The document describes the Fuller Technique for teaching beginning reading. It involves teaching words with uniform sound endings in columns to facilitate learning. Consonants and vowels are first introduced individually. Then word families are taught in a sequence: CVC words, consonant blends/digraphs, long vowel words, words with vowel combinations. Lessons present words, phrases, sentences and short stories. Activities develop vocabulary and reading skills like comprehension, fluency and writing. The technique aims to make learning to read English easier through systematic presentation of sound-letter relationships.

1. The
Fuller Technique
Prepared by: Junee L. Abetria
Reading Teacher

2. • Recognize the importance of Fuller Approach in teaching
beginning reading in English;
• Familiarize with the teaching procedure of the Fuller
Technique;
• Demonstrate the process of teaching beginning reading in
English using the Fuller Technique
Objectives:

3. The Fuller Technique is a
combination of the alphabet,
the Phonetic and the Whole
Word Method of teaching
word recognition..

4. I
In the first twenty-one lessons, one set of
three(cvc) and then four-letter words (cvcv)
with uniform sound endings are arranged in a
column.
The rhyme, therefore, facilitates learning.
Ex: -ad in bad -ade in bade
-id in bid -ide in bide
riding and ridding

5. The learner is not introduced
to Lesson-I until after he/she
has gained complete mastery
in recognizing and sounding
each of the consonants.

6. consonants:
Bb ball Cc car
Dd dog Ff fan

7. Gg gas Hh hand
Jj jar Kk key

8. Ll lizard
Mm mango
Nn net

9. Pp pen Qq quail
Rr rat Ss sack

10. Tt tarp Vv van
Ww wax

11. Xx x-ray
Yy yam
Zz zero

12. vowels:
a ant e egg
i ink

13. o ox u umbrella

14. Guidelines In The Presentation Of A Word Family
Teaching Procedure for Word Recognition Using the Whole
Word Method:
1. Present the words in each lesson in a column.
2. With the help of a pointer/marker, say the first word.
3. Move the pointer/marker to the next word and let the
children read it aloud.

15. 4. Point out the similar endings of the
words to the children. The rhymed
endings help them read the words
down the column.

16. • Introduce the words, one column at a time. The uniformity of
ending will help the children decode the words faster:
bet
get
wet
jet
net
vet
yet
set
let
met

17. Commonly Heard Words
Level-I
I am me you the
it is my in are

18. Commonly Heard Words
Level-II
an at on for he
she no to has his

19. Mastered families of words can
later be combined to form
phrases, sentences and possibly
short stories.

20. Introduce the phrases
• Teach them to read commonly heard words such as
I, am, me, you ,the, it, is, my ,in, are.
• Let them read in thought groups, using the
commonly heard words and the words that they
have studied.
(We are starting to teach fluency.)

21. Let them read phrases such as:
in the net
the wet jet
has a pet
gets the pet

22. Present simple sentences.
Letlet is my pet.
Jetjet wets the pet.
Netnet sets the net.
Netnet gets the jet.
The wet jet is in the net.

23. Short Story:
Jetjet has a pet.
Letlet is his pet.
Letlet sits on
the wet net.
Jetjet gets his pet on the wet
net.

24. Introduce Who, What and Where
questions.
Who has a pet?
What is his pet’s name?
Where does Letlet sit?

25. Concentration Activity
wet
net

26. Circle the word that names the picture.
jet
bet
met
pet
net
vet
wet
let
set

27. Read the word. Circle the picture.
met
pet
wet

28. Write the name of the picture.

29. Read the word. Draw what it says.
pet
net
jet

30. Concentration Games:
1.Spinning the Arrow the teacher
prepares a game card to be played by
two or three learners.They take turns in
spinning the arrow and in reading the
sentence that the arrow points to.

31. Concentration Games:
2.Word Puzzle the teacher prepares sets
of two-piece word puzzles.After
finding the correct pair,the learner
may read it aloud,use it in a sentence
or copy it in their reading notebook

32. The teacher may device other types
of activities that will encourage an
integration of decoding,
comprehension and writing abilities
like Draw and Tell, Writing a Story
About the Subject of the Picture

33. Vocabulary Development always
precede the reading lesson; it is
determined by the words listed in
the succeeding lessons.

34. Teaching for Vocabulary Development
•Review/Introduce the pictures for the following
words:
net, jet, vet, wet
•Unlock the words get, let, met, set, through
actions/demonstrations, context clues, translation for
abstract words)
•Introduce games that will help the children master
the vocabulary

35. sequence of word families
1. Short vowel words in
consonant-vowel-consonant (CVC) pattern
short e as in pen
short a an in bat
short Ĭ as in pin
short o as in top
short u as in sun

36. 2. Consonant Blends
initial blends: cl as in class, cr as in crab
final blends: -nt as in bent, -st as in nest,
-lt as in belt
3. Consonant Digraphs
ch as in chip, catch
sh as in ship, fish

37. 4.Long Vowel Words
(ending in silent e)
-long a as in bake
-long i as in hide
-long o as hose
-long u as in cube

38. 5. Words with Vowel Diphthongs
-oi as in oil
-oy as in toy
-au as in taught
-aw as in saw
-ou as in out
-ow as in how

39. 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

40. Prepare a Fuller Approach Lesson
Plan using the given stories.

41. 41
group 1

42. 42
group 2

43. 43
group 3

44. 44
group 4

45. 45
group 5