2. Objectives:
1.Ascertain the necessary tools in teaching word
recognition through the Fuller Technique
2.Identify the steps in explicit teaching of word
recognition
3.Plan a remedial reading lesson for a small group of
struggling readers in your class.
3. Buzz Time:(10 minutes)
1.Consider the new normal learning situation
and brainstorm with your group mates the
given task.
2.Set ground rules for group interaction.
3.Prepare your group output creatively.
4.Assign a group member to present the
output to the whole group.
4. Group 1-Choose 1 competency in
your preferred learning area then
design a differentiated assessment
activity for the 3 ability group in your
class.
Group 2-Write down the strategies
and activities you use in teaching
Word Recognition
5. Group 3-Activities that parents
can do to help a struggling
reader at home
Group 4-How can struggling
readers cope with their problem
on Word Recognition
7. The Fuller Technique is a
combination of the Alphabet,
the Phonetic and the Whole
Word method of teaching
Word Recognition.
8. The learner is not introduced to
LESSON ONE unless he/she
has gained complete mastery
in recognizing and sounding
each of the consonants.
9. 19 Consonant Phonemes
1. /b/-beg and lab 11. /ng/-ring and pink
2. /d/-doe and lead 12. /p/-pin and nip
3. /f/-fall and cliff 13. /r/-robot and motor
4. /g/-goal and leg 14. /s/-sun and bus
5. /h/-has and him 15. /t/-toe and pet
6. /j/-job and jolt 16. /v/-van and have
7. /k/-cap and kite 17. /w/-web and vow
8. /l/-lip and heel 18. /y/-yam and boy
9. /m/-map and moth 19. /z/-zebra and buzz
10. /n/-net and nip
10. The materials in all the
lessons are whole words
but the grouping of words
takes advantage of the
phonetic approach.
11. Teaching Word Recognition Through Explicit Teaching
Application
Independent Practice
Guided Practice
Modeling
Introduction
12. Guidelines in the Presentation of Word Families
1. Present the words in each lesson in a column. Use a key picture-
familiar to majority of the learners-to help them determine the word
family.
2. With the help of a pointer/marker, say the first word. Employ
echo reading to model correct pronunciation.
3. Move the pointer/marker to the next word and let the learners
read it aloud.
15. 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
them read the words that end in –et first.
5.Conduct spelling test and reading test thru word cards to
cards to check for mastery. The learner must be able to
to read 80% of the wordlist before he/she can move to the
the next set of word family.
16. Sequence of Word Families
Short Vowel Words in
consonant-vowel-consonant (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
17. Long Vowel Words(ending in silent e)
long a as in bake
- long Ī as in hide
- long o as hose
- long u as in cube
18. 5 R-Controlled, or Influenced
Phonemes
/ a(r)/ - car and bar
/a (r)/ - hair and chair
/i (r) / - deer and beer
/o (r)/ - floor and door
/u ( r)/ - fern and burn
19. 2 ‘oo’ vowel phonemes
(short and long)
/oo/ - hook and book
/oo/ – moon and food
20. Consonant Blends
Initial Blends: cl- as in class, cr- as in crab
Final Blends: -nt as in bent, -st as in nest,
-lt as in belt, -nd as in lend
Digraphs-a multi-letter spelling(usually2) for a single phoneme which can be
consonants or vowels
ch as in chip, catch ee as in see
sh as in ship, fish ew as in sew
th as in thief, myth igh as in high
ow as in cow
25. - Individual Activity:
- 1.Come up with a wordlist (10 content
words) for small group of struggling
readers in your respective learning
area/grade level.
- 2.Prepare a remedial reading plan
following the Fuller Technique.
26. -“Reading should not be
presented to children as a
chore, a duty. It should be
offered as a gift.”
--Charles Scribner Jr
27. - References:
- Trends in Reading Instruction
- ELLNP Training
Guidebook;magoosh.com
- Fluentu.com/blog/english
Editor's Notes
Reading is a very important skill therefore it is necessary that teachers support learning in all other subjects by conducting remedial reading instruction to those learners who are struggling to read. By building a strong foundation in teaching the learners how to read, teachers will be able to help students succeed. This session intends to
Is the activity relevant to you? Why did you say so? Can you cite your learning or discovery from the activity.I know that this topic is no longer new to most of you and I’m sure some of you might be relearning this and others might be learning this research-based reading technique
The Alphabetic Principle as a sequential approach of teaching reading and letter-sound correspondence are necessary for teaching children to accurately decode words, phonetics is a system of speech sounds of a language or group of languages while phonics is the method of teaching beginning reading and word recognition thru phonics
The learner must be phonologically aware that letters or graphemes have specific sounds or phonemes. As reading teachers, you should have mastered the sound of all the consonants.Let us have the vocal workout,let us do the lip trill
x.Q and c do not have unique phonemes.This is because these letters are made by other sounds. C-sounds make a /k/ in crop,crack,creep and C-sounds that make an /s/ in central,cent and cite.
The fuller technique follows a sequential approach to word recognition.struggling readers must understand that each letter or every letter group has a phonetic value.
Phonological awareness is a broad skill that includes identifying and manipulating units or oral language parts such as words,syllables,and onsets and rimes.Children who have phonological awareness are able to identify and make oral rhymes,can clap out the number of syllables in a word and can recognize words with the same initial sounds like money and mother
The explicit teaching of whole words and the use of key pictures facilitate word recognition
Grapheme is a written representation of one sound;a phoneme is a speech sound.it is the smallest unit of sound,Since sounds can not be written,we use letters to represent the sounds.
This is for the language teacher-english teachers and kindergarten teachers. But for the subject teachers,what you need to do is to have wordlist of content words in a particular competency. Why is there a need to use a keyword and key picture? In deciding for the key word for the wordlist, please consider familiarity to the learners and relevance to the learning competency.
The fuller technique follows a sequential approach to word recognition.
Phonological awareness is a broad skill that includes identifying and manipulating units or oral language parts such as words, syllables,and onsets and rimes.Children who have phonological awareness are able to identify and make oral rhymes, can clap out the number of syllables in a word and can recognize words with the same initial sounds like money and mother
The fuller technique follows a sequential approach to word recognition.
Phonological awareness is a broad skill that includes identifying and manipulating units or oral language parts such as words,syllables,and onsets and rimes.Children who have phonological awareness are able to identify and make oral rhymes,can clap out the number of syllables in a word and can recognize words with the same initial sounds like money and mother
Sample trigraphs
Have a wordlist of words for these families.
1.OIL/COIL/FOIL/SOIL
2.TOY/BOY/COY/SOY
3.TAUGHT/CAUGHT/NAUGHT/HAUGHT
4.SAW/LAW/RAW
5.OUT/GOUT/
Have a wordlist of words for these families.
1.OIL/COIL/FOIL/SOIL
2.TOY/BOY/COY/SOY
3.TAUGHT/CAUGHT/NAUGHT/HAUGHT
4.SAW/LAW/RAW
5.OUT/GOUT/
Two letters either a vowel and consonant or two consonants.a dipthong is focused on two vowels and depends on a vowel sound change thru looking at the first vowel in the combination.Digraphs occur at the beginning or a end of a word.
Two letters either a vowel and consonant or two consonants.a dipthong is focused on two vowels and depends on a vowel sound change thru looking at the first vowel in the combination.Digraphs occur at the beginning or a end of a word.a digraph is a combination of two letters that make a single sound as in ph in phone
In english there are 44 phonemes that make up the language. They’re divided into 19consonants,7digraphs,5 r-controlled sounds,5long vowels.5short vowels 2 oo sounds and 2 diphthongs
