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!
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
Phonics on Steroids: “Warp-Speed” Access to the Reading & Writing Code!
These 6 kids were engrossed in telling the Secrets (and trying to figure out the ones we haven’t learned yet!) The little guy in the stripes has become our unofficial “Word Jail Warden!” He can spot an ‘Outlaw Word’ a mile away! We will start ‘paroling’ some of them soon!”
Kjersti Johnson- Kindergarten Teacher
A Guest Post by Kindergarten Teacher Kjersti Johnson
As teachers, I think we have all had that moment when we sit down with one of our students and they completely knock our socks off! This post is all about one of those moments.
Yesterday, I had just gotten my afternoon class of kindergartners settled into our Dailies….they were spread around the room, some reading, some writing, some listening to books on iPod shuffles, and a few shopping for new books.
I looked around to see who I would confer with (one of my favorite times of the day, by the way!) I started with Abel.
Now let me tell you about a little kindergartner named Abel.
He is one of the sweetest little guys I know. He has an amazing smile, and he is also VERY excited about learning!
He is an English Language Learner who entered kindergarten knowing 7 letters and 0 sounds. He worked SO hard the first weeks of school to learn his ABC’s and by October, he knew ALL 52 upper and lowercase letters! (the Better Alphabet Song was a huge success!)
So back to yesterday……
I sat down next to him and asked him to read to me. That’s when he pulled out Arthur’s Halloween.
I looked at him and said, “Oh, this looks like a great picture read. Can you tell me a story to go with the pictures?” This is kindergarten after all, and it’s a tough book! He gave me a strange look, and then…….He was READING it!
Later in the day, I had him read it again so that I could video it, and here he is reading Marc Brown’s Arthur’s Halloween.
ELL Kindergarten in October—”Spotting Secrets” in Arthur’s Halloween
|Secret Stories® Phonics Head-Bop Trick for Fickle Vowels|
“Night”….with its tricky gh?
|Secret Stories Phonics Secret— Positional Sounds of gh|
Didn’t stump him. He saw that Babysitter Vowel® o telling e to say its name! He also spotted o and r—who can “never make up their minds when they get together,” and read it like a pro!
That Sneaky y® didn’t trick him!
|Secret Stories Sneaky Y® Phonics Secret|
Then we got to “making”….
He knew it wasn’t right when he first read it, but then he remembered the Secret! (and please excuse me telling another student, TWICE, to go color their work! ;-)
|Secret Stories Babysitter Vowels®— How to Know Whether a Vowel Will Be Long or Short?|
Rough-housing ou and ow saying “Owwwww!” No worries.
|Secret Stories® Phonics ou/ow Secret!|
“Look and spooky”….?
Knowing the Secret, he switched sounds for oo like a pro!
|Secret Stories® Phonics oo Secret|
I was BLOWN away! And so I made poor Abel read that page to everyone I could find! I was so proud of him! (and by the way, he is determined to read the whole book now, and I have no doubt that he will!)
This morning, I shared the video with my principal, our Dean of Students, and our LAP teacher. The question of how and when I use the Secret Stories in my class came up, and I thought to myself, “When don’t I use them???”
The Secrets aren’t limited just to “reading” time. We use them ALL DAY LONG, which in half-day kindergarten, is only about 2 hours and 40 minutes. (Oh, did I forget to mention that I teach half-day kinder?!) That’s not very long, which is why getting the most bang for the buck in the short amount of time we have is critical. Secret Stories® makes what used to seem impossible EASY! (It’s like phonics on steroids!)
We look for Secrets in our poems…..
We use yellow and blue for “popcorn” words. We “butter” the new ones and put blue dots under the ones that we already know. Then we use a green highlighter to find Secrets.
And honestly, I have to say, now that the kids know the Secrets, I spend almost no time at all on memorizing sight words, except for the small handful that really break the rules and have to go to jail, as most of the words the kids can just read.
We look for Secrets in Science….
Look at the picture above to see how many variations of the word hibernate we found when reading our big book in our whole group Science lesson! One of the kids spotted the er Secret, then another spotted the or and ing Secrets, and we were off! Next came the Babysitter Vowels®, which they used to help them figure out whether the vowels would be long or short. Some students knew the Secret sounds immediately, and others had to check the posters first before sounding out each part, but they were all able to read all of the words— and write them!
No one was left out of the reading and writing fun because we all had one thing in common— we all knew the Secrets! That day, we did more reading and writing in Science than in our designated reading and writing blocks, combined! What better way is there to show beginning learners what these Secret skills are actually for!
My favorite thing is what happened the following day when I was working with a small group and heard Abel yell from his seat across the room, “Mrs. Johnson! Mrs. Johnson! Look, I found the word hibernate in my book!”
And sure enough, he had.
ELL Kindergarten in October—Arthur’s Halloween
We use Secrets when we write…..
See the ow and ing in snowing and the ou in mountains!
|We look for Secrets when we read the directions on our math papers.|
Words like draw and count with the “letters who love each other” (au & aw) and the “letters who don’t” (ou & ow) can’t fool us!
|Spotting Secret Stories® in Math!|
|As usual, ou & ow are not getting along!|
|The “anniversary” of au & aw Valentine’s Day!|
I almost never have to read the math story problems to my kids anymore because they can do it all by themselves using our Secrets!
Secret Stories® has opened up so many possibilities…..
There seems to be no limit to what my kindergartners can do. It has really changed everything.
And while I do still have kids that are just chugging along at their own pace, like sweet little Abel, they are ALL sucking up the Secrets— even those who are not always ready to apply them. And that’s okay, because I know they have the “keys” in their pocket that they will need to unlock the words they want when they are ready, just like Abel did.
|Transforming letters and sounds from skills they have to learn
into Secrets they want to know!
Thank you, Kjersti!
I can’t thank Kjersti enough for that deep dive into all of the wonderful things that she’s doing in her kindergarten classroom. I will be doing a part 2 “follow-up” to Kjersti’s post, so stay tuned! (You can catch another post by Kjertsti here!)
And if you haven’t tried the Secrets but would like to try sharing then with YOUR kiddos, you can download this mini-poster “appetizer” anchor pack FREE!
Secret Stories® Makes Phonics Make SENSE!
Try a “taste” of the Secrets with YOUR class and see the difference they make!
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