Hello,

everyone!
 Ako nga pala si
Myrna B. Valeros

y o u c a n
but r !
l l m e M y
ca
Ako naman po si
Erlinda H. De
Leon

y o u c a n
but y !
l l m e D a
ca
 TEACHING
BEGINNING READING
USING FULLER
APPROACH
WHAT IS FULLER APPRO
ACH
IN READING?
 •INTRODUCTION – Full
Teachnique is the strat e r
instructional material i e g i c
researcher used in teac n t h e
reading. This is compos h i n g
lessons on sounding oute d o f
letters, words, phrases
sentences, and story re ,
a
with picture matching d i n g
activities.

 a c h r e a d i n g
d o w e t e
how r a p p r o a c h
n g t h e f u l l e
u s i instructi onal material
eegsic
t ra t
h niq u e is t h in g . T h is is
•Fuller Te c a c h in g re a d
r us e d in te w o rd s,
re s ea rc h e u t le tt e rs,
the n s ou n d i n g o
o f le s so n s o it h p i ct u re
com po se d r y re a d i ng w
c es , a n d s t o
s, s e n te n
phrase h in g a c tiv i tie s .
matc

 WHY IS FULLER AP
PROACH
IMPORTANT?
•Fuller approach, appro
a
the alphabet, phonics ac h i s the combination of
teaching word recognit n d w h o le methods of
requires that the begin i o n. The technique
first the following. Man i n g r e a der should have
shapes of the letters o s t e r y o f the names and
this study looks forwarr t h e alphabet. Hence,
d to a better school.

 t h e •Pre-requisites
a t a r e before teaching
Wh t e p s ? the fuller techn
r e n t s •Before using t i que
dif f e Techinique, the h e Fuller
c h
show the follow ild must
1.The child has i ng skills:
m a s t
name and form ry of thee
alphabet. The c o f each
identify which h ild can
vowels and whi l e tters are
ch letters are
consonants.
2.The child has
m
regular sounds a s t e r y of the
of the
consonants.

 How to use the fuller

lessons?
1.Teach the name and
f
in English Alphabet. It o r m o f each letter
for the learners to kno i s n o t n ecessary
vowels and which are t w w h i c h are the
2.Teach the regular so h e c o n s onants.
unds of the
consonants.

 u e n c e i s
w i n g s e q e
F o l l o i n g t h
•The e d i n t e a c h
c o m m e n d n d s .
re n a n t s o u
conso
c h
t w e t e a
t t e r t h a s , L l ,
f i r s t l e d b y S
• T h e
r M m f o l l o w e
h e n w e
t e
is let t, and so on we show . W
Ff, T ce a letter, with the
in t r o d u t b e g i n e
o r d s t h a t h e n , w
firs t w e r , a n d r i n
e t l e t t e t l e t t e
targ t t h e t a r g
y w a y s .
sou n d o u i - s e n s o r o
e n t m u l t r c i s e s t
e r
diff s we give e x e r .
t i g e t l e t t e
Las t h e t a r
reinfo r c e

1.Mm, Ss, Ll, Ff, Tt,

2.Hh, Cc (k), Rr,
3.Nn, Bb, Gg (go),
4.Pp, Dd, Jj, Ww,
5.Vv, Zz, Yy

 A s a m p l e
t l e s s o n
tar g e •Letter Mm
Step 1:

First important step is

vocabulary
development. Show
names that start with
the letter Mm e.g man,
mug, mat, mom, etc.
name what
is
in the
picture!
 Step 2:
•Introduce the letter so
Our target is letter Mm u n d .
•Sound it out! The soun .
letter Mm Is “mmm” d o f
•Show the pictures and
let’s name the picture
s
again.

Step 3:
Introduce/review the le
form – demonstrate how t t e r
write the Big M and th t o
small m. Show how to e
the capital M and the w r i t e
small
m properly.

Say: How d
o
we write th
e
big M? the
small m ?

 Using his imagination,

by asking your child to s t a r t
the letter on Mm air ( w r i t e
big movements), on theu s i n g
floor, on his palm. Ask
to write on mommy’s h i m
Then write on the boar b a c k .
next on paper (notice: d a n d
g
motor skills to fine mo r o s s
tor
skills).

 Step 4:
•Exercises/ games/ con
For example, show a B t e s t s :
Card with pictures that i n g o
start with the sound of a l l
show a target pattern. M m .
the word with emphasi S a y
the beginning sound. A s o n
sk the
child to identify the
pictures. If he complet
e
given pattern, he can s s t h e
ay
“Bingo!”

 Hello,
classmates!
 1.Start each le
s s o n with
e n e e d a review of the
p r e
t d o w consonant learn ious v
Wha e m b e r ? 2.The difficulty ed.
t o r e m i n c
with each lesso sesr e a
3.Mastery of ne n.
w
must be done t words
fun way – gamh r o u g h a
exercises, cont es,
e s t
surely interest s will
a young
child.
4.The child mu
exposed to lots t bes
of books before o f kinds
with letters an w o rking
d words.

 3. Introdu
blending o c e the
f sounds b
families. ( y
Those hav
similar en ing
dings.)

 4. Present the words in

lesson in a column. Wi e a c h
help of a pointer/markt h t h e
say the first word. Mov e r ,
pointer/ marker to the e t h e
word and let the learn n e x t
read it aloud. Point ou e r s
similar endings of the t t h e
to the learners. The rh w o r d s
endings help them read y m e d
words down the column t h e
.

 5. Mastered families o
words can later be com f
to form phrases, senten b i n e d
and possibly short storic e s ,
Introduce sight words e s .
(function words), which
help the children in re w i l l
the phrases such as is, a d i n g
are,
the ,has, in, on…

 a s e s ,
c e p h r e
r o d u e t , t h
In t t h e n s
a s : i n t , g e t
s u c h s a p e
j e t , h a
wet p e t
the

 Introduce
sentence
s.

 R E T H E
W H A T A O
C H E S T •Some of the m
P P R O A N G ? o r
A R E A D I popular approac e
A C H I N G are briefly des h e s
TE below.
cribed
•Phonics Approa
The approach te c h -
a
word recognitio sc h e
through learnin n
agapheme-phon g
(letter-sound)e m e
associations.

THANK YOU!
Do you have any questions for us?