1. Introduce the "et" family words "pet" and "wet"
  2. Read and write "et" family words
  3. Read sentences with "et" family words

  1. Pocket chart
  2. Finger alphabet poster
  3. Family word ring with all family words introduced so far.
  4. One word card each of the "et" family words "pet" and "wet"
  5. Sentence strips

  6. Worksheets 3-21A, 3-21B, 3-21C

  1. Review Letter Sounds
    1. Review the chants of letters that need review.

  2. Review Family Words
    1. Review the family words on the family word ring.

  3. Introduce The Words "wet" and "pet"
    1. Introduce the word "wet" by holding up a word card for "wet" and telling the students that this is the word for "wet". Then use the word "wet" in sentences to illustrate its meaning. For example, hold up a word card for "wet" as you say "We got wet in the rain". Be sure second language learners know the meaning of the word. Repeat with the word "pet".
    2. Call on individual students to say sentences with the word "wet" while you hold up the word card. Have the class repeat each sentence. Continue with the word "pet".

  4. Introduce The "et" Family Words
    1. Tell the students our new words "wet" and "pet" are part of the "et" family of words.
    2. Sketch a simple line drawing of a house on the blackboard and print "et" on the roof. Explain that in this house we have the "et" family. Have the students fingerspell and sound out the word "et" a few times.
    3. Write the "et" family words "wet" and "pet" in the house. Have the students blend the words with you while finger spelling the letters by sound.
    4. Then have the students read the words in the "et" family a few times.

  5. Write "et" Family Words
    1. Erase the words inside the "et" family house.
    2. Call on a student to finger spell the word "pet" by sound and then write "pet" in the house drawn on the blackboard. Point to the "et" on the roof if the student needs help.
    3. Call on another student to finger spell and write "wet".
    4. Have the students read the two words "pet" and "wet" one more time.

  6. Read Sentences With "et" Family Words
    1. Place word cards "pet" and "wet" in the pocket chart above the sentences.
    2. Point to the word "pet" in the first sentence and have the students read it. Then have the students read the complete sentence. Continue with the rest of the sentences in the pocket chart.
    3. Now have individual students read the "et" family words and then the entire sentences. If a student needs help remembering how to read an "et" family word, have her fingerspell the letters by sound.

  7. Seat Work
    1. Pass out Worksheet 3-21A. Have all the students fingerspell the word "pet" by sound. Then tell them to write the word "pet" in the house on their worksheet. Continue with the word "wet".
    2. Have the students do Worksheet 3-21B.


  1. Review Sessions
    1. Pin up copies of the "et" family words and sentences around the room where the students can see them.
    2. Have the students read and finger spell the "et" family words at least twice during the day.

  2. Homework
    1. Give each student a copy of Worksheet 3-21C to do at home.
    2. Tell the students to show their families how to finger spell and sound out the words in the "et" family.