Fuller and Fuller approach

1. Fuller and Fuller Approach

2. The Fuller is a combination of the
alphabet, phonics, and whole methods
of teaching word recognition.
What is Fuller Approach?

3. Pre-Requisites Before Teaching
the Fuller Technique
Before using the Fuller Technique, the
child must show the following skills:
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.
2) The child has mastery of the regular
sounds of the consonants.

4. How to Use the Fuller
Lessons?
1. Teach the name and form of each
letter in English alphabet. It is not
necessary for the learners to know
which are the vowels and which are
consonants.
2. Teach the regular sounds of the
consonants.

5. The following sequence is recommended in
teaching the consonant sounds.
The first letter that we teach is letter Mm
followed by Ss, Ll, Ff, Tt and so on. When introduce a
letter, we show first words that begin with the target
letter. And then, we sound out the target letter. 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.

7. 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 taught when these
words are introduced.

8. A Sample Target Lesson
Letter Mm
Step 1:
First important important step is
vocabulary development. Show names
that start with the letter Mm e.g man,
mug, mat, mom, etc.

9. Name what is in the picture!

10. Step 2:
 Introduce the letter sound. Our target
letter is Mm.
 Sound it out! The sound of letter Mm
is “mmm”.
 Show the pictures and let’s name the
pictures again.

11.  Step 3:
 Introduce/ review the letter form-
Demonstrate how to write the Big M
and the small m. Show how to write
the capital M and the small m properly.

13. Using his imagination, start by asking
your child to write the letter on Mm air
(use big movements), on the floor, on
his palm. Ask him to write on mommy’s
back. Then write on the board and next
on paper (notice: gross motor skills to
fine motor skills).

14.  Step 4:
 Exercises/ games/ contests: For
example, show a Bingo Card with
pictures that all start with the sound of
Mm. Show a target pattern. Say the
word with emphasis on the beginning
sound. Ask the child to identify the
pictures. If he completes the given
pattern, he can say “Bingo!”

16. What do we need to
remember?
1.Start each lesson with a review of the
previous consonant learned.
2.The difficulty increases with each lesson.
3.Mastery of new words must be done
through a fun way–games, exercises,
contests will surely interest a young
child.
4.The child must be exposed to lots of
kinds of books before working with
letters and words.

17. 3. Introduce the blending of sounds by
families. (Those having similar
endings.)
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

18. 4. Present the words in each lesson in a
column. With the help of a
pointer/marker, say the first word.
Move the pointer/marker to the next
word and let the learners read it aloud.
Point out the similar endings of the
words to the learners. The rhymed
endings help them read the words down
the column.

20. 5. Mastered families of words can later
be combined to form phrases,
sentences, and possibly short stories.
Introduce sight words (function words),
which will help children in reading the
phrases such as is, are, the, has, in,
on….

21. Introduce phrases, such as: in the net,
the wet jet, has a pet, gets the pet

22. Introduce sentences.

24. MARUNGKO APPROACH

25. Pagtuturo ng Pagbasa Gamit
ang Marungko Approach
Ang Marungko Approach ay gumagamit
ng 28 titik ng Makabagong Alpabetong
Filipino na itinuturo sa ganitong
pagkakasunod-sunod:
m, s, a, i, o, b, e, u, t, k,
l, y, n, g, ng, p, r, d, h,
w, c, f, j, enye, q, v, x, z

27. Unang Antas ng Pagbasa
 pagpapakilala ng mga larawan ng
mga bagay na nagsisimula sa tunog
na pinag-aralan
 pagpapakilala ng tunog
 pagpapakilala ng hugis ng tunog
 pagpapakilala ng titik
 pagsulat ng hugis sa hangin, sa sahig,
sa palad, etc.

28.  pagsulat ng hugis sa titik sa papel
 pagsusulat ng simulang tunog

29. Ikalawang Antas ng Pagbasa
 Pagsasama ng mga tunog upang
makalikha ng isang makabuluhang
salita
 m, s, a…

32. Ikatlong Antas ng Pagbasa
 Pagpapakilala ng mga pantulong na
kataga
ang, mga, si, ay, ng,
kay

33. Ikaapat na Antas ng Pagbasa
 Pagbubuo ng mga parirala at
pangungusap

34.  Pagbasa ng mga salita, parirala at
pangungusap.

35.  Pagsagot sa mga tanong na may:
Sino, Ano, Saan, Kanino
Halimbawa: Sino ang sasama sa
masa?
 Pagbasa ng maikling kuwento
 Pagsagot ng mga tanong tungkol sa
kuwento