Get a Jet in the Net

Objective

Read and write words that end in –et.

Lesson Plan

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Target Words:

  • jet
  • net
  • wet
  • get
  • set
  • let

Materials:

  • Pictures of different types of jets (optional)
  • Ready, Set! Go on a Jet! target text
  • Paper airplanes
  • Net (e.g., the netting used to package oranges, onions, potatoes, etc.)
  • Blue paper
  • Letter cards
  • Word blending cards
  • Get the Jet in the Net target text
  • Jet graphic
  • Whiteboard and marker

Overview
The children will try to get a jet into a net while they read and write words that end in –et such as jet, net, set, get, wet, and pet.
Click here to view a video demonstration similar to this lesson. 

Literacy Activities
Get set to go on a jet using actions and large motor gestures

  • Read the target text Get Set to Go on a Jet, then set up an area of the room with chairs (optional) to be a pretend jet. Tell the children they will prepare to take a trip on the jet.
    • Get ready for a trip on a jet (pack a suitcase).
    • Get to the jet (drive to the airport).
    • Get on the jet (board the airplane).
    • Ready, set, go (fasten seat belt and lean back as the jet takes off).
    • Let the jet get wet (using a spray bottle to get the jet wet in pretend rain).

Get a jet into a net

  • Fold paper airplanes to use as jets.
  • Let the children write the word jet on their paper airplane.
  • Hold a net over blue paper and pretend the paper is water.
  • Ask the children if they bet their jet will get in the net or get wet (i.e. miss the net and fall on the blue paper).
  • Have the children clap and chant, “Get the jet into the net!” as they take turns throwing their jets into the net.
  • Ask, “Did your jet get into the net yet or did your jet get wet?” and have the children respond, “My jet got in the net,” or “My jet got wet”.
  • Let the children write a new –et word on their jet and try again to get the jet into the net.

More Practice
Identify, blend and manipulate sounds

  • Make –et words and get the words into a net.
  • Place letter cards in a net and give the children a card with the –et ending.
  • Let children each get a letter card from the net to blend with their –et card to make a word.
  • Have the children paperclip the letters of the word together.
  • Let the children take turns trying to get their –et word in the net, saying “Get the word____ (get, pet, set, net, etc.) in the net”.
  • With word blending cards, have the children make new words by changing the vowel or either of the consonants:
    • pet vet, met wet, get let, set yet
    • pet pen, let led, met → men, jet  Jen
    • vet vat, get got, set sit, pet pat

Read target words in a text

  • Read the target text Ready, Set! Go on a Jet! together with the children.
  • Read the target text again, fading support.
  • Have the children underline the words that end in –et.
  • Repeat with the target text Get the Jet in the Net.

Write about the activity using target words/patterns

  • Play a “pass the jet” game with the children.
    • Have the children sit in a circle and take turns passing a paper jet.
    • As children get the jet, have them say a new word that ends in –et.
    • Write each new word on the board. 
    • Repeat the game, but this time, have children write each word on the paper jet.
  • Give the children a whiteboard and have them write words from dictation, changing one or two letters each time to make a new word: jet, yet, set, sit, pit, pet, pen, men, man, mat, met, let, leg, log, dog, dig, big, bit, bet, net, nut. 

SEEL Target Texts

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Get the Jet in the Net

Can you get a jet in a net?
I bet you can get a jet in a net.
Get a jet.
Is your jet set?
 
Try to get the jet in the net.
And do not let the jet get wet. 
 
Did you get the jet in the net or did the jet get wet?

Ready, Set? Go on a Jet!

Ready, set?
Get to the jet.
Ready, set?
Get on the jet.
Ready, set?
We are set to go!
 
The jet is getting wet but we are not wet.
We are set to go in a wet jet.
We go for a ride in a wet jet.

Printouts

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/.)

http://education.byu.edu/seel/library/