Objective

Blend a beginning consonant or consonant blend with –ut to make words such as tut, hut, and nut.

Lesson Plan

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Target Words:

  • tut
  • nut
  • hut
  • cut
  • shut

Materials:

  • Cardboard box 
  • Word cards 
  • Blank nut card page 

Overview
The children will practice finding nuts behind the hut as they add sounds to the –ut ending to make words such as tut, nut, hut, cut, and shut

Literacy Activities
Make a hut with nuts 

  • Set up a cardboard box labeled hut with a door cut out.
  • Place the word cards on them in the hut. 
  • Have a child be named “Tut” and stand inside the hut.
  • Invite one child to knock on the door while saying, “Tut, tut, can I have a nut?”
  • Have "Tut" open the door, and let the other children choose a nut from the pile and read the word on the nut.
  • If the word ends with –ut, the child can keep the nut, and have the class say each of the sounds in the word separately (e.g., /h/ /u/ /t/). 
  • If the word does not end with –ut, the child must cut the nut while the class chants (e.g., “/c/ /u/ /t/ the /n/ /u/ /t/!”).
  • Repeat the activity, allowing more children to have a turn.

More Practice
Clap out sounds in words 

  • Have the children take apart the word nut and clap once for each sound in the word (/n/ /u/ /t/).
  • Ask the children how many times they clapped for the word nut. (3)
  • Clap for each sound in the word nut again to reinforce the model.
  • Repeat with other -ut words (e.g., nut, hut, cut, shut).

Write about the activity using target words

  • Give each child a blank nut card page.
  • Have the children write –ut words on the nuts to take home.

Printouts

SEEL At Home

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Objective
Blend a beginning consonant or consonant blend with –ut to make words such as tut, hut, and nut.

Materials

  • -ut nut cards 
  • Non -ut nut cards
  • Box labeled "hut" 

Activity: Tut, Tut Can I Have a Nut?

  • Set up a cardboard box labeled hut with a door cut out.
  • Take turns knocking on the door while saying, "Tut-tut, can I have a nut?" 
  • Open the door and read the word on the nut.
    • If the word ends with -ut, your child can keep the nut.  
    • If the word does not end with -ut, cut the nut. 
  • Repeat the activity several times.
  • Help your child read the -ut words by segmenting the sounds (e.g., /c/ /u/ /t/).  Have him or her underline the -ut ending in each word.
  • Help your child write a short story about a squirrel who puts nuts in a hut.
  • Focus on using -ut words in the story.   
  • Send the story to school with your child to share with a teacher and a friend.
  • The activity can be repeated several times.non-ut-nut-cards

Standards

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CCSS.ELA-LITERACY.RF.K.3.D: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.

 

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