The document discusses the Fuller Technique for teaching beginning reading. The Fuller Technique uses a combination of alphabet, phonics, and whole word methods. It involves first teaching letter names and sounds, then blending sounds to form words following a sequence of word families. Short vowel words, blends, digraphs and long vowel words are introduced. Sight words and sentences are also incorporated. The approach emphasizes multi-sensory learning and practicing letter formation.

1. Teaching Learning to Read
in English
The Fuller Technique

2. WORD GAME
Arrange the jumbled
letters to form a new
word.

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?

17. Fuller Technique
A combination of the alphabet,
phonics and whole methods of
teaching word recognition

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.

19. Pre-requisites Before
Teaching The Fuller
Technique
2. The child has mastery of the regular
sounds of the 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.

23. monkey

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.

25. monkey

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.

29. m
F
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’S
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30. s
F
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’S
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31. l
F
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L
L
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’S
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32. f
F
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L
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’S
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33. t
F
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’S
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34. h
F
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L
L
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’S
A
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35. c
F
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’S
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36. r
F
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L
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’S
A
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37. n
F
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L
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’S
A
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38. b
F
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’S
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39. p
F
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’S
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40. g
F
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’S
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41. d
F
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L
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’S
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42. j
F
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’S
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43. w
F
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L
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’S
A
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44. v
F
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L
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’S
A
P
P
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45. z
F
U
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L
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’S
A
P
P
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46. y
F
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L
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’S
A
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H

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

50. 4. Introduce sentences.
Ex: The vet has a pet.
Jen gets the jet.

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

60. gate

61. date bake made
came
fate cake wade game
hate fake fade lame
late Jake name
mate lake same
tame

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

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
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