Teaching Beginning Reading

in English

Rosalina Jaducana Villaneza

Chief, Teaching and Learning
Bureau of Learning Delivery
A Simple Step in Learning to Read
Via
The Fuller Approach

DEPARTMENT OF EDUCATION
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

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Maria the Milkmaid

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Maria the Milkmaid

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Maria the Milkmaid

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Maria the Milkmaid

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Maria the Milkmaid

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Maria the Milkmaid

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Maria the Milkmaid

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2. Present pictures in the story with names that start
with the target letter (m)

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Name the pictures with emphasis on the beginning sound

mmmmmmilk
Mmmmmaria

mmmmmarket
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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 …….

DEPARTMENT OF EDUCATION
If you don’t use Story or a Poem

Here is the sequence

DEPARTMENT OF EDUCATION
Teaching A Consonant Sound: Lesson Sequence

1. Vocabulary Development

Look at the pictures.

Can you name them?

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2. /Mm/ sound – say the name with emphasis on the first sound

mmmmmmango mmmmmmonky

mmmmmotorbike

mmmmmagnet mmmmmmushroom

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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

DEPARTMENT OF EDUCATION
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

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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

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 5. Exercises/Drill
A. Name all the pictures. Circle the picture whose name starts in M

1 2 3

4 5 6

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 5. Exercises/Drill
B. Name the pictures.
Put a check on all the pictures whose names
start in Mm.

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 5. Exercises/Drill
C. Name the pictures.
Sound the letter in the box.
Write the beginning letter of the name of
each picture.
Mm

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 5. Exercises/Drill
C. Name each picture. Circle the beginning
letter of its name:

m h m f m r

b m s m m k
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 5. Exercises/Drill
D. Name each picture. Write the letter that
begins its name.

__an __ap __elon

__ask __ug __ango

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 5. Exercises/Drill
E. Name each picture. Circle the ending sound
of its name:

drum worm arm

jam ham broom

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 5. Exercises/Drill
F. Name each picture. Write the ending letter of its
name.

dru__ wor___ ar___

ja__ ha___ broo__

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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

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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

DEPARTMENT OF EDUCATION
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.

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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.

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 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

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 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
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 Mastery in decoding the words

• Introduce games and exercises to help

the children master the words:

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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, if not s/he
returns it in another pile.
e. The child with the most number of cards wins.

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Bingo game

a. Write the words/pictures being studied in

the boxes of the Bongo 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.
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Bingo game

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Concentration
[Link] 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.

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Concentration

wet

net

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 Exercises
Circle the word that names the picture.

jet pet wet

bet net let
met vet set

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 Exercises
Read the word. Circle the picture.

wet
pet
met

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 Exercises
Complete the name of the picture

__et
__et
__et

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 Exercises
Write the name of the picture.

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 Exercises
Read the word. Draw what it says.

pet

net
jet
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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.)

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 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.

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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.

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Introduce Who, What and Where
questions.

What is wet?
Who has a pet?
Where is Let?

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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? ____________

DEPARTMENT OF EDUCATION