15. OBJECTIVES:
• Gain knowledge in the use of
FULLER’S APPROACH
• Develop skills in teaching beginning
reading using the FULLER’S
APPROACH; and
• Show positive attitude in one’s roles
and responsibilities required in
teaching reading
16. Activity
1. How does Fuller’s Approach differ
from Marungko Approach?
2. Why do you need to be knowledgeable
and skillful in the different approaches
in teaching beginning reading?
18. Pre-requisites Before
Teaching The Fuller
Technique
1. The child has mastery of the name
and form of each alphabet. The child
can identify which letters are vowels
and which letters are consonants.
20. How do you use the Fuller
Technique in teaching reading?
1. Teach the name and form of
each letter of the alphabet.
2. Teach the regular sounds of
the consonants.
21. How do you teach the regular
sounds of the consonants?
Introduce pictures that
begin with the target sound
(vocabulary building)
Focus the attention on the
beginning sound of the
pictures
22. How do you teach the regular
sounds of the consonants?
Produce the beginning
sound.
Show the letter that
represents the sound.
24. How do you teach the regular
sounds of the consonants?
Practice writing the letter
(while sounding it) in the air,
on the floor, etc.
Ask for other things /words
that begin with the same
sound/letter.
26. Sequence of Teaching the
Letters in the Fuller Approach
The sequence is based on
the frequency of the use of
consonants in the English
language.
27. Sequence of Teaching the Letters
in the Fuller Approach
The first letter that we teach is
letter Mm
It is followed by Ss, Ll, Ff, Tt and so
on.
When we introduce a letter, we
show first words that begin with the
target letter. And then, we sound
out the target letter.
28. Next is that we show how the target
letter is formed. We demonstrate
how to write the target letter in
different multi-sensory ways. Last
is we give exercises to reinforce the
target letter.
47. Here are some things we need to
remember:
Consonants C and G have two
sounds, only the hard sound of
these consonants are introduced to
the beginning reader (e.g c as in
cat, g as in gate).
Consonants X, K, Q are not in the
above list. X is a final sound in all
beginning reading words (e.g mix,
fix, six, ax); the sound of x is
48. 3. Introduce blending of sounds by
families.
(Those having similar endings/rhymes)
h e n = hen
m e n = men
49. 4. Mastered families of words can later be
combined to form phrases, sentences
and possibly short stories.
• Introduce sight words
Ex. is, are, the, has, in, on….
• Introduce phrases
in the net the wet jet
has a pet gets the pet
51. SEQUENCE OF WORD FAMILIES
1. Short vowel words in CVC pattern
Short e as in pen
Short a as in bat
Short I as in pin
Short o as in top
Short u as in sun
52. The Short e Word Family
get den beg bed bell
jet hen leg fed fell
net men peg red sell
let ten egg wed tell
53. SEQUENCE OF WORD FAMILIES
Short vowel a /æ/
at am an
cat ham ban
fat dam can
hat ham Dan
mat jam fan
pat Sam man
54. SEQUENCE OF WORD FAMILIES
Short vowel i /i/
bit im in
fit him bin
hit dim fin
kit Kim pin
pit rim sin
sit sim tin
55. SEQUENCE OF WORD FAMILIES
Short vowel o /ä/
cot cop Bob
dot hop cob
got mop job
hot pop mob
jot top rob
lot sob
56. SEQUENCE OF WORD FAMILIES
Short vowel u /Ə/
but cup cub
cut pup dub
gut hub
hut pub
nut rub
57. SEQUENCE OF WORD FAMILIES
2. Consonant Blends
Initial blends: cl as in class
cr as in crab
Final blends: -nt as in bent
58. SEQUENCE OF WORD FAMILIES
3. Consonant Digraphs
ch as in chin, catch
sh as in ship, fish
59. SEQUENCE OF WORD FAMILIES
4. Long Vowel Words (ending in
silent e)
Long a as in bake
Long i as in hide
Long o as in hose
Long u as in cube
62. SEQUENCE OF WORD FAMILIES
5. Words with vowel diphthongs
oi as in oil
oy as in toy
ou as in out
ow as in how
63. 6. Words with Vowel Digraphs
oa as in goat
ee as in sheep
ea as in beat
ai as in pail
ay as in bay
Homonyms
see, sea male, mail
meet, meat sale, sail
steel, steal pale, pail
peek, peak pane, pain
64.
65. How do you
teach fuller’s
approach inside
the classroom?
HONEY ALGEIN G. LIPORADA
Parasan Elementary School
JARO III DISTRICT
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66. “ Every child is
capable of
learning how to
read.”
HONEY ALGEIN G. LIPORADA
Parasan Elementary School
JARO III DISTRICT
F
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Notas do Editor
Prepare a pen and a paper. We will have a quiz immediately.
Base on the new words we created what do you think will our topic be?