a month. We learning about animals’ homes?
were pretty tired of it. So everyone was happy
when Ms. Frizzle announced, “Today we start
something new.”

Page 8 Page 8

“We are going to study about our earth!” said

Ms. Frizzle. She put us to work writing reports
about earth science. “And for homework,” she
said, “each person must find a rock and bring it
to school.”

Page 9 Page 9

But the next day, almost everyone had some If small rocks are just pieces of larger rocks, is
excuse. the Earth just one big rock with a bunch of
pieces broken off?
NB: Where do rocks come from? By Wanda
Most of the earth is made of great masses of
rock. The small rocks that we collect are just
pieces that broke off from these huge masses.

Page 10 Page 10

Only four people had done the homework. Why do you think the other students didn’t do
And Phil is the only one who found a real rock. their homework?

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 6 
 Close Reading Read Aloud 
 

Page 11 Page 11

“I guess we’ll have to go on a field trip and How do you think different minerals get into
collect rocks.” said Ms. Frizzle. the same rock?

NB: What are rocks made of? By Tim, Rocks

are made of minerals. Sometimes you see tiny
specks of different colors in a rock.
Sometimes you see shiny specks. These
different specks are the different minerals that
make up the rock.

Page 12 Page 12

You never know what will happen on a trip Why would the author call Ms. Frizzle’s dress
with Ms. Frizzle. Her new dress was a trip in “a trip in itself”?
itself. At first the old school bus wouldn’t
start. But finally we were on our way.

Page 13 Page 13

When we came to the field, all the kids wanted

to get out of the bus. But suddenly, the bus
began to spin like a top. That sort of thing
doesn’t happen on most class trips.

Page 14 Page 14

When the spinning finally stopped, some In the story, why would the author make the
things had changed. We all had on new bus spin as part of the field trip? Does it add
clothes. The bus had turned into a steam anything to the story?
shovel. And there were shovels and picks for
every kid in the class. “Start digging!” yelled
Ms. Frizzle. And we began making a huge
hole right in the middle of the field.

NB: The Earth’s Crust by John, The outside of

the earth is a shell of hard rock and soil. This
shell is called the earth’s crust.

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 7 
 Close Reading Read Aloud 
 

Page 15 Page 15

NB: What is soil? By Florrie, Soil is made of Do you think all soil has the same mixture of
ground-up rock, mixed with clay, bits of dead ingredients?
leaves, sticks, and small pebbles. Without rock
there would be not soil for plant and trees to
grow in.

Page 16 Page 16

Before long – CLUNK! – we hit rock. The Why did the author use the word CLUNK
Friz handed out jackhammers. We began to when they hit rock? Could she have used
break through the hard rock. another word? Does it make the story more or
less interesting?
NB: There is always rock under you, by
Shirley Most of the rock in the earth’s crust is
covered with soil or water. But if you dig deep
enough, you will find the rock. Wherever you
are standing or walking or floating on
earth…there is rock under you.

Page 17 Page 17

“Hey, these rocks have stripes,” said a kid. Ms.

Frizzle explained that each stripe was a
different kind of rock.

Page 18 Page 18

We chipped off pieces of the rocks for our

class rock collection. “These rocks are called
sedimentary rocks, class,” said Ms. Frizzle.
“There are often fossils in sedimentary rocks.”

NB: How Rock Layers are Formed by Molly, Why doesn’t the author just write the facts
Millions of years ago, wind blew dust and sand about rocks in the story instead of putting them
into lakes and oceans. The dust and sand on the notebook paper?
settled to the bottom in layers called sediment.
Seashells formed in layers of sediment, too.
Over time, the layers hardened into the
sedimentary rock we see today.

NB: An Earth Science Word by Dorothy Ann,

Sedimentary comes from a word that means
“to settle”.

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 8 
 Close Reading Read Aloud 
 

Page 19 Page 19

NB: Why There are Fossils in Rock Layers, by

Phoebe Sometimes a prehistoric plant or
animal died and was buried in layers of mud,
sand, or crushed shells. Then it turned to rock
along with the layers. It became a fossil.

Page 20-21 Page 20-21

Wouldn’t you know it? Just when we were Has there ever been a time when something
finding lots of fossils, Ms. Frizzle said, “Back unexpected has happened to you?
on the bus, kids.” Then as we were driving
along, we heard rock crumbling underneath us.
Down we went. Everything was pitch black.
And we were falling, falling, falling!

Page 22 Page 22

We landed with a bump. Ms. Frizzle switched

on the headlights. We had fallen through a Would you want to explore a cave?
hole into a huge limestone cave. “Rain water
has been dripping down through the earth for
ages,” said Ms. Frizzle. “The water wore away
this cave in the rock.

Page 23 Page 23

We wanted to stay for a while, but suddenly,

the bus sprouted a drill. It started boring
through the rock. Frizzie shouted, “Follow that
bus!” And down we went.

NB: How Stalagmites and Stalactites are If something is invisible, how do you know for
Formed, by Phil Shapes that look like cones sure it is there?
and icicles are formed in caves by dripping
water that contains tiny invisible bits of
limestone.

NB: How to Remember Which is Which: The

word stalagmite has a “g” for ground. The
word stalactite has a “c” for ceiling.

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 9 
 Close Reading Read Aloud 
 

Page 24-25 Page 24-25

The farther down we went, the hotter it got.

The rocks were harder, too. “These are rocks The author has used several different names
that were changed from one kind to another when referring to Ms. Frizzle. Why would she
kind by heat and pressure,” explained The do that?
Friz.”Rocks that were changed are called
metamorphic rocks.” Are you every referred to by different names?
(nicknames)
NB: Another Earth Science Word by Dorothy
Ann, Metamorphic comes from a word that
means “to change”.

Page 26 Page 26

We went down even farther toward the center In the story the further down inside the earth
of the earth. We hit rock that was formed the class went, the rocks changed. Why do you
billions of years ago from a pool of melted think that happens?
rock under the earth’s surface. Rock like this
is called igneous rock. How do we know those rocks were formed
billions of years ago?
NB: How Igneous rocks were Formed by
Michael, Melted rock can push up through
cracks in the earth’s crust. When the melted
rock cools and hardens, it is called igneous
rock.

NB: Still Another Earth Science Word b

Dorothy Ann, Igneous comes from a word that
means “fire”. The heat inside the earth is like
fire. It can melt rocks.

Page 27 Page 27

We had dug all the way through the earth’s

crust. It was so hot now that Ms. Frizzle told
us to get back on the bus.

Page 28 Page 28

She stepped on the gas and the bus started If you are under ground and further away from
really drilling. Soon we were actually inside the sun, why would it get hotter the further
the earth. It was hot, hot, hot! And it got down inside the earth the class went?
hotter and hotter as we zoomed toward the
center.

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 10 
 Close Reading Read Aloud 
 

Page 29 Page 29

We were glad when Ms. Frizzle headed out Why would the children be glad to be headed
again. We reached the earth’s crust and drove out?
straight up through a tunnel of black rock. It
was great to see the sky. Do you think they trust Ms. Frizzle?

NB: What is Inside the Earth by Ralph, Under

the earth’s crust there are pockets of melted
rock. Below this is the mantle, made of solid
hot rock. The outer core is liquid metal and the
very center of the earth, the inner core, is a ball
of solid metal.

Page 30 Page 30

Then we looked around. We had come out on How can there be a volcano in the middle of
an island in the middle of the ocean! “Isn’t the ocean?
this wonderful, class?” said Frizzie. “We’ve
driven right up on a volcanic island!” It didn’t Would it be called an island? Or would it be
look like much. But if Ms. Frizzle was right, called a volcano – in the middle of the ocean?
the whole island was one big volcano!

NB: What is a Volcano? By Rachel A volcano

is an opening in the earth’s crust where melted
rock can flow out. Volcanoes come in
different shapes: cinder cone volcano,
composite volcano and shield volcano.

Page 31 Page 31

We were nervous, but Ms. Frizzle made us Would all the rocks that formed from the lava
collect some rocks. She said they had all coming out of the volcano be the same?
hardened from melted rock that had come out
of the volcano. Then suddenly, we heard
rumblings from below.

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 11 
 Close Reading Read Aloud 
 

Page 32 Page 32

We scrambled into the bus. The Friz turned What do you think the author meant when she
the ignition key and stepped on the gas. used the phrase “We thought we were goners”?
Nothing happened. The bus would not start!
We thought we were goners!

NB: Volcanoes Make New Land by Arnold,

The material that comes out of a volcano is
melted rock called lava. When lava cools, it
hardens into new rock. In time, soil forms on
the rock and plants can grow.

Page 33 Page 33

Red-hot lava came streaming out of the Why did the lava come out of the volcano in
volcano. Some of it shot into the air like a different ways?
fountain. Some of it flowed over the land like
a river. Our bus went along with it – right into
the sea.

Page 34 Page 34

When the red-hot lava hit the water, it made a

huge cloud of steam. All we could see was
white. We seemed to be rising with the steam
and floating along. No one knows how long
we floated in the cloud…

Page 35 Page 35

But when it finally cleared, we were back in

the school parking lot.

Page 36 Page 36

It had been a weird trip, but we did get a great Do you think this was a weird trip? Would you
rock collection for our classroom. want to take this trip? Why or why not?

Magic School Bus Inside the Earth – Close Reading Read‐Aloud Lesson 
Marion County Public Schools – Revised: 2/12/2013  Page 12