Hatty and Tatty and the Bumping Boats - McGraw-Hill Ryerson

Planning Overview
Hatty and Tatty
and the
Bumping Boats
See the Hatty and Tatty and the Bumping
Boats main lesson for core instruction.
Use this ELL Plus card to build essential
background knowledge about new
concepts and words and to adapt the
main lesson to include extra scaffolding.
ELL
PLUS
fiction
Concepts
Students may need extra help with the following ideas or concepts:
Boating • Opposites • Visiting
Vocabulary
Familiar Concepts,
New Words
house (n.)
knock (v.)
off (adv.)
ring (v.)
again (adv.)
New Concepts
and Words
wave (n.)
home (n.)
poor (adj.)
doorbell (n.)
hug (v.)
Challenging
Concepts
marry (v.)
middle (n.)
whisker (n.)
tangle (v.)
Idioms
all the way
Hatty and Tatty and
the Bumping Boats
LEVEL
G
9 On-the-Spot Vocabulary
• Words in the above list that are labeled with
the On-the-Spot icon can be taught at the time
students encounter these words in the book.
Strategies for teaching on-the-spot vocabulary
include pantomiming, gesturing, showing real
objects (“realia”), pointing to pictures, and
doing quick draws.
• The following term found in this book is also
on-the-spot vocabulary: like. This word is
important for understanding the book but can
be explained briefl y as students encounter it
rather than being pre-taught.

Pre-Teaching
Developing Concepts
The topics listed below are concepts with which students might not be familiar
or concepts about which students might need extra background knowledge.
Choose appropriate concepts and vocabulary to discuss based on the needs of
your students. You can use the concept web blackline master from the Gear Up!
Program Overview to expand on each concept, using words from the list below
as well as words that students suggest.
Name _____________________________________________________________________
Concept Web
Concept
Concept
Related Words or Phrases
from the Book
For Beginners
For Intermediates
Boating
Opposites
Visiting
waves, bumpity-bump, boat
up, down
off he went; to Hatty’s House; knocked;
not at home; to Tatty’s house; rang
the doorbell
• Show pictures or realia.
• Pantomime for the students.
• Have students fi nd pictures
in the book.
• Have students say the words
with you three times.
• Have students repeat a
sentence using the word.
• Encourage students to talk
about their experience and
background knowledge.
• Have students use the
new words to talk about
pictures in the book related
to the concept.
• Have students pantomime.
• Show pictures and realia and
talk about things that haven’t
been discussed yet.
Using Cognates
Cognates can be a very helpful tool when working with English language
learners whose fi rst language is Spanish. The following
cognate appears in Hatty and Tatty and the
Bumping Boats.
English
Spanish
rat (n., p. 2)
la rata

Building Vocabulary
Word
Context in Book
Dictionary
Definition
Student-Friendly
Definition
Seven-Step Vocabulary
Instruction
Select words or phrases from
those that appear in the chart
at right. Use the following seven
steps to teach the words you
have selected.
1 Say the word three times.
2 Say the word in context from
the text.
3 Provide a simple dictionary
defi nition followed by a
student-friendly defi nition.
4 Give an example of the word
in another context.
5 Have students say the word
three more times.
6 Engage students in activities
or conversation to develop
word/concept knowledge.
7 Have students say the word
once more. Optionally, have
them spell the word.
marry (v.)
all the way
(idiom)
He said, “I’ll ask Hatty to marry
me.” (p. 2)
He went up the waves and down
the waves, and up the waves and
down the waves, all the way to
Hatty’s house. (p. 3)
to join as husband
and wife
home (n.) But Hatty was not at home. (p. 4) the place where a
person or family lives;
one’s own house
to become husband
and wife
a phrase used for
emphasis; going a
far distance
where you live
poor (adj.) Poor Tatty Rat! (p. 5) unfortunate not lucky
off (adv.) So off she went. (p. 6) away, at a distance away from
ring (v.) Ring, ring, ring! (p. 8) to cause a bell to sound to make a bell sound
again (adv.)
“I’ll go to her house again.”
(p. 10)
another time; once more
once more
middle (n.) They met in the middle. (p. 14) the center part, point,
or position
the center
whisker (n.)
They hugged so much that their
hats fell off and their whiskers got
tangled. (p. 15)
a long stiff hair growing
near the mouth of a cat,
rat, or other animal
a long hair on an
animal’s face by
its mouth

Another Context
My sister will marry her
boyfriend next year.
We ran all the way
back home.
I forgot my soccer
uniform at home.
I like to be home.
That poor girl lost
her shoe.
The dog ran off.
Did you hear the
bell ring
Ring can also be used as
a noun, as in “She had
the most beautiful ring
on her fi nger.”
I’ll call again later.
Activity or Conversation
Show pictures of brides and grooms from different cultures. Tell students that these people will marry one another.
Have students say “all the way” when you pause in the sentences below.
• I left my book at school. I had to go ___ back to get it.
• We rode the elevator ___ to the top floor.
• She swam underwater ___ from one end of the pool to the other.
Show pictures of various kinds of homes, such as houses, apartments, houseboats, trailers, and so on. Explain
that all of these are homes where people live.
Have students say “Poor Hatty!” if you say something about Hatty that is unlucky.
• Hatty could not fi nd Tatty.
• Hatty dropped her hat in the water.
• Hatty rang the doorbell.
• Hatty married Tatty.
Students may be familiar with the word off as the opposite of on. Make sure they understand that it can also
mean “away,” as in “going off to the movies.” Have them use the word off to complete the following sentences:
• Sal went ___ to the store.
• Mom went ___ to work.
• The bird flew ___ when we went outside.
Have students listen as you ring a bell. Use a hand bell, jingle bell, or timer. Then have students take turns
ringing the bell.
Ask students to write their names on a sheet of paper. Then ask them to write their names again.
The girl drew a line
down the middle of
her paper.
The cat has long
whiskers.
Ask three volunteers to stand next to each other in a row. Have students say who is in the middle. Repeat the
activity with other students.
Show close-up pictures of a cat’s face, a dog’s face, or any other animal that has whiskers. Point out the whiskers
to students.

Adapting the Main Lesson
Use the suggestions below to adapt the During Reading and After Reading sections of
the Hatty and Tatty and the Bumping Boats main lesson.
During Reading
Guide the Reading
Picture Walk
As you do the Picture Walk, encourage students to
ask questions about pictures or concepts that they are
unfamiliar with.
Think Aloud/Phonics
As you do the phonics think-aloud, give ELL students
extra help with the sounds and spelling of the word.
Write the word rat on the board.
Practice Strategies and Decoding
Whole-Group Reading
Instead of having students read aloud independently,
have them fi rst read the book as a group. Allow
time for students to understand unfamiliar words
and concepts. The following words and phrases are
on-the-spot vocabulary terms that can be taught as the
group encounters them in the book: wave (n., p. 3),
house (n., p. 3), knock (v., p. 4), doorbell (n., p. 8),
hug (v., p. 15), and tangle (v., p. 15). You can use the
following strategies to teach on-the-spot vocabulary:
pantomiming, gesturing, using real objects (“realia”),
pointing to pictures, or doing quick draws. For example,
you can use realia or pictures to show meanings of
nouns, such as wave, house, and doorbell.
Discuss the concept of real and make-believe.
• Explain that a realistic story is one that could happen
in real life. In a realistic story, the characters are like
people or animals you could actually meet, and the
place could be a real place.
• Explain that in make-believe stories, characters do
things that people or animals could not do in real life;
the setting is not a real place; and the characters are not
like people or animals you could meet in real life.
Partner Reading
After reading the book as a group, have students read
the book a second time with a partner.
• Tell partners to take turns reading each sentence on
a page orally.
• When pairs fi nish each page, have them stop to tell
each other what happened.
• Remind students to use self-stick notes to mark any
unfamiliar words or concepts.
After Reading
Build Comprehension Strategies
Make sure students thoroughly understand the
questions in the Build Comprehension Strategies
section of the main lesson. For example, be sure
students understand the difference between reality and
fantasy before you ask about what rats cannot or do
not really do.
Assessment
Comprehension Check Retelling
Use the following defi nitions to create a rubric for
English language learners.
Complete: Student expresses a simple summary
in his or her own words, without prompting.
Adequate: Student expresses a simple summary
in his or her own words, with prompting.
Limited: Student has diffi culty separating details
from the main ideas and is therefore unable to
provide a simple summary of the selection.
BLM: Comprehension Fantasy from Reality
Have students complete the blackline master from this
ELL Plus lesson before completing the blackline master
from the main lesson. First, have students take turns
reading the words in the box. Then have volunteers read
the sentences. For extra practice, they can complete the
blackline master from the main lesson with a partner.
Fluency Practice
Students can use the Gear Up! Digitized Libraries to
help them read more fl uently. Have them follow along
as the book is read to gain exposure to the correct
modeling of English pronunciation, intonation patterns,
and tone. Then have students read with a partner to
help them develop fl uency in English.

Name _____________________________________________________________________
Hatty and Tatty’s Story
Directions: Read the words in the box. Then read the sentences.
Complete each sentence with a word from the box.
swim don’t married
boats fur wear
1. A real rat has _______________________________________ on its
body.
2. Hatty and Tatty ______________________________________ hats.
3. A real rat can _______________________________________ in the
water.
4. Hatty and Tatty use ___________________________________ in the
water.
5. In the end, Hatty and Tatty get ________________________________.
6. Real rats _________________________________________ get
married.
Permission is given to instructors to reproduce this page for classroom use with Hatty and Tatty and the Bumping Boats Lesson Plan.
Copyright ©2008 Wright Group/McGraw-Hill.
Copyright ©2008 Wright Group/McGraw-Hill
www.WrightGroup.com
ISBN: 978-1-40-456297-4 • MHID: 1-40-456297-4
Printed in the United States of America