Tut, Tut, Can I Please Have a Nut?

Objective

Read and write words that end with -ut.

Lesson Plan

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Target Words:

  • tut
  • nut
  • hut
  • shut
  • cut

Materials:

  • Cardboard box (labeled “hut” with a door cut out)
  • Nut word cards (see below)—shuffle and place face down in the box
  • Letter cards (see below) 
  • The Nut Hut target text (see below) 

State and model the objective  
Tell the children they will ask for nuts from a hut as they read and write words ending with -ut such as tut, nut, hut, shut, but, and cut.

Practice the skill within an activity

Shut the nut hut

  • Invite one child to knock on the door of the hut while saying, “Tut, tut can I have a nut?”
  • Have the child open the door, choose a nut word card from the pile and read the word on the nut.  
  • If the word ends with –ut, the child can keep the nut and shut the hut.
  • If the word doesn’t end with –ut, have the child pretend to use scissors to cut the nut, put the card on the table, and shut the hut.
  • Repeat the activity so every child has at least one turn to knock on the hut and read a word on a nut. 
  • Invite the children to take turns reading aloud the -ut word(s) on the nut(s) they got from the hut. 

Apply the skill

Identify, blend and manipulate sounds

  • Let the children make a target word (e.g. tut) from letter cards (see below) and then let them make different words by changing either of the consonants or the vowel. 
    • Change the beginning sound(s): tut  hut; nut cut; cut tut
    • Change the vowel sound: hut hat; nut net; tut tot 
    • Change the ending sound(s): hut  hum; tut tub
  • For each of the words the children make, have them produce the sounds for each letter and then blend those sounds back into the word. 

Read target words in a text 

  • Have the children underline the words that end in -ut in The Nut Hut target text (see below). 
  • Read The Nut Hut text to the children. 
  • Engage the children in reading the text simultaneously with you. 
  • Read The Nut Hut text again, fading support. 

Write about the activity using target words and phrases 

  • Display target words on a word wall (i.e., tut, nut, hut, shut) and then engage the children in one of the following: 
  • Review the lesson activity, give the children a story starter (e.g., I asked for a nut and then…), and ask them to write about the activity using their own words.
  • Re-read the target text (see below) and permit the children to write their own version of the text. 
  • Have the children write a sentence of two expressing ideas from a lesson activity or target text (e.g., Choose a nut from the hut). 

SEEL Target Texts

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The Nut Hut

The squirrel struts into a hut. 
He finds a nut in the hut. 
He cuts open the nut. 
He eats the nut but wants more nuts. 
But there are not more nuts in the hut. 
So, he shuts the hut. 
He struts out of the hut and goes off to find more nuts. 

Printouts

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Objective 
Read and write words that end with -ut

Materials

  • Cardboard box (labeled "hut" with a lid or a door cut out)
  • Nut word cards (see below--place facedown inside box) 

Activity: Tut, Tut Can I Have a Nut?

  • Invite your child to knock on the door or lid of the hut and say, "Tut, tut, can I have a nut?" 
  • Have your child open the door or lid and read the word on the nut word card:
    • If the word ends with -ut, your child can keep the word card.  
    • If the word does not end with -ut, have your child pretend to use scissors to cut the nut, place the card on the table, then shut the door or lid of the hut.
  • Take turns repeating these steps until all the cards are used up.
  • Ask your child to read aloud the -ut words on the nuts he or she collected (help as needed). 
  • Help your child to write a few short sentences using as many of the -ut words as possible (e.g., "The hut is shut.") and have him or her underline the -ut words they use.nut-word-cards

Standards

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CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

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