Secret Stories® is the Brain-Based “Gas” that Makes Learning Go Warp-Speed!
If you’re frustrated with your reading program and the intractably slow-pace of phonics skill instruction, or if you are feeling overwhelmed by all of the sight words that kids are required to learn each week, then you are in for a real treat!
I want to introduce you to one of my favorite teacher-friends, who happens to teach in my home state of West Virginia—and who I met while doing a phonics workshop for the Wood County School District in Parkersburg, WV. If you follow my blog, Facebook Page, Instagram, or Twitter, her name is likely to sound familiar. Tara and her students came up with a nifty trick to help Secret Stories® Word Doctors when the vowels weren’t making the sounds that they should (as per their Superhero and “short & lazy” sounds). This add-on Secret is known as the“Head-Bop” (aka “Thinking Vowels”) strategy, which helps kids decode otherwise non-decodable sight words in our Journeys Reading Program, like: of, was, what, want, love, come, done, some, around, among, about nothing, etc…
Since our first meeting, we have remained in contact in one form or another, via Facebook posts, messenger, and even email—which is something that I LOVE to do with teachers that I meet IRL (and online!) so that I can see AND hear about all about the creative ways they use Secret Stories® in their classrooms! Then, during pre-school week at the beginning of this school year, I was asked to do a week-long “digging deeper” phonics workshop with each of the grade levels at Tara’s school. Since then, Tara has been kind enough to keep me in the learning loop by sending me pics from from daily lessons, student work, and even running commentary, which I love, as it really paints a picture of not only of what she does, but WHY she’s doing it! (If you know me, you know that this is the key to everything for us, as teachers!)
So, without further ado, here’s a quick intro from Tara, followed by some of the Secret “golden nuggets” from her classroom. And for those who teach first grade and are currently using Journeys Reading Series and Phonics Program, you are really in luck, as her lessons will be “in-synch” with the timing of yours. For everyone else, you will see that while the reading series or phonics program that you use may not “teach” all of the phonics patterns kids need when they need them, it does provide the perfect “playground” for students to exercise their reading and writing muscles!
And that’s where the Secret Stories® come in…
This is Tara, with not one, but TWO sets of Secret Stories® Flashcards…..which as you read on, you will see why!
My name is Tara Settle. I live in Parkersburg, West Virginia, and have taught for a total of 29 years. Having the privilege of being a stay-at-home mother for my four children, I chose to educate them through homeschooling. It was an wonderful adventure for all of us! This was an important time for me because my two sons had reading disabilities. I searched high and low for ways to help them become more proficient in this overwhelming process. We persisted, they overcame, and today they are successful readers. Fast forward to teaching first grade in a 90% low-socioeconomic status, Title 1 school. I encountered so many of the same struggling readers as my sons. And so I began my online search one summer, determined that there had to be something “out there” that could help my students.
Enter Secret Stories….
They have changed my teaching career and the reading lives of all my students. My students often come from homes with no previous help or reading “lap time.” The first year I used Secret Stories, I realized that it wasn’t your typical “phonics program,” and it worked like nothing I’d ever seen before. When my students understood that Sneaky Y® made 3 sounds, and thus could read those words that the class the year before had trouble with, I was convinced that this multi-sensory, neuroscience based way of “cracking the reading code” was exactly what I had been searching for my entire teaching career. Every year, Secret Stories continues to prove that this approach works for all readers!
One more thing…If you use Journey’s Reading Program and phonics program and have found the online interactive “Settle On In” Blog for your students, you have already met me and some of my work! Be sure to search for your weekly story + “Settle on In” to find free, safe resources for your class.
Following are the pics and commentary Tara sent, along with my comments in red.
Journeys Reading Series/Phonics Program— Week 1 Sight Words— play, the, with
I borrowed your ladies sunglasses idea that was posted on the Secret Stories Facebook Page yesterday when introducing “ey/ay” with our Journey’s Reading Series/Phonics Program week 1 sight word, play. I sent the pig picture out to all my parents in a platform called Seesaw so they could have a (fingers crossed) dinner time conversation about our new Secret. I wouldn’t normally include a picture of the Secret, as per copyright, but I thought this might be a good way to introduce Secret Stories to my parents, as usually I will say, “Ask your child to tell you the Secret about ay/ey that we learned today, and see if they can tell you some words that it’s in.” (I thought that this one should be okay since it has a cute pig in front of the picture— Lol!)
I love the way Tara includes her parents by letting them know to ask to hear a Secret! This is a great way to keep parents in the learning-loop while at the same time, establishing kids’ “ownership” of the Secrets. And while you can’t copy or reproduce any of the Secret graphics or text to send home, you can use the Porta-Pics to give kids access to the Secrets at-home, as well as for individual use in the classroom. They are a little over $2 a piece, and when laminated, they should last 2-3 years, so they can be checked out to each new class. You can also get more ideas on how to share Secrets with parents here.
This is the Facebook picture that Tara referenced. It was sent to me by Nicole Loftis from Ida Burns Elementary in Conway, Arkansas and taken during a professional development on Secret Stories®…..and really is too cute!
I got out my apron so that I was ready to greet my class today. They have to tell me the Secrets and read the words to enter the classroom! Luckily, they all remember the Secrets!!
The small cards seen in Tara’s apron (which she had specially made) are the cut-apart cards from the back of the Secret Stories® Book, although she also uses flashcards in the top pocket, which you will see a bit further down.
Journeys Reading Series/Phonics Program— Week 2
Below is a pic of my sight word review/follow up for today. These are words from our first grade Journeys reading series.
It’s ironic that Journeys scope and sequence for first grade (like most all other reading series/phonics programs) doesn’t introduce the phonics patterns that are needed to actually read these words until the end of first and/or second grade! And yet, when using brain science as a road map to tap into the backdoor learning channels, kids can have them in preK! Don’t believe it? Click here!
Here is a picture of today’s sight word review. These are words from the our Journeys series. Knowing the Secrets means that we don’t have to waste time memorizing sight words, as we can just read them. Note that the words find and do require kids to think like word doctors, which you can read more about here.
Journeys Reading Series/Phonics Program— Week 3 Level B Reader “Curious George”
Curious George is the Journeys Lesson 3, Level B Reader, and it contained 17 words that my students couldn’t read without Secret Stories. Without these Secrets, they wouldn’t have even been able to decode the title! When you stop and think about it, it truly is mind-boggling, and it makes me so mad on behalf of these struggling students! I seriously wonder how other Journeys first grade teachers in Title 1 schools or with ELL learners use this series without Secret Stories.
It is ironic that the reading series requires that learners be able to read words that contain phonics skills not yet taught. Nor will they be for what is often another one or two more grade level years.
The kids also had to sing this Secret to me to enter the room, since you can’t read “George” without it! I used the bigger flash cards on my apron (instead of the smaller cards from the back of the book that I usually use) so that they could see the letters better.
The picture I am sending is of the words from the two leveled B and C readers that I will be reviewing today so that the students continue to see the connection between Secrets and the words in our stories. As an aside, I love having the extra set of space-saver posters, as they are just the right size to put up on my magnetic board next to the words they are in!
Below is a picture that I posted on FaceBook that combines the two pics above. I love how Tara is constantly modeling how to use the Secrets to unlock the words they are reading, not just in these stories, but in text experiences throughout the entire instructional day— from math to social studies. In the hallways, on bulletin boards, even on the lunch menu in the cafeteria, Secrets are always there….always teaching. (As one little first grader in Mrs. Mac’s Class said,”I can’t turn it off! The Secrets are EVERYWHERE…. and I just keep reading them!!!!!”)
Journeys Reading Program— Level C Reader “Lucia’s Neighborhood”
All of the following are from our Journeys level C reader, Lucia’s Neighborhood. They had to read the word fire on my apron when entering the room this morning. This will be my introduction to the word “firehouse” in my level C vocabulary reader for guided reading this morning. (Not to mention the word firefighter, which is also in this story, and yet without the Secrets, would be virtually impossible for most beginning first graders to read!)
A word like fire requires knowledge of the phonics rule about silent e….. or, in Secret Stories-terms, the Mommy E® Secret! (If you don’t know it, it’s super-easy, as is Babysitter Vowels® which explains what happens when “mommy just has to get out of the house!” to read/spell multi-syllabic words like making, motor, etc… You can them both here!)
In order to read the word Lucia where /a/ is making the schwa (“uhhh”) sound, I remind the kids about the “Thinking Vowels” who can’t make up their minds whether to be long or short, and so they bop themselves on the head as they say, “Uhhhhhh?” You will see that I code “thinking vowels” with a dot for where they smacked their head. (I usually ask the kids to look for the Secrets they see in the words and then underline them.) Once again, just look at how many Secrets are in the title! I truly have no idea how I used to teach reading before Secret Stories!
When teachers say that Secret Stories® “changed the way they teach,” or that they “couldn’t go back to teaching without them,” it’s because things that used to be “so hard” are now so easy! Like, for example, helping beginning readers figure out the words in the title of this book—especially when the reading series or phonics program hasn’t yet introduced the skills they need to do it! Many of these patterns aren’t “supposed” to be taught until second grade, which is way too long to wait, especially if you need them to read and write beginning in kinder! Just think how many reading and writing opportunities are lost on kids who don’t know the Secrets, from kindergarten to second grade. And yet, they’re so easy, you can share them with pre-schoolers!
Below are the Secrets they need to read the sight words in this lesson. Notice that like in the word Lucia, we can use the same “Thinking Vowels” trick that we used to read Lucia to read the sight word does.
Teaching the Reading and Writing Connection with the Secret Stories
My team teacher, Mrs. Buckley, did a word work writing activity with our first grade enrichment group. We split our classes so as to better meet the needs of each or our groups. You will see more from Mrs. Buckley further down, below.
I love the way Tara and Lisa model use of the Secrets by “twisting and turning” them for both reading AND writing. This is so important in helping beginning grade learners understand the inherent reading and writing connection. Many early grade learners don’t realize that the same letter sounds that help them read words are equally powerful in writing them. Adding Secrets to the mix accelerates this otherwise slow learning curve, as the Secrets give them something beyond just individual letter sounds to read and write with!
Journeys Reading Series/Phonics Program— Beginning of Week 4
So far, these are all of the Secrets that I have introduced by the end of today, beginning of week 4 Journeys program. I teach the Secrets, as we need them, to read the words that we encounter, not only in our reading series, but throughout the instructional day.
I love this! Why make kids memorize words when they could just learn the Secrets they need to read them? When you memorize a sight word, you get “one word” as your prize. When you learn a Secret, you get “thousands!”
Journeys Reading Series/Phonics Program— Level 5 “Gus Takes the Train”
Here is what I have on the board for Monday next week, which is from Journeys Lesson 5, Gus Takes The Train. I will also be introducing /ation/ for station. We pretend to pull the train whistle while saying the /a/ and then do the /tion/ motions on the card.
Here is the Secret mentioned above, as shown in the new “Decorative Squares” poster set.
This will occur when someone uses the vocabulary word “station” during the week. Singing the song “Down by the Station” also reinforces this Secret Story. I also teach them the song “I’ve Been Working on the Railroad.” After singing it throughout the week, they will be given a copy of the text to highlight the Secret Stories they find in it. Then we read it together and sing it together from their highlighted page. They love it!
As in previous lessons, we first look for the Secrets we need to read the title, which you can see in the first picture below.
We used the train sound today and /ation/ because we had to say “train station” in our read-aloud! Woo-hoo!!!!
The class helped me make this track and we now enter and leave the room to the /ch/ sound, and then as we gain speed, it becomes the /tion/ sound. Of course, we have to pull the train whistle for /a-tion/ too! (Notice the “partially pink” railroad track? That’s because we ran out of black tape— Lol!)
Now we find the Secrets that help us read the sight words introduced in Journeys Reading Program, Lesson 5.
It’s so much fun to go on Secret Stories “hunts,” which is where kids try and see who can find the most Secrets on a page or in a book! This is fun to do in whole or small group, and is also a great way to increase learners’ visual acuity for quicker pattern recognition in text. They kids love spotting Secrets! And every time we find one, I reinforce how knowing the Secret helps us to figure out the word.
I really don’t “plan” which Secrets to teach beyond looking at the sight words and text in the main selection and leveled readers. There are so many opportunities to introduce almost all of the Secrets quickly. Since my first graders have been exposed to the Secret Stories in kindergarten, I have lost some of the element of surprising them with new ones. That is why, at this point, I feel comfortable putting up the cards to discuss with our new sight words, as it’s not the first time the kids have heard them…and it certainly won’t be the last!
Of course, we are always discovering new Secrets in words from our read-alouds, discussions, and writing blocks. One of the reasons that I put Secrets up with the text is to reinforce the connection between Secret Stories and reading. Students need to understand that the Secrets are the keys they need to unlock words. Secrets are power—the more they know, the more they can read and write! And they are everywhere, in all of the words that we come across each day.
I know this sounds like it should be an easy concept for my class to comprehend, but some can take longer to connect the dots than others. All of the kids know the Secrets, but it can take some longer than others to start applying them, which is why I take every opportunity to model using them whenever and wherever we are working with text.
I plan on introducing the /ch/ Secret this week with our story about trains.It seems appropriate, especially since its “default” sound is depicted as a “conductor” on the Secret Story poster! I’m not sure what word will trigger our “discovery” but am sure it will occur during this week.
And for those who don’t know the /ch/ Secret, check out the story as shown on the reverse side of the new Secret Stories® Flashcards, shown below. They have the Secret graphic on one side and the story text on the back.
And for those who don’t know the /ch/ Secret, check out the story as shown on the reverse side of the new Secret Stories® Flashcards, shown below. They have the Secret graphic on one side and the story text on the back.
My teacher friends wanted you to see how excited they are to gets the flash cards! ❤️
No Longer Just on the Walls
I also wanted to point out that this is the first year I have been able to have the Secrets right beside our sight words on the whiteboard. The new phonics phonics flashcards put the Secrets right into our hands! They are no longer just on our walls in the big poster size, but have now “come down” to interact with us during our learning discussions.We have them in our hands at stations, during guided reading groups, intervention groups, on the board beside the text, in line playing games while waiting, and so much more. Between the new phonics flashcards and the Space-Savers/Placards (which I bought at the end of last year) the Secrets are now both on AND off the walls and interacting with our daily learning!
I also wanted also share this quick parent video that made and send to parents using SeeSaw. It’s a great way to keep parents in the “Secret” learning loop!
And here is one that I sent home about our upcoming sight words.
Tara Settle, 1st Grade Teacher / “Settle on In” Blog
First Grade Reading Intervention Group for Struggling Readers with Lisa Buckley (Tara’s 1st Grade Teammate)
How can the “Secrets” help more capable readers?
Even capable readers get curious at times about why the letters do what they do. In my enrichment group we’ve pondered questions such as, “Why does /eigh/ say “ā” and why isn’t it spelled /ay/?”
We also discuss words like sleigh vs. slay, and how the Secrets help us attack these words in both spelling and reading. These kids know most, if not all of the Secrets, however, they are still curious about the connection to sounds that can represent different spellings. So, we have been using the Secrets intensively to study multi-syllabic words, while looking for multiple Secrets in the words. This helps with both fluency and comprehension when reading more difficult text.
In addition to the Curious George “word work” pictures from my enrichment group shown higher up above, you can see in the pics below how many words the kids found that had the Secrets about /ous/ and /i tries e on for size/.
Here are the /ous/ and /i tries e on for size/ Secrets from the new “Decorative Squares” poster set.
My immense thanks to Tara, as well as her teammate, Lisa Buckley, for taking the time to share how Secret Stories® phonics instruction amplifies their reading/ phonics program and gives kids “warp-speed” access to the tools they need to read and write! I can tell you that when I last left their school, these two were in the process of creating a “green room” in which to film a Secret Stories® Yoga video (I kid you not!) that kids could do during literacy center rotations. I can’t even imagine what this would look like, but I promise to let you know as soon as I find out!
In the meantime, I want to share this picture of Tara in her famous apron, as it’s one of my favorites because in it, I describe how she literally turns herself into a “walking, talking, AND singing Secret Story every morning!
In closing, I want to let you know that I will be spotlighting different teachers for different reasons in upcoming posts, and hopefully, adding some good stuff to your “Secret” teaching bag of tools and tricks! And on that note, I would love to hear (and see!) what you’re doing with the Secrets in your classroom, too! I hope that you will do what Tara and the rest of the teachers you will be meeting have done, which is connect with me through Facebook, Instagram, Twitter, Linkedin, Youtube, or even by just responding to this email! I’ve tried to make it super easy by even adding an upload link for sharing pics and vids to the Secret Stories® website here. (You can also find it all the way at the bottom of the home page of the Secret Stories® website.)
And on that note, the September Contest winner was Melissa Snyder, whose “creative cutting” of her Secret Stories® Original Posters won her a set of new Decorative ones! Congratulations, Melissa! She doesn’t know it yet, but she will be one of the teachers I’ll be tapping, as she’s sent me some great videos from her guided groups, along with some fun games that she plays!
Just check out Melissa’s “clever cutting” of the /i tries e on for size/ Secret, not to mention Sneaky Y®! I especially love her Superhero Vowels®! (To view a great video clip that explains the Secrets of the Superhero Vowels®, Mommy E®, Babysitter Vowels® and Sneaky Y® reading strategies, click here.)
PS I have lots of upcoming conferences throughout this year and into next, starting with theIllinois Reading Conference later next week and the North Carolina Elementary Conference later this month. In early November, I will in Canada for the Early Childhood Education Conference in Edmonton, and later that month, at the Arkansas and Mississippi Reading Conferences. For more conference dates, as well as to learn about school and district workshops nearby that might be possible “sit in on,” visit the workshop page on the Secret Stories® website or on my speaker website.
What Dyslexia Isn’t
As promised, I’ve asked reading specialist, Heather Vidal, to come back and shed more light on dyslexia, what it is, and more importantly, what it isn’t—despite the common misconceptions. If you are a new subscriber, or if you missed Heather’s previous guest post about how she uses Secret Stories® in conjunction with Orton-Gillingham to meet the needs of her dyslexic students, you can read it here.
I would like to preface Heather’s post by addressing the recent debate on use of the term “dyslexia” and its efficacy as a diagnosis for struggling readers, along with the International Dyslexic Association’s definition of dyslexia—
“Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
It’s important to note that while most educational researchers and reading practitioners believe that a diagnosis of dyslexia can help to shed light on a reader’s struggles and identify the best form of intervention, others in the field (including my colleague, Dr. Richard Allington, with whom I presented a series of keynotes at the Vulnerable Readers Summits) feel that use of this label could be a disservice to children with difficulties learning to read.
That said, something that all sides agree on—labels aside—is that there is a wide gap between what we know about the brain and how we teach kids to read, and that the most critical variable in effective K-2 literacy instruction is teacher expertise.
It is vital that teachers know about and understand the brain science so as to properly align instruction with the basic tenets of brain based learning, particularly in regard to what research shows is the weakest link in our reading and writing instruction—teaching phonics.
So with that said, here’s Heather…
Katie has graciously invited me to share more about what dyslexia is (and isn’t!) and why the Secret Stories® method works within a curriculumfor dyslexic students. You can read my other post here) As a reading specialist, private tutor and curriculum developer who works specifically with dyslexic students learning to read, I often get questions about what dyslexia is.
Often times, it is easier to explain what Dyslexia is not:
- Dyslexia does not mean that students read entire words or sentences backwards.
While some dyslexic students do flip letters and transverse words, this is not the only sign of dyslexia, and some dyslexic students don’t do this at all.
- Dyslexia is not a sign of low IQ.
In fact, many children diagnosed with dyslexia are found to have higher than average IQ’s. Dyslexia is not correlated with IQ, but a difference in the way a dyslexic person’s brain works.
- Dyslexia cannot be outgrown.
With the proper instructional approach, students can become excellent readers. However, this does not mean that they no longer have dyslexia.
- Dyslexia is not rare.
While numbers vary, the International Dyslexia Association has found that between 15-20% of people have some degree of Dyslexia.
At one of the first trainings I took regarding the Orton-Gillingham approach, the trainer explained dyslexia like this—
“Imagine comparing a page of text to a brick wall. An efficient reader can see the mortar in between each brick (letter sound) and the different color variations that each brick possesses (the possibilities of letter sounds). If you were dyslexic, you would know you were looking at a wall, but segmenting each brick would be very difficult.”
Dyslexia can manifest in many ways, but all of these ways come back to students having difficulty reading and spelling (and most often, segmenting words into individual sounds.) Since dyslexia is classified as a neurobiological learning disability, the best way to help dyslexic learners is to utilize instructional methods that are compatible with the way the brains works.
Dyslexia is classified as a learning disability that causes students to struggle with fluency, word recognition, and poor decoding and encoding skills (Lyon, Shaywitz, & Shaywitz, 2003, p. 2). Seventy plus years of research has shown that the best way to help dyslexic kids learn to read is to employ a multi-sensory, phonics and linguistics based approach to reading instruction that offers continuous feedback.
All of these tenets are compatible with Orton-Gillingham and Secret Stories approach, but using the two together (in my opinion) is the best way to help students with dyslexia learn to read well. Secret Stories activates the brain’s earlier-developing social and emotional systems for learning (i.e. the brain’s “back-door”) and provides students with meaningful connections to all of the foundational phonics skills covered in an Orton-Gillingham based curriculum.
Are there differences between Orton-Gillingham and Secret Stories®?
When speaking with Katie a few days ago, she shared some of the questions she receives from teachers asking about the differences between the Orton-Gillingham and Secret Stories methods, so for those who are interested, I’ve made this handy chart of the two reading/phonics programs/tools.
By applying a brain based approach to reading instruction through the combined use of these two powerful teaching tools, teachers can reach not only dyslexic students, but all students who struggle with learning to read—providing more meaningful (and fun) ways to learn!
For more information about dyslexia, visit The International Dyslexia Association
Guest Post by: Heather MacLeod Vidal— Learning Specialist & Curriculum Writer for Treetops Educational Interventions, St. Petersburg, Florida
Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and reading. Annals of Dyslexia, 53, 1-14.
I am so grateful to Heather for taking the time to share her insight and expertise! If you have any questions or comments for Heather, you can leave them in the comments below and she or I would be happy to answer them.
And I would love to hear from you too!! I am especially interested to know which reading series or phonics program you use with the Secret Stories® and how you share the “Secrets” in your classroom! Just reply to this email to let me know, as I love to spotlight the wonderful things you are doing and share your insight and ideas with other teachers around the globe….so please don’t be a stranger!
In fact, I am so passionate about this that I’ve even created a monthly contest to make sharing Secret Stories® pics and videos from your classroom super easy! And mow is the perfect time to share those “beginning of the year” classroom pictures showing how you display your Secret Stories® posters, or anything else Secret Stories-related that you have, use or are doing in your classroom!
Secret Stories® Monthly Contest
And if you are on Instagram or Facebook, YOU CAN ALSO WIN by posting one (or both!) of the product pictures above with the Secret Stories® link— http://TheSecretStories.com to your Facebook or Instagram Page! Just be sure to tag me @TheSecretStories and remember to use the hashtag #SecretStoriesPhonics so that I can see and “like” them! (Feel free to shoot me an email if you don’t receive a “like” from me on your post/posts, just in case I miss it!)
Until Next Time,
Learn the “Secrets” About Orton-Gillingham Phonics Instruction
Yay! Look at me!! I’m actually setting a new record with TWO blogs in two weeks! Although I guess I’m kind of cheating with this one, as I didn’t write it myself! Instead, I found an expert in Secret Stories® and Orton-Gillingham phonics instruction to write it for me…. all except for this beginning part and the end! :-).
I had actually wanted to get this posted sooner, as I get so many questions about whether or not Secret Stories® can be used with Orton-Gillingham phonics instruction, and if so, how.
If you’re familiar with or already use Secret Stories®, then you know that it is not a phonics program, but the brain based “gas” that makes your existing reading/phonics instruction go! The Secrets are more like steroids that pump-up your existing reading curriculum and/or phonics program to make the learning go “warp-speed!” Secret Stories® isn’t more reading instruction, just better, as the Secrets are always there…. always teaching, and always ready for immediate use! (This was the focus of my previous email, which if you missed, you can read here.)
Orton-Gillingham phonics instruction, like Secret Stories®, is a multi-sensory approach to reading. I love seeing the two paired together, as they are a reading “dream-team!” They compliment each other beautifully, with Secret Stories® fast-tracking learner access to “high-leverage” phonics skills that can otherwise take years to acquire, and Orton-Gillingham providing an optimal reading and writing “playground” on which kids can use them!
But rather than me trying to explain, let me introduce you to Heather, a learning specialist and curriculum writer from St. Petersburg, Florida, who is an expert in Orton-Gillingham phonics instruction. She has been using OG in conjunction with Secret Stories® for years, and has some valuable insight and ideas to share!
Hey all, and greetings from sunny Florida!
I am so excited to write a guest post for Katie because I LOVE, LOVE, LOVE Secret Stories. You see, I work as a reading specialist in a fabulous school in St. Petersburg Florida, and I actually write my own Orton-Gillingham phonics-based curriculum to help meet the needs of my kiddos.
For those of you that aren’t familiar, Orton-Gillingham is a multi-sensory approach proven to work with students struggling with reading, writing, and spelling. It is primarily suggested for students diagnosed with Dyslexia (which some numbers put at 17% of the population!). Here’s the thing though….sometimes, working with the same approach every day can get a little bit stale for students. This is where Secret Stories comes in!
As a reading specialist, I have the amazing luxury of seeing students in a one-on-one environment, so I scaffold all of my lessons for each student. The amazing thing that I have found about Secret Stories is that I can jump around and hit the Secrets as they align with my Orton-Gillingham phonics instruction lesson plans.
This means that when we cover open syllables, I don’t have to teach “vowel y” anymore. Now my students know the Secret Story about Sneaky Y®, the “sneaky cape stealer of e and i!”
We act it out with pillowcases that have Sneaky Y’s with /E/ and /I/ felt letters glued to them. My students can get into the role by simply clothes-pinning the correct cape to their shirt as they read a given word.
Sneaky Y® Capes
(For another cute “teacher-made” idea for Sneaky Y® storytelling with and hands-on fun, check this out!)
When it’s time for Secret Stories Mommy E® to make her debut, my hair goes up in a bun and my glasses are placed promptly on my face. My students love how insistently I ask them to speak up and “say your name”, and I love that they remember the Mommy E® rule!
Secret Stories Mommy E® tells any vowel that’s one letter away, “You Say Your Name!”
You see, this type of multi-sensory activity is precisely what Orton-Gillingham phonics instruction is all about. Without getting too technical, in order to build connections (known as “synapsis”) in the brain, we need to provide students with meaningful ways to remember a given skill. The more meaningful, the more connections, and the more the learning will “stick!”
You can repeat yourself 50 times, but if it is not in a way that is meaningful to your student, they still might not remember it! I promise you, your dyslexic students are much more likely to remember a skill if they have something special to connect it to!
Here’s the thing though, Secret Stories and OG do not have to be paced side by side. This year at my school, something really special started happening. One classroom teacher started using Secret Stories, and I saw glimpses of understanding in those students before having the Orton-Gilligham phonics instruction.
One of my kindergarteners who is severely dyslexic came to me on the day that I was planning to teach the /th/ rule in with Orton-Gillingham, and something amazing happened. She noticed that I had written several /th/ words on the whiteboard. I kid you not, my student said, “T and h are so rude to each other! They are always sticking their tongues out at each other!”
I nearly fell out of my chair! This was a student who had just recently mastered her consonant sounds after months of intensive Orton-Gillingham phonics instruction tutoring. Yet, here she was, teaching me about a skill that she had already learned after hearing it just a couple of times in her class. This initial introduction in her class stuck with her so that by the time she was ready to work with me on the skill, she already had an idea of what the consonant digraph should look and sound like. And that is the magic of the Secret Stories!
This is her writing sample after just one day of explicit /th/ phonics instruction. Notice that while she still has many areas to work on, she correctly identified the /th/ in both its unvoiced (“with”) and voiced form (“the”). These connections continued throughout the year, and my students from that classroom were more prepared to tackle new skills since they had been introduced to the Secret in their classrooms.
Kindergarten writing sample: “I go with my dad to the playground near my house.”
Orton-Gillingham phonics instruction can (and in my opinion should) be used with Secret Stories brain based phonics stories in order to help build the neural pathways necessary for learning phonics skills. I am so glad I found the Secret!
If you are interested in more on how Orton-Gillingham phonics instruction works with Secret Stories, I will be doing another post on this topic for Katie soon, so stay tuned!
Guest Post by:
Heather MacLeod Vidal
Learning Specialist/ Curriculum Writer for Treetops Educational Interventions
St Petersburg, FL
I want to thank Heather for taking the time to share this, as I think it’s great information for all those wondering if and how Secret Stories® and Orton-Gillingham phonics instruction could be used together. And as Heather mentioned, I will be sharing two more posts on this topic that Heather has written for my blog, which should be posted there within the week.
And if you would like to read more about Secret Stories®, I would invite you to check out this recently published article published in the Arkansas Reading Journal, which you can download here. I am excited to say that I will be one of the keynote speakers at the Arkansas Stage Reading Conference this October! It’s an absolutely phenomenal conference and one that’s definitely worth traveling to, even if you live outside the state.
Until Next Time,
PS If you didn’t know about the two NEW products releases this summer (or if you haven’t checked your Facebook, Instagram, Pinterest or Twitter accounts all summer!) you can check them out here! The “Decorative Squares” Posters are sold separately as well as in a Secret Stories Classroom Kit, and the new phonics Flash Cards have the Secret Stories® pictures on one side and the abridged story on the back!
Kids don’t need MORE reading instruction, they need better reading instruction… and taught with the brain in mind!
Happy Summer to All of My Dear Teacher (and Principal) Friends!
I know it’s been a long time since you’ve heard from me, but like many of you, I haven’t stopped running, and feel like I am still waiting for my summer to start! That said, my mental “laundry list” of things I need to tell you has now grown SO BIG that my brain simply can’t hold any more! And on top of that, there is one that I have been bursting to tell you, but I wanted to make sure that we had all of the kinks worked out first. If you follow on FaceBook or Instagram, you have probably heard about it.
There is a new Secret Stories® website! And it is AWESOME!!! I am not just saying this because it’s my website, because it’s not…I actually made it for you! It spotlights real kids in real classrooms with real teachers, and it is my hope that it will help to shift the traditional mindsets about what kids can do and how easily they can do it when you follow the brain science!
I have heard from so many teachers and administrators (who consider themselves long-standing members of the Secret Stories “tribe”) who say how difficult it can be to explain to those who don’t know how Secret Stories takes half the time, but gets kids twice as far…. and how the Secrets “live” in between the reading and writing that you’re already doing each and every day. How its always there, always teaching.
This new website makes it easy by “showing,” rather than telling— juxtaposing traditional curriculum-based scope and sequences and sight words lists with video of actual kids, pics of their writing and real teacher commentary. This site was created by teachers, for teachers (and for their principals), and most importantly, for our kids… because they can’t wait.
To give you an idea, here is one of my favorite examples from the homepage, which is actually just a snippet from one of my favorite pages, that happens to have the same name as the title of this email— “Not More, Just Better“….
The above screen shot is actually from the homepage, so to watch the video clips, you need to access it directly, here. From there, you can dig into the scope and sequences for phonics skill introduction of the major reading series and phonics programs (incl. Wonders, Journeys, Fundations, Letterland, Zoo Phonics, etc..) through 3rd grade, and then watch preK, kinder and first graders not only using the so-called 2nd and 3rd grade skills (a.k.a. “Secrets”) to read and write, but actually teachingthem, begging the question….Why Wait?
Again, the videos above will only play from the page directly, here.
All around the site, you can explore brain science research, strategies and methods, student writing, videos, teacher and administrator perspectives, and even access free posters and other downloads, with lots more to come soon! You can also check out reasons #2 and #3 for this email, which are both new products that have been the most highly requested over the years…. flashcards with the stories printed on the back AND multi-colored posters!
So here’s a sneak peek at both, but you can see lots more on the site in the product section, which is now so well organized that it’s super easy to find exactly what you are looking for, and see lots more pics!
The 6×6 inch flash cards have the pictures on the front and the stories on the back, and are made from the heaviest card stock, but with a beautiful “magazine” coating finish that “little fingers” will love!
The 12×12 inch decorative square posters are printed in whimsical colors of blue, pink, green, lavender an yellow— which many of you actually helped to pick out on social media!
They have so many uses beyond just display, and are the perfect size for whole group Secret games and play (which you will soon be able to read more about on my blog, which is now on the new site as well, but in need of a little tweaking after the move from Blogger to WordPress.)
And for those who have older posters sets and are considering upgrading, all of the Secret Stories® poster sets can be ordered separately (as well as with the kit, which includes the book & CD). And so you know, your old posters make an awesome “big book” that kids will beg to take home and share with parents. When I was in the classroom, one of my best student incentives was my “Big Book of Secrets” (made from my old poster set) that my best “Secret-Spotter” got to take home as a reward each week. And my parents loved it too, as they got to learn all of our Secrets!
I also wanted to share my other favorite page, which I think is equally eye-opening, especially for those who don’t understand how Secret Stories® makes use of brain science to fast-track early (and struggling) learner access to the “whole” code that kids need to read and to write. It’s called “What About Sight Words?” and here’s just a bit…
I promise that there’s a whole lot more that I can’t even begin to share here, and so much more for you to explore! I hope that you will not only visit the site, but that you will kick your shoes off and stay a while, as there is so much inspiration there from so many amazing teachers and kids! And for those who’ve been a part of the Secret Stories Tribe for a while now and sent me pics or vids from their classrooms over the years, don’t be surprised if you find yourself there, as well! And if you don’t, I’m still posting, so you will soon- Lol!
And for those who are relatively new to Secret Stories, or just haven’t gotten around to sharing your Secret Stories “stories” (i.e. pics, vids, writing, etc…) now you can! I’ve made it super simple with automatic upload directly through the site, and you could win a prize! You can even use this feature to spotlight your very own Secret Stories Student STARS! I would love to share Secrets Stories moments from your classroom, so click here and join the tribe!
Finally, reason #4 for this email is to let everyone know (albeit totally last minute) that I will be speaking at the ILA (International Reading Conference) in Austin, Texas on Saturday ….as in the day after tomorrow! If anyone reading this is planning to attend (or is already there!) please shoot me an email and let me know, as I would love to meet up tomorrow night! You can check out my other speaking dates here, although many school PD and conference dates haven’t yet been posted. And if you can’t make a conference or school workshop, you can still access my interactive handout download, which you can find here. It’s the next best thing to being there! ,
Wow, that was a whole lot to share, but I feel much better now you’re all up to speed!
And hopefully, I got this out in time to actually catch some of you at ILA this weekend. If so, we will be sure to take pics and post them on Instagram, which you will be able to see (even if you’re not on Instagram) at the bottom of the homepage…. pretty cool, huh!
With Warm Wishes for a Happy & Healthy Summer!Katie
PS For those who have emailed about using Secret Stories® with your existing reading curriculum, or even a supplemental phonics program, please know that this is the ideal, as Secret Stories® is not a program, but simply puts meaning where there otherwise wouldn’t be to speed up learner-access to the code and makes the learning go “warp-speed!”
And more specifically, for those who have asked about using Secret Stories® with the Orton-Gillingham Approach (as well as with Dyslexic Learners) there will be a three-part blog post/newsletter coming out soon (hopefully late next week) on these topics, as well as one on Secret Stories® classroom games, and even a Bingo download that I know you will love, so stay tuned! And to make sure that nothing gets lost in your spam/junk folder, be sure to add me to your contact list— Katie@KatieGarner.com
Now instead of a bus driver, imagine that you are a merry-go-round operator, and the skill you are teaching is one of those pretty horses on the merry-go-round that keeps on spinning round and round. Opportunities to jump on are constant and ongoing, as it’s literally impossible to “miss” the merry-go-round!
If teachers in preK or kindergarten introduce a letter of the week, what happens when a student misses “D” week because he’s out sick? Worse yet, what if he is out for two weeks and misses both “D” and “E” weeks? What if a learner isn’t developmentally ready for kindergarten and hardly picks up any of letter sounds the letter sounds introduced that year?
When it comes to reading and writing and the skills kids need to do it, this conversation becomes critical. Traditionally, the “code” that’s needed to read and write— from the individual letter sounds, blends and long and short vowels, to the silent e/Mommy e®), Sneaky Y®, digraphs, vowel combinations and VCCV/VCV/Babysitter Vowels®— are all “chopped-up and divvied-out” for formal introduction across multiple grade level years (PreK-2nd), which means that kids simply cannot afford to miss even ONE bus along the way….not if they’re supposed to be done “learning to read” by the end of second grade and ready to “read to learn” by third.
Closing the distance on all of the “missed stops” (i.e. phonics skills) in such a short amount of time is extremely difficult and rarely happens with traditional methods of instruction. Instead, kids who missed buses along the way must learn to compensate for the “holes” in their skill ability by memorizing more sight words and becoming better guessers, as the instructional focus is no longer on teaching the reader, but on teaching the reading. Struggling readers will carry these gaping holes with them through subsequent grade levels, where they become stuck on the instructional hump between learning to read and reading to learn.
The critical skills that kids need to read and write must be banned from the bus. They belong on the merry-go-round! And if you are using Secret Stories® to underscore your existing reading curriculum and instruction, then the merry-go-round is already spinning around in your classroom, though you probably didn’t even notice it.
Every time you tell or retell a Secret, you are giving students another opportunity to jump on!
Each time you ask if there is a Secret in a word they are trying to read, or if they hear a Secret sound in a word they can’t spell, the merry-go-round is spinning…. solidifying a “deep-in-the-gut” level of skill-ownership for those who have already jumped on, while continually circling back for those not quite ready.
Using Secret Stories® to underscore existing core reading instruction makes it impossible for anyone to miss the bus because the Secrets just keep coming back— shared and re-shared, told and re-told, used and re-used— as students read and write across all content areas and throughout the entire instructional day.
(Thank you, Tara Settle, for that great description!)
By targeting phonics skills to the earlier developing, affective “feeling” domain, Secret Stories® empowers learners as young as kindergarten with high-leverage phonics skills, like Mommy E® and the Babysitter Vowels®, providing the much-needed “trigger” for determining whether a vowel will be long or short. And the same Babysitter Vowel® Secret that beginning readers need in order to decode words like making or motor, upper-grade readers can use to hibernating or migration.
And that merry-go-round just keeps on spinning— providing ongoing and never-ending opportunities for all kids to hop on when they’re ready! And hop on, they will because Secret Stories® transform the code from skills they have to learn into “secrets” they WANT to know!
Teaching phonics is not intuitive, but many things that great teachers naturally do are! Today’s educators can take advantage of the advancements in new technology and brain science to hone their teacher-instincts and streamline instructional practice.
An awareness and understanding of the brain science as it relates to best teaching and learning practices calls into question not only what we do, but also how, why, and even when we do it. It empowers us to go further— to be better, stronger and faster (think the Bionic Man!) and to hone our best teaching tools to perfection! “Neuroscience speaks loud and clear to educators, but it is up to us to heed its message!” (Dr. Kurt Fischer, Harvard University)
Finally, I want to let everyone know that I have dragged myself out of my comfort zone to learn about and become more active on Instagram. If you’re already on Instagram, you can find me @TheSecretStories, and if you’re not, you can get started with me! I’ve learned (and posted!) there every day over this past week, and have really enjoyed the more personal level of engagement and interaction that Instagram offers. I will continue to post there daily (cuz it’s a lot easier than composing a semi-well worded blog post— Lol!) sharing the latest research, live videos, YOURS and other teachers classroom pics and vids, as well as some behind-the-scenes conference and PD fun!
My hope is to create a special space where we can communicate, collaborate, grow and share as a Secret Stories® tribe, as well as continue discussions started in emails like this one. I really hope that you will join me! (And if you do, be sure to use the hashtag #SecretStoriesReading and #BrainRead in your post so that I see it.
PS I will be doing multiple featured sessions at the Michigan Reading Conference next weekend, and the North Carolina Reading Conference the weekend after that, followed by the Montana State Title I Conference, where I’ll be doing a morning keynote and multiple breakouts. And if you would like to check out my spring/summer speaking dates, or schedule a school or district PD/workshop, just click here.
Teaching Sight Words— Never Make Kids MEMORIZE What They Can READ!!!
The Secret Stories are the life-blood of our classroom. They are always in view, always in our whole and small group conversations. We couldn’t read words without them. They are our best friends. They are always there, always teaching. They are the tools that students will take with them to the next grade!” —Tara Settle/1st Grade Teacher
How to Be a Good Word Doctor
So here is Tara’s “Head-Bop” Word Doctor Strategy that you can start sharing with your kiddos!
(Keep in mind that this strategy is of much more value to kids who know the Secrets, given that they can decode almost everything except these words; whereas those who don’t know the Secrets, especially those in kindergarten and first grade, are likely unable to decode so many words that these are just the tip of the iceberg. This is due to the incredibly slow pace of phonics skill introduction, as per the grade level “scope & sequence” in common reading series and/or phonics programs.)
The “Thinking” Vowels—
Sometimes a vowel just can’t make up his mind which sound to make… “Should I be long?… Should I be short?…. I just can’t make up my mind— Uhhhhhhhhhhh?” (And here is where you give yourself a big BOP ON THE HEAD while making the “uhhhhh” sound, while prompting the kids to do the same!)
This handy “action-based” cue easily prompts kids to try the schwa, or “uhhh,” which is the MOST LIKELY sound-alternative for vowels that “stray” from their original sounds, allowing them to now easily decode: of, was, some, come, done, want, from, love, nothing, brother, again, around, among, another, something, etc… (For more tricks like this, as well as how to know when words really do have to be sentenced to jail time, you can check out this post.)
What I love about Tara’s trick is that, like the Secrets, it gives beginning and struggling readers even more power over text, minimizing the need to memorize words that can actually be read! Plus, look at how many words can now be “paroled” from Word Jail!
Thanks to Tara and her student word doctors who who identified this tricky vowel-shifting pattern, kids all across the country now have a lot less sight words to memorize!
For more on “teaching the READER, not teaching the reading,” as well as insight into the brain on memorizing sight words vs. decoding text, click here or on the pictures below!
You can also check out Tara’s most recent post for more on how she doesn’t teach sight words, here!
Join in the discussion on Facebook! Check out the original post by clicking the image on the left, below! And thank you so much to Tara, who actually has her own interactive blog with lots of oodles of resources for teachers! It’s called “Settle On In” and you can find it here.
And for those who just can’t get away this summer, no worries! The National Title I Association brings the speakers to you with their Video On Demand series! There are so many amazing sessions, and now you can watch them all from home!
You can watch highlights from my featured Title I presented here, or by clicking directly on the video below. The full-length presentation is also available as part of Title I’s subscription series, but you can view it free in its entirety here, along with lots of other video clips from conferences, school and district PD Workshops, video blogs and more on the Secret Stories® YouTube Channel.
But for early and struggling, upper grade learners, this “trick” can actually be more confusing than the problem it solves, thus making an already difficult task seem even more complicated, especially for the average “concrete-thinker” (which early learners are).
If you’ve been following my blog (or are using the SECRET STORIES®) then you know how quickly and easily the Mommy E® and Babysitter Vowels® secrets are an easy-fix for this pervasive problem. This is because kids already know that when their Mommy (or Babysitter) is nearby, they have to behave and do what they’re told! And when they are not, all behavior-bets are off!
|Click here to learn the “Chin-It” Trick that these kids are using in the picture above!|
Framing the abstract VCV/VCCV concepts in this way activates the affective thinking (“feeling”) domain— an earlier developing area of the brain that is far more accessible to very young and/or struggling learners, making it a perfect “backdoor-route” for critical skill acquisition!
For more on Mommy E® and the Babysitter Vowels®, watch this short video clip below.
These “social-emotional” (affective) learning connections to Mommy E® and the Babysitter Vowels® are already deeply entrenched within the learner, and it is this inherent understanding that easily and effortlessly drives their decision-making when working with unfamiliar text.
Simplified alternatives, like Sparkly E or Magic E are less effective for a couple of reasons:
—Listening to mommy or a babysitter is already rooted in what kids already know and understand , as they are part of their social emotional framework of understanding. However, Sparkly E and Magic E are random and arbitrary, and therefore require an additional step in the learning process before they can be applied.
—Sparkly E and Magic E only apply to one syllable words ending in silent e (bike, rake, use, etc…) and does not help kids to decode all VCV/ VCCV words, like: going, making, rider, motor, etc… They don’t provide much bang for the instructional-buck, as they only work when there is an e at the end, and otherwise leaving learners “high and dry!”
Kids who know the Secrets can easily crack even more advanced, multi-syllabic words, like hibernate! All they need to know is that much like their own mommy, sometimes Mommy E® just has to get out of the house! When she does, she’ll put another vowel in charge to babysit, and he does exactly what Mommy would do if she were there, which is tell any vowel that’s one letter away, “You say your name!” Works like a charm every time!
So let’s see just how easy this is, even for kindergartners!
Knowing the Mommy E® and Babysitter Vowels® Secrets instantly equip even the youngest four or five year old learners with the “best-betting odds for Las Vegas” when it comes to the most likely sound a vowel will make—even in words they’ve never seen before!
That’s the benefit of targeting phonics instruction to the earlier-developing, affective “feeling” domain, rather than the later developing, executive functioning centers. It’s also why these brain-based tricks for critical phonemic skill mastery are a ‘must-have’ for every reading teacher (and their students!)
So back to the original question about how to know how many /t/’s to use when spelling the word butter. Watch this short video clip from a professional development workshop to find out!
Start sharing “secrets” with your class tomorrow!
Download the FREE Secret Stories® “Appetizer” Anchor Poster Pack
Sight Words…. Friend or Foe?
A Stanford University brain study on sight words and how brain waves differ when kids memorize vs. read (i.e. decode) word them
And the research says?
“Never MEMORIZE what you can just READ!”
(Before reading further, be sure to read this first.)
—Dr. Bruce McCandlss (Click here to access the study.)
So then why DO we require our earliest grade level learners to memorize SO many sight words?
That’s easy. It’s because they can’t READ them!
Even common and easily decodable words like: the, she, are, how, they, too, day, girl, boy, more, too, etc… become “sight words by default” for learners without access to the whole (phonics) code. This only adds to the overwhelming number of so-called “sight words” that early age learners have no choice but to memorize in order to “read!” Such memorization tasks are not only developmentally inappropriate but require a vast amount of instructional time and resources (assistant and volunteer time, activities, material, etc…) and are far from ideal, based on the Stanford Study, above.
Yet, early grade teachers encourage beginning readers to rely heavily on sight word memorization in order to reach the required level of text assessment. This over-reliance on sight words is primarily due to beginning grade learners’ gross lack of phonics skills in relation to the required level of text assessment…. and so begins the sight-word parade!
The traditional grade level walls of phonics skill introduction severely limit early learner-access to the code, causing teachers at the beginning grade levels to use sight words to compensate for all the skills students don’t yet know. This is why in many districts, learners must memorize hundreds of sight words prior to the end of second grade, forcing many kindergarten and first-grade teachers to focus their instruction on teaching the “reading” and not the reader.
Brain science has carved out a perfect “backdoor” path for learning that’s rooted in the earlier-developing and more readily accessible affective “feeling” domain. Through this backdoor learning channel, phonics skills are acquired as “secrets” that kids WANT to know, not taught as “rules” they have to learn. Secrets explain letter sound behavior in a way that mirrors kids’ own behavior, thereby allowing them to more easily predict the most and next most likely sound behaviors of letters in text, and just as easily as they would the behaviors of their own classmates! Kids who know the Secrets are able to decode approximately 95% of the most commonly memorized sight words— even in kindergarten. That’s a whole LOAD of so-called “sight words” that no longer have to be memorized, and allowing more time for actual reading and writing!
|Sneaky Y® Secret!|
By taking advantage of the brain science and tapping backdoor learning pathways that accelerate learner-access to the whole code, we can break down the grade level walls of phonics skill introduction so that learners don’t have to wait three to four grade level years for access to the whole reading and writing code! As Dick Allington says, “Three to four grade level years is just too long to make learners wait for the whole code.” Such is the guiding premise behind the Secret Stories® and my personal passion as teacher and education speaker!
For a quick overview of how we can make use of the brain science to accelerate learner access to the code, check out the “big ideas” from my featured lecture at 2017 National Title I Conference.
For a step by step “how-to” to get started with telling Secrets in your classroom, watch the vlogs (in sequence) starting with the one, below! :-)
|Secret Stories® Superhero I|
|Secret Stories® Phonics “ie” Secret|
The measure of intelligence lies in the ability to see patterns where others see randomness.
|“It’s neurobiologically impossible to think deeply about things you don’t care about.”
— Dr. Mary Helen Immordino-Yang (Harvard Neuroscientist)
|Secrets make information important to learners,
marking it for memory and prioritized learning in the brain.
And if you were wondering how these first graders so easily identified the different sounds for gh, you can learn the Secret in the video, below. (Note the little girl standing next to the lady who is re-telling the Secret, as she is watching her closely to make sure that she doesn’t screw it up— Lol!)
Moving Phonics Instruction from Apathy to Engagement
|Secret Stories® Phonics— Accessing the Affective “Feeling” Domain|
|“Giving” Phonics Skills, Not “Teaching” Them for Accelerated Access to the Code|
|For More “Kid-Made’ Versions of the Secrets, Check Out This Post!|
I just wanted to share our latest first grade classwork at St. Thomas More in Baton Rouge. My student made up their own Secret Story posters…..”Drop the “y” to add “ed” and “es! We adore our Secret Stories! I’d feel so lost without it! My school sent me to New Orleans a couple of years ago where I got to meet you and listen to you speak. Afterward, I went home and purchased the Secret Stories Classroom Kit as soon as could!
Thank you so much.
You don’t know how many little lives you’ve changed.
PS Every K-4 classroom in America needs to implement Secret Stories!
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