Fuller’s

Technique
One way to sequence the letters in English is using the Fuller Technique that
suggests the sequence of the consonant sounds

Teach the 1. Mm 7. Cc (k) 13. Dd

letters of the
alphabet.
2. Ss 8. Rr 14. Jj
Learners 3. Ll 9. Nn 15. Ww
should be able 4. Ff 10. Bb 16. Vv
to name, sound
out, and form 5. Tt 11. Gg 17. Zz
the letters. 6. Hh 12. Pp 18. Yy

* Consonants K, X, and Q are not taught in isolation.

* Short vowel sounds: e, a, i, o, u
When introducing the alphabet, you can integrate decoding words or word recognition
and Storytelling or read-aloud. Here’s a sample sequence.

1. Introduce a story, poem or song where most words start with the target
letter
2. Vocabulary Development
3. Review the letter sound and name
4. Review the letter form
5. Introduce exercises/drills
1. Introduce a story, poem or song where most words start with the target
letter

Sing the Song:

C is for Cookie
C is for cookie that's good enough for me
C is for cookie that's good enough for me
C is for cookie that's good enough for me
Oh, cookie, cookie, cookie starts with C.
2. Vocabulary Development
Show pictures starting with Cc

corn cat
2. Vocabulary Development
Show pictures starting with Cc

canteen
carrot
2. Vocabulary Development
Show pictures starting with Cc

corn carrot
canteen cat
Sing the Song:
C is for Carrot
C is for carrot that's good enough for me
C is for carrot that's good enough for me
C is for carrot that's good enough for me
Oh, carrot, carrot, carrot starts with C.
 Let's replace the word cookie with the other food that starts with Cc.

Sing the Song:

C is for Corn
C is for corn that's good enough for me
C is for corn that's good enough for me
C is for corn that's good enough for me
Oh, corn, corn, corn starts with C.
Let’s look at other pictures and name them.

cabbage can

cab
cop
cut
Let’s look at other pictures and name them.

cabbage can

cab
cop
cut
3. Review the letter sound and the letter name
“The names of the pictures begin with c.
Let us sound it. /k/ /k/ /k/

Say the names of the pictures. Sound the C at the beginning:

corn, cat, canteen, carrot, cabbage, cop, can, cab, cut.

The name of the sound /k/ is C (as in see).”

 Review the letter sound and the letter name.

Cc cat canteen
corn carrot

cop can cab cut cabbage

4. Review the letter form

“Let us write the big C.”

“Let us write the small c.”

Cc
5. Introduce exercises/drills

 Name each picture. Write the letter that begins its

name.

 Name each picture. Write the missing letter.

 Name each picture. Complete its name with the

beginning and ending letters.
Color the picture whose name starts with the letter Cc.

Cc
Name the pictures. Encircle the starting letter of its name.

s l f h c t

m f h 5 l t f
 Then you can move to teaching word families using the
Fuller Technique. The Fuller Technique
1. Introduce the rime of the word family:
a. Present the rime.
b. Sound out each letter of the rime.
c. Practice reading the rime.

2. One by one, present the words of the word family by adding a consonant (onset) to the
beginning of the rime.
a. Identify the name and the sound of the onset.
b. Add the onset to the rime and read the word.
c. Practice reading the word fast.
d. Show pictures of the words.
e. Ask learners to match the word and the picture. (Vocabulary development)
 Then you can move to teaching word families using the
Fuller Technique. The Fuller Technique
3. Do the practice activity:
a. Present the word list without the onset
b. Show a picture and ask the learners to name it by filling in the missing onset of the
word.
c. Ask learners to read the word.

4. Practice reading the completed list of words in the word family:

a. Model reading the words.
b. Read the list of words with the learners.
c. Ask the learners to read the words on their own.
Then you can move to teaching word families using the
Fuller Technique. The Fuller Technique
5. Introduce phrases by combining sight words and the words in the word family:
a. Introduce the sight word/s.
b. Model reading the phrases, composed of sight word/s and word family.
c. Read the phrases with the learners.
d. Ask the learners to read the phrases.

6. Introduce sentences that use sight words and the word family.
e. Model reading the sentences.
f. For each sentence, show a picture. (Vocabulary development)
g. Read the sentences with the learners.
h. Ask the learners to read the sentences.
i. Ask one or two comprehension questions about the sentence. (Reading comprehension)
Then you can move to teaching word families using the
Fuller Technique. The Fuller Technique

7. Introduce a story using the sentences and words presented earlier.

a. Model reading the story.
b. Show a picture/s of the story.
c. Read the story with the learners.
d. Ask the learners to read the story.
e. Ask comprehension questions about the story. (Reading comprehension)
The Fuller Technique
Let’s try it!

en
1. Introduce the rime of the word family:
a. Present the rime.
b. Sound out each letter of the rime.
c. Practice reading the rime.
en
The Fuller Technique Let’s try it!

2. One by one, present the words of the

t
word family by adding a consonant (onset) m
to the beginning of the rime.
a. Identify the name and the sound of p
the onset.
h
B
d
The Fuller Technique Let’s try it!

2. One by one, present the words of the

word family by adding a consonant (onset)

pen
ten
hen
men
den
Ben
to the beginning of the rime.
a. Identify the name and the sound of
the onset.
b. Add the onset to the rime and read
the word.
The Fuller Technique Let’s try it!

h en
The Fuller Technique Let’s try it!

d en
The Fuller Technique Let’s try it!

B en
The Fuller Technique Let’s try it!

L en
The Fuller Technique Let’s try it!

m en
The Fuller Technique Let’s try it!

p en
The Fuller Technique Let’s try it!

t en
The Fuller Technique Let’s try it!

h en
The Fuller Technique Let’s try it!

d en
The Fuller Technique Let’s try it!

B en
The Fuller Technique Let’s try it!

L en
The Fuller Technique Let’s try it!

m en
The Fuller Technique Let’s try it!

p en
The Fuller Technique Let’s try it!

t en
The Fuller Technique Let’s try it!

h en
The Fuller Technique Let’s try it!

d en
The Fuller Technique Let’s try it!

B en
The Fuller Technique Let’s try it!

L en
The Fuller Technique Let’s try it!

m en
The Fuller Technique Let’s try it!

p en
The Fuller Technique Let’s try it!

t en
The Fuller Technique Let’s try it!

h en
The Fuller Technique Let’s try it!

d en
The Fuller Technique Let’s try it!

B en
The Fuller Technique Let’s try it!

L en
The Fuller Technique Let’s try it!

m en
The Fuller Technique Let’s try it!

p en
The Fuller Technique Let’s try it!

t en
The Fuller Technique Let’s try it!

h en
The Fuller Technique Let’s try it!

d en
The Fuller Technique Let’s try it!

B en
The Fuller Technique Let’s try it!

L en
The Fuller Technique Let’s try it!

m en
The Fuller Technique Let’s try it!

p en
The Fuller Technique Let’s try it!

t en
The Fuller Technique Let’s try it!

2. One by one, present the words of the ten

men
word family by adding a consonant (onset)
to the beginning of the rime.
a. Identify the name and the sound
of the onset.
b. Add the onset to the rime and pen
hen
read the word.
c. Practice reading the
word fast. Ben
den
ten Len
men Ben
pen den
hen
 10
The Fuller Technique Let’s try it!

2. One by one, present the words of the word

family by adding a consonant (onset) to the
beginning of the rime.
a. Identify the name and the sound of
the onset.
b. Add the onset to the rime and read
the word.
c. Practice reading the word fast.
d. Show pictures of the
words.
10
Let’s try it!
10
Let’s try it!
10
Let’s try it!
The Fuller Technique Let’s try it!

2. One by one, present the words of the word

family by adding a consonant (onset) to the 10 ten
beginning of the rime.
a. Identify the name and the sound of
the onset. men
b. Add the onset to the rime and read
the word. pen
c. Practice reading the word fast.
d. Show pictures of the words. hen
e. Ask learners to match the Ben
word and the picture.
(Vocabulary development) den
The Fuller Technique Let’s try it!

3. Do the practice activity:

a. Present the word list without
the onset
b. Show a picture and ask the
__en __en
learners to name it by filling in
the missing onset of the word.
__en __en
c. Ask learners to read the word.
__en __en
 The Fuller Technique

10
3. Do the practice activity:
a. Present the word list without
the onset
b. Show a picture and ask the
learners to name it by filling
in the missing onset of the
word.
c. Ask learners to read the word. t
__en p
__en m
__en
h
__en __en
p B
__en
Let’s try it! d
__en
 The Fuller Technique
3. Do the practice activity:
a. Present the word list without
the onset
b. Show a picture and ask the
learners to name it by filling in
the missing onset of the word.
c. Ask learners to read the
word.
t
__en p
__en m
__en
h
__en __en
p B
__en
Let’s try it! d
__en
The Fuller Technique Let’s try it!

4. Practice reading the completed list ten

of words in the word family:
a. Model reading the words.
b. Read the list of words with the
men
learners. pen
hen

en Ben
den
The Fuller Technique en Let’s try it!

4. Practice reading the completed

list of words in the word family:
a. Model reading the words.
b. Read the list of words
with the learners. den pen
c. Ask the
learners to ten 10 hen
read the words
on their own.
men
Ben
4. Practice reading the completed list of words in
the word family:
a. Model reading the words.
ten
b. Read the list of words with the learners.
c. Ask the learners to read men
the words on their own
using flashcards
pen
hen
Ben
den
The Fuller Technique Let’s try it!

5. Introduce phrases by combining sight

words and the words in the word family:
the
a.Introduce the sight
word/s.
a
in
is
The Fuller Technique Let’s try it!

5. Introduce phrases by combining sight words and the

words in the word family:
a. Introduce the sight word/s.
b.Model reading the phrases, composed of sight word/s
and word family.
c. Read the phrases with the learners.
d.Ask the learners to read the phrases.
The Fuller Technique Let’s try it!

the pen

the the hen

the men
The Fuller Technique Let’s try it!

a pen

a a hen

a pen
The Fuller Technique Let’s try it!

in the pen
in
in a den
The Fuller Technique Let’s try it!

is a hen

is is in the pen

is wet
The Fuller Technique Let’s try it!

the pen

the the hen

the men
The Fuller Technique Let’s try it!

a pen

a a hen

a pen
The Fuller Technique Let’s try it!

in the pen
in
in a den
The Fuller Technique Let’s try it!

is a hen

is is in the pen

is wet
The Fuller Technique Let’s try it!

the pen

the the hen

the men
The Fuller Technique Let’s try it!

a pen

a a hen

a pen
The Fuller Technique Let’s try it!

in the pen
in
in a den
The Fuller Technique Let’s try it!

is a hen

is is in the pen

is wet
The Fuller Technique Let’s try it!

the pen

the the hen

the men
The Fuller Technique Let’s try it!

a pen

a a hen

a pen
The Fuller Technique Let’s try it!

in the pen
in
in a den
The Fuller Technique Let’s try it!

is a hen

is is in the pen

is wet
The Fuller Technique Let’s try it!

6. Introduce sentences that use sight words and the word family.
a. Model reading the sentences.
b. For each sentence, show a picture. (Vocabulary development)
c. Read the sentences with the learners.
d. Ask the learners to read the sentences.
e. Ask one or two comprehension questions about the sentence.
(Reading comprehension)
The Fuller Technique Let’s try it!

The hen is in the pen.

The Fuller Technique Let’s try it!

Ben’s pet is a hen.

The Fuller Technique Let’s try it!

The hen is in the pen.

The Fuller Technique Let’s try it!

The pen is wet.

The Fuller Technique Let’s try it!

The hen is wet.

The Fuller Technique Let’s try it!

Get the hen.

The Fuller Technique Let’s try it!

The hen is in the pen.

The Fuller Technique Let’s try it!

Ben’s pet is a hen.

The Fuller Technique Let’s try it!

The hen is in the pen.

The Fuller Technique Let’s try it!

The pen is wet.

The Fuller Technique Let’s try it!

The hen is wet.

The Fuller Technique Let’s try it!

Get the hen.

The Fuller Technique Let’s try it!

The hen is in the pen.

Ben’s pet is a hen.
The hen is in the pen.
The pen is wet.
The hen is wet.
Get the hen.
The Fuller Technique Let’s try it!

7. Introduce a story using the sentences and words presented earlier.

a. Model reading the story.
b. Show a picture/s of the story.
c. Read the story with the learners.
d. Ask the learners to read the story.
e. Ask comprehension questions about the story. (Reading
comprehension)
Ben’s Pet Hen
by: Lei Rabajante
 Ben’s Pet Hen
by: Lei Rabajante

Ben’s pet is a hen.

The hen is in the pen.
 The pen is wet.

Is the hen wet?

Pictures from: freepik.com
The hen is wet!
Ben, get the hen!
Get the hen in the pen!

Pictures from: freepik.com

 Ben’s Pet Hen
by: Lei Rabajante

Ben’s pet is a hen.

The hen is in the pen.

The pen is wet.

Is the hen wet?
The hen is wet!

Ben, get the hen!

Get the hen in the pen!
 Questions:
1. What animal is Ben’s pet?
2. Where is Ben’s pet?
3. What happened to the pen?
4. What happened to the hen?
5. Why do you think is the pen wet?
6. Why did the hen get wet?
7. Who do you think told Ben to get the hen in the pen?
8. Why should Ben get the hen in the pen?