LAC SESSION Topic - The-Fuller-Approach

Teaching Beginning Reading
in English
FULLER APPROACH
• a combination of the alphabet,
phonics and whole methods of
teaching word recognition.

DEPARTMENT OF EDUCATION
FULLER APPROACH
Technique
 Mastery of the names
and shapes of the letters
of the alphabet.
FULLER APPROACH
Technique
 Adequate vocabulary so
that the words used in the
Fuller lessons will have
meaning for the reader.
A Simple Step in Learning to Read
Via
The Fuller Approach
Teaching A Consonant Sound: Lesson Sequence
1. Introduce a story, a poem, or a song

where most of the words start with a
target consonant (optional).
Example: Lesson on Consonant Mm
Read the story: Maria the Milkmaid
Maria the Milkmaid
Maria the Milkmaid
Maria the Milkmaid
Maria the Milkmaid
Maria the Milkmaid
Maria the Milkmaid
Maria the Milkmaid
2. Present pictures in the story with names that start
with the target letter (m)
Name the pictures with emphasis on the beginning sound
mmmmmmilk
Mmmmmaria
mmmmmarket
3. Introduce the consonant sound
• The name of each picture starts in M. Let us
sound it. M . . .M. . .M.
• Let us say the names of the pictures. Sound

the M at the beginning: Mmmmaria, mmmmilk
mmmmmarket, mmmmmilkmaid …….
If you don’t use Story or a Poem
Here is the sequence
Teaching A Consonant Sound: Lesson Sequence
1. Vocabulary Development
Look at the pictures.

Can you name them?
2. /Mm/ sound – say the name with emphasis on the first sound
mmmmmmango mmmmmmonkey
mmmmmotorbike
mmmmmagnet mmmmmmushroom
3. Introduce the consonant sound
• The name of each picture starts in M. Let us
sound it. M . . .M. . .M.
• Let us say the names of the pictures. Sound

the M at the beginning: mmmmango,
mmmmmonky, mmmmmagnet,
mmmmushroom, mmmmmotorbike
Note:
Because they already have learned this m sound in MT and Filipino and the sound
is the same in English, the focus is on vocabulary development
4. Introduce /Review the letter form
• Let’s write the big M . . .
• Let’s write the baby m . . .
NOTE:
This stage is optional, remember they already wrote this letter in MT and Filipino
Reminder
• Present words that start with a single

consonant.
• Example: Milk, mat, mop
Don’t give the following examples for
consonant M:
mlace mlomp
mladz
mlies
5. Exercises/Drill
A. Name all the pictures. Circle the picture whose name starts in M
1 2 3
4 5 6
5. Exercises/Drill
B. Name the pictures.
Put a check on all the pictures whose names
start in Mm.
5. Exercises/Drill
C. Name the pictures.
Sound the letter in the box.
Write the beginning letter of the name of
each picture.
Mm
5. Exercises/Drill
D. Name each picture. Circle the beginning
letter of its name:
m h m f m r
b m s m m k
5. Exercises/Drill
E. Name each picture. Write the letter that
begins its name.
__an __ap __elon
__ask __ug __ango

5. Exercises/Drill
F. Name each picture. Circle the ending sound
of its name:
drum worm arm
jam ham broom

5. Exercises/Drill
F. Name each picture. Write the ending letter of its
name.
dru__ wor___ ar___
ja__ ha___ broo__

C. Blending the Letters to Form Words (Decoding)
1. Short vowel words in CVC pattern

short e as in pet
2. Use the Fuller Approach – onset
and rime
3. Blend e + t = et
C. Blending the Letters to Form Words (Decoding)
Blend e + t = et
j + et = jet b + et = bet
n + et = net l + et = let
v + et = vet m + et = met
w+ et = wet s + et = set
p + et = pet g + et = get
Guidelines in the Presentation of
a Word Family
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.
4. Point out the similar endings of
the words to the children. The
rhymed endings help them read
the words down the column.
For example, in the short e word

family, let them read the words
that end in –et first.
The Short e Word Family
1. Vocabulary Development
• Review/Introduce the pictures for :
net, jet, vet, wet
• Unlock the words get, let, met through
actions
• Introduce games that will help the
children master the vocabulary
2. Introduction of the words
• Introduce the words, one column at a time.
The uniformity of ending will help the children
decode the words faster:
net
wet
get
jet
vet
yet
bet
let
Mastery in decoding the words
• Introduce games and exercises to help

the children master the words:
Card drawing game
a. A group of children form a circle.

b. Put the pile of word cards (turned
upside down) in the middle.
c. Each child draws a card and
reads the word.
d. If s/he reads the word correctly, s/he keeps the
card. If not s/he returns it in another pile.
e. The child with the most number of cards wins.
Bingo game
a. Write the words/pictures being studied in

the boxes of the Bingo card.
b. Tell the desired boxes to be completed.
c. Say the word/picture.
d. The children will look for the picture/word
in their card and put a marker (clip, pebble)
on it.
e. The child who completes the desired boxes
wins the game.
Bingo game
Concentration
a.On one side of the table/desk/floor,
lay the picture cards upside down; on
the other side, lay the word cards
upside down.
b. Let a player draw the word card.
c. His/Her next goal is to draw the picture
card that corresponds to the word card.
d. The player who draws the most number
pairs (words and pictures) win the game.
Concentration
wet
net
Exercises
Circle the word that names the picture.
jet pet wet

bet net let
met vet set
Exercises
Read the word. Circle the picture.
wet
pet
met
Exercises
Complete the name of the picture
__et
__et
__et
Exercises
Write the name of the picture.
Exercises
Read the word. Draw what it says.
pet
net
jet
3. Introduce the Phrases
• Introduce the sight words: in, on,

under, is, are, the, has, of
• Let them read in thought groups,

using the sight words and the
words that they have studied (We
are starting to teach fluency.)
in the net a wet pet
has a pet met the vet
in the jet gets the net
• Introduce the writing of phrases,

observing spaces between words.
4. Introduce the Reading of Sentences
• Let them read the sentences:
The net is wet.

The vet has a pet.
Let is in the jet.
Introduce Who, What and Where
questions.
What is wet?
Who has a pet?
Where is Let?
5. Reading A “Story”
The Wet Pet
Jet has a pet.

His pet is in the net.
His pet is wet.
Who has a pet? ___________

Where is the pet?___________
What is wet? ____________
Your Turn!
A. Introduce a story, a poem or a song where most of the words start
with a target consonant ( _____ ).
Group 1- letter N
Group 2-letter P
Group 3- letter R
Group 4- letter S
Group 5- letter T
B. Blending the Letters to Form Words (Decoding)
Group 1- ….at
Group 2- ….en
Group 3- …..in
Group 4- …..ot
Group 5- …..ug
C. List down phrases and sentences using the formed words.
DEPARTMENT OF EDUCATION 52
SPECIAL THANKS TO
ROSALINA J. VILLANEZA, Ph. D.
DEPARTMENT OF EDUCATION 53

LAC SESSION Topic - The-Fuller-Approach

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LAC SESSION Topic - The-Fuller-Approach

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Teaching Beginning Reading

1. Introduce a story, a poem, or a song

Example: Lesson on Consonant Mm

Read the story: Maria the Milkmaid

• Let us say the names of the pictures. Sound

Here is the sequence

Look at the pictures.

• Let us say the names of the pictures. Sound

• Let’s write the big M . . .

• Let’s write the baby m . . .

• Present words that start with a single

__an __ap __elon

__ask __ug __ango

drum worm arm

jam ham broom

dru__ wor___ ar___

ja__ ha___ broo__

1. Short vowel words in CVC pattern

1. Present the words in each lesson in a

2. With the help of a pointer/marker, say the

3. Move the pointer/marker to the next word

For example, in the short e word

• Introduce games and exercises to help

a. A group of children form a circle.

a. Write the words/pictures being studied in

jet pet wet

• Introduce the sight words: in, on,

• Let them read in thought groups,

• Introduce the writing of phrases,

• Let them read the sentences:

The net is wet.

Jet has a pet.

Who has a pet? ___________

ROSALINA J. VILLANEZA, Ph. D.

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an ap __elon

ask ug __ango

dru wor_ ar___

ja ha_ broo__