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.”
A Guest Post by Heather Vidal, Orton-Gillingham Reading Specialist
Katie has graciously invited me to share more about what dyslexia is (and isn’t!) and why the Secret Stories® method works within a curriculum for 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, but it’s actually easier to explain what Dyslexia is not.
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 cannot be outgrown.
With the proper instructional approach, students can become excellent readers. However, this does not mean that they no longer have dyslexia.
Using Secret Stories® to Fast-Track Orton Gillingham Instruction
So what does all this have to do with Secret Stories®?
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.
Differences Between Secret Stories® and OG
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.
Hopefully this helps clear up some of the differences, but if you have any questions, please send them my way— TreetopsEducation@gmail.com. You can also check out my Teachers Pay Teachers Store here.
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!
Heather MacLeod Vidal is a Orton-Gillingham certified reading specialist and curriculum writer for Treetops Educational Interventions in St. Petersburg, Florida.
References 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.
https://www.thesecretstories.com/wp-content/uploads/2020/03/IMG_8148.jpg8961014Katie Garnerhttps://www.thesecretstories.com/wp-content/uploads/2018/07/Secret-Stories-Phonics-Method-Logo-1-copy.pngKatie Garner2018-08-21 09:15:062021-01-06 18:53:21What Dyslexia Isn’t….and How to “Fast-Track” Orton-Gillingham Phonics Instruction with Secret Stories®
I have been a Reading Specialist for thirty years, as well as an adjunct university professor. I have enjoyed great success with the Secret Stories, and my kindergarten through fifth grade students have had such an easy time mastering them and their reading levels have soared! Have you ever thought about adding more Secrets? For example, what about for these patterns, below?
Laura also sent a little note from Ella, who’d asked me to write more stories, and also to let me know that her favorite Secret Story was the one about /th/…..which is just too cute!
“We had fun learning the Secret Stories. Can you write (more) stories? My favorite is TH!” From Ella
I LOVE questions like these, so thank you to Laura and Ella for reaching out to ask them! Questions like this provide the perfect opportunity for me to open up a big can of worms when it comes to the way we traditionally think about phonics and reading instruction, in general.
Secret Stories® is not like traditional phonics, nor is it like any phonics or reading program. There are no “grade level walls” that delay access to the code kids need to read and write The Secrets simply put meaning where there would otherwise be none, so as to shift instruction from brain-antagonistic to brain-compatible.
How to Predict the Most Likely Sounds of Letters in Unknown Words
Take -le, for example, as in words like little or middle. There is no Secret for the –le sound because it’s not necessary in to read the words— not if learners know that the /e/ at the end won’t talk anyway. (Mommy E® is supposed to tell any vowel that’s one letter away, “YOU SAY YOUR NAME!” However, I like to tell kids that “Sometimes mommy’s there, but she’s just too tired to care!” ex. have, because, riddle, etc…)
Likewise, if a phonics pattern is so rare that it would be of minimal use to elementary grade level readers, then it is not addressed with a Secret. In such cases, experience is the best teacher, so the key is to get enough real skills under learners’ belts so that they can get up and running with text, and allow text experience to fine-tune learners’ skills. An example of this would be the silent t in words containing the -st or -stle pattern, as in whistle or listen. This sound spelling applies to so few words that it doesn’t merit the time and space it would take up in beginning or struggling readers’ brains. Moreover, learners how know just enough Secrets to read the rest of such words would likely be able to make the adjustment to figure out the word.
The key to being able to successfully give beginning grade learners everything they need is not to burden them with anything they don’t need. (Sorry for the double negative, but hopefully you get the drift!) In simpler terms, don’t get caught up in the minutia! The ultimate goal is GET KIDS READING by not taking 3-4 grade level years to deliver the “whole” code they need to do it!
By using brain-based connections to make phonics make sense, we can accelerate learner-access to the “whole” code that’s needed to read and write—rather than divvying it out in grade-level “bits and pieces!” This allows beginning grade learners to start gaining valuable text experience years earlier than they otherwise could. And READING is a far better teacher than we will ever be!
In addition to providing logical explanations for letter sound behavior that the brain craves, Secret Stories®also accounts for their “next-most likely” default sounds — all of which are embedded into the sound posters. Because these defaults follow the same social emotional “feeling” based logic that drives learners’ own behavior, even inexperienced, beginning readers (and upper grade struggling readers) are easily able “think-through” the alternative sound behaviors of letters in unknown words instead of just having to memorize them (as exceptions).
Filtering-out the fringe and streamlining the most common letter sound behaviors offers kids a new way of thinking about phonics. Instead of the binary “rule/exception” approach to phonics, Secret Stories® aligns letter behavior with kid behavior, making sounds easily predictable. It is within this “hierarchy of likelihood” that young and inexperienced readers are easily able to logically deduce the most and next-most likely sounds of letters, even in words they have never seen before.
Finally, there is one more point I need to make before I specifically address why there are no Secrets for the words above. Just as apples won’t fall far from the tree, letters won’t stray far from their sounds! This handy saying can be used to help both students and teachers, alike to convey the flexible thinking that’s needed to effectively work-through the most and next-most likely sound options.
Working with text requires learners to “think outside the box,” which they cannot do if they don’t know first know what’s IN it. The Secrets equip learners everything that’s IN the box so they can more easily think outside it. Rather than having to memorize words that are exceptions in order to read them, students can use higher-level thinking and problem solving to figure them out, stretching their analytical thinking and problem solving capabilities far beyond just phonics skills for reading.
Activating Social-Emotional Learning Channels for Higher Level Thinking
When learners are equipped with Secrets, they actually enjoy engaging with text in this way, as daily reading and writing is transformed into a virtual playground for critical thinking and deep literacy learning!
By anchoring abstract letter sound and phonics skills into social and emotional frameworks that are already deeply entrenched within the learner, they become personally meaningful and relevant.
Now Let’s Play “Word Doctor” with the Words Above!
Let’s start with the simplest one, which is ck. Both letters are simply making their correct sounds, and because their sounds are identical, this spelling pattern is easy to sound out. Thus, no Secret is needed!
Next up is -dge (as in ridge, sludge, budget, etc…)
If kids know the ce, ci, cy/ ge, gi, gy Secretthen the addition of the letter d should pose no problem when sounding out the word. Even if they include the d sound, they would still be able to “get” (recognize) the word. Additionally, the e at the end would also cause no worry, as kids who know the Secrets know that Mommy E® can only tell the vowel to say its name if she’s one letter away, close enough to reach it!
Therefore, creating a new Secret for the –dgepattern is unnecessary andwould only result in our having “one too many” cooks in our kitchen! That’s not to say that knowledge of -dgeas a spelling pattern wouldn’t be useful to upper grade learners, abut the primary goal is to get kids reading. All of the research shows that reading is by far the best teacher for fine-tuning spelling, and kids who know the Secrets will be able to that experience, tenfold!
Next up—
-tch (as in: scratch, itch, crutch, etc…)
Same as above.
If learners know the ch Secret, then initially attacking it with the t sound before the ch won’t interfere with a reader’s ability to ultimately decode the word, even for kindergartners.
Knowing the qu Secret is all that is needed here, along with recognizing that as with -dge, the e at the end makes no sound. And keep in mind that when working with words not of English origin, Secret Stories® will get you close, but not all the way, as the same rules don’t apply, as with words like: bouquet, applique, etc…
-ive(as in: dive, give, active, lives, etc…)
The first word, dive poses no problem at all, as Mommy E® is doing just what she should, which is in telling i (who’s one letter away)to say his name! However, in the other words— give, active and live — Mommy E® is just “too tired to care,” as sometimes mommies are! Which is why sometimes, she’ll just sit back and let the vowels do whatever they want… because even moms aren’t perfect! It’s words like these that require kids to put on their “Dr. Hat” and think-through to the next most likely sound!
-old (as in: bold, cold, mold, etc…)
This one’s easy, with the only possible glitch being that the letter ois making its long (Superhero) sound instead of the short and lazy one it’s supposed to when Mommy E® or the Babysitter Vowels®´aren’t around. Even still, simply encouraging learners to “think like doctors” and trying the next most likely sound for o will enable them to get the word.
Learn the “Secrets” about Mommy E® and Babysitter Vowels® in the video below.
-olt(as in: bolt, molten, revolt, etc..)
Same as above.
-ank(as in: bank, sank, ankle, etc…) Same as above.
Superhero O and his “short and lazy” disguise!
-ost (as in: cost, post, lost, most, etc…) Same as above, as o should short and lazy, since there is no Mommy E® or Babysitter Vowel® in sight, so again, learners need to “think like doctors” and try both sounds to be sure, just like any good word doctor would do. -ind (as in: kind, windy, find, Indian, etc…) Same as above. -ild (as in: mild, wild, child, build, mildew, etc…) Same as above.
-on (as in: Monday, money, done, etc..)
In all these words, the short o sounds more like short u, or schwa sound. The letter o makes this sound in many words, like: come, of, love, some, done, etc. Other vowels will often “default” to the schwa sound as well in words like: what, was, was, want, above, about, pencil, etc. When vowels make this sound, it’s because they are thinking, which is why they’re called the Thinking Vowels™, and their sound is easily prompted with a simple “head-bop.” With this simple secret trick, even kindergartners can easily decode otherwise “undecodable” words! You can read about the Thinking Vowels™ here.
While we have a trick for the words above, every now and then, kids will need to use a little more elbow grease to “bend” the letter sounds and “get” the word. Practicing is very helpful and can actually be a lot of fun, and a great way to do it is to read the books Hungry Thing and Hungry Thing Returns by Jan Slepian and Ann Seidler “What else could it be? What else can I try?”
-unk (as in: bunk, chunk, dunk, etc…)
No secrets needed, as the letters are doing exactly what they should! -ink (as in: sink, blink, drink, etc…)
One of my favorite Secrets is I tries E on for Size,and it’s all that’s needed to explain why i will sometimes make e’s sound instead of his own!
Secret Stories® “I tries E on for Size”
-ture (as in: future, mature, lecture, etc…)
This one’s easily taken care of with the ER, IR & UR- Secret, as thet just makes its regular sound, and like some of the other patterns above, Mommy E® is just hanging out at the end, doing nothing!
Not only can beginning kindergartners LEARN it, they can TEACH it!
Reading Hard Words Can Be Easy, If You Know the “Secrets”
As mentioned earlier in this post, this pattern occurs too infrequently to mandate having another cook in our kitchen. And even though Mommy E® is at the end, she isn’t interfering with how the word is sounded out, as she’s too far away to reach the vowel and make it say its name, anyway. And as for the silent t, even if learners did include it when sounding out the word, they should still be able to “get” (recognize) the word. It really doesn’t take much deductive reasoning (even for kinders!) to sound out a word like castle (withthe t-sound) and be able to figure out that the word is actually castle (without the t sound)
Fostering this fluid and flexible thinking about letters and the sounds they make is what helps to transform daily reading and writing into a playground of critical thinking and deep learning opportunities! And while the kids enjoy seeing the Secrets work, they have much MORE fun playing word doctor when they don’t— trying to figure out what else the letters might are doing and how best to tackle them! And as the more they engage, the more powerful they feel when working with text, and the more their confidence grows across the instructional day! they over text grows by the day,
This is easy to see when watching these first graders at work, trying to account for why the i is long in words like light, right and fight, when there is no Mommy E® or Babysitter Vowel® there to make it say its name! (This clip of Mrs. Mac’s class is one of my favorites!)
Former early grade teacher turned Harvard University Neuroscientist, Dr. Mary Helen Immordino-Yang sums up what is evident in the short video clip above, which is that, “It is neurobiologically impossible to think deeply about things you don’t care about.” These kids really care! Not about long and short vowels, but about mommies, babysitters, vacations, the behavior of other kids, etc… all of which are woven into the Secret that they are passionately debating in the word light.
Now for the final part of Laura’s question regarding what books are best to use with Secret Stories®. That one’s easy— anything and everything! Books, magazines, posters, road signs, cafeteria menus, logos, etc…. literally everything with text is fair game!
The daily course of your instruction will dictate much of what kids are reading and writing each day, as Secrets are introduced in context of daily instruction across the course of the entire instructional day— whenever and wherever they are needed! From hallway signs to cafeteria menus to math books, Secrets are everywhere, just waiting to be discovered!
Secrets are easily introduced and reinforced with any text, and are especially helpful during guided reading. I have created a limited set of Secret Stories® Guided Readers to help teachers when working with guided groups and helping learners use the Secrets to decode text. These are especially helpful as they include an additional version with the Secrets in the text to help build learners’ visual acuity for easier pattern recognition, as well as teacher notes for added insights (similar to those made in this post) to help guide teachers through the process of helping learners when decoding trickier words. It’s as if I were sitting right beside you and your students at the guided reading table! :-)
Access the Complete Set in the Guided Reader Description
For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here.
https://www.thesecretstories.com/wp-content/uploads/2014/06/IMG_0318.jpg998979Katie Garnerhttps://www.thesecretstories.com/wp-content/uploads/2018/07/Secret-Stories-Phonics-Method-Logo-1-copy.pngKatie Garner2016-02-20 19:42:002022-09-21 16:32:12How to Avoid Having “Too Many Cooks in the Phonics Kitchen!”
I love reading your blog! I’ve used your free Zoo Keeper Writing Strategies with my kinder class and the children really related, always showing me “how many animals (i.e. sounds) they caught” in their words!
I’ve taught both 1st and 2nd grades for years, and now am in my seventh year of teaching kindergarten. As many of your letter pattern stories are, of course, geared toward 1st and 2nd, I was wondering if you had some that were more geared more toward kinder?
Also, at what point would you begin introducing the Secret Stories in kinder… after the majority know most of their letters?
Before I answer it specifically, I want to prepare you for the paradigm shift we’re about to take when it comes to what kindergarten can do and when they can do it, and I think these links will help! So here are a couple of guest posts by kindergarten teacher, Kjersti Johnson (post 1 and post 2) along with a couple of eye-opening, kindergarten-related video clips here and here.
So let’s get started by opening up a can of worms about WHY we do WHAT we do WHEN we do it when it comes to the “code” that kids need for reading and writing!
If you really think about it, what are kids supposed to do with just bits and pieces of the reading and writing code? How can you read OR write about your pet mouse with only a third, or even two-thirds of the code? And that’s all most early grade level learners have to work with, given that it takes multiple grade level years to teach it all…. and that’s if they’re on grade level! The individual letter sounds (which kindergartners spend an entire year learning) provide very little bang for the buck when it comes to using them to reading and writing, as they are actually the least likely sounds that the letters will make when they get together in real words! This makes the brain’s job as a “pattern-making” machine extremely difficult, as it seems that letters are never actually doing what they’re supposed to!
And simply adding the blends and a few digraphs to the mix in first grade doesn’t help all that much, which is why kindergartners and first graders can barely read or write anything! At least not anything that hasn’t been “memorized” (ENTER SIGHT WORDS, STAGE RIGHT!)
And the sight word “parade” begins…
Sight words help compensate for the gross lack of phonics skills at the beginning grade levels, and are often taught in order to meet the required text-level assessments. For early grade teachers, rote memorization of high-frequency sight words can feel like a necessity when considering that the phonics skills kids need to read them aren’t even on their grade level scope and sequence. This is because traditionally, phonics skills are “divvied-out” in bits and pieces across multiple grade level years—from PreK to 2nd.
While teaching kids in kindergarten and first grade to memorize words instead of reading them might feel like a necessity for beginning grade teachers, this rote memorization is far from the ideal—from either a developmentally or from a brain-based perspective. (You can read more about this here or by clicking the link under the picture below.)
Moreover, the less skills kids bring to the table, the less value they take away from daily reading and writing experiences in the classroom.
Imagine that you’re a Morse Code operator, just assigned to a naval ship.
But there’s a problem.
You are only in the first year of a three year Morse Code training program, which means that you barely know even one-third of the code. Yet you are expected to send and receive messages on day one.
You think to yourself…… “How can I possibly be expected to accurately send and receive messages with not even one-third of the code? What about all of the sounds I haven’t learned yet? How will I be able to figure out what the incoming messages say? And worse still, how can I send messages if I don’t know the code for all of the words? Should I just leave those parts blank, or just fill up the page with the parts of the code that I do know? Or maybe I could just forgo what the captain wants me to send and just write what I can spell instead?”
Dear Captain,
I like the sub. It is big. It is fun. It is really fun. I like it so so much. I really really like the big fun sub a lot!
These are common strategies that beginning (and struggling) learners will also use in order to get around all of the parts of the code that they don’t know or haven’t yet been taught— of which there are many!
A scope and sequence cannot accurately predict which parts of the code learners will need to read their favorite book or to write the stories they want to tell. The /th/ digraph is considered a 1st grade skill by grade level scope and sequence standards, even though /th/ can be found on every line of every page in every book! In fact, kindergartners will encounter the /th/ pattern literally hundreds of times on their very first day! (And don’t even get me started on the letter /y/!) The bottom line is that just like with Morse Code, you need ALL of it to do ANYTHING with it!
So the burning question is how to provide our earliest grade level learners with access to the “whole” code when it takes an entire for many kids to just learn the alphabet? The answer lies in the brain science. Brain science lights a path straight through the brain’s backdoor via the earlier developing, social and emotional “feeling” networks. By targeting phonics instruction to the affective learning domain, we can bypass areas of inherent early (and struggling) learner weakness (i.e. the higher level, executive processing centers) and tap into alternative areas of strength.
Secret Stories® does this in a variety of ways, beginning with channeling the individual letters and sounds through muscle memory (i.e. body intelligence) for accelerated mastery in just two weeks to two months— and that’s for kinder and PK! (And we’re not just talking the “basic” letter sounds, we’re talking every possible sound that a letter can make by itself, from hard and soft /c/ and /g/, to the long and short vowel sounds, to the positional sounds of /y/, and even /qu/…. and all while they eat their shoes and lick the carpet. (And if you actually teach preK or kinder, then you understand exactly what I mean— Lol!)
Individual Letter Sound Mastery in 2 weeks to 2 months!
During the two week-two month time frame while the individual letter sounds are seeping in via muscle memory, they are also learning about the letters’ “secrets”, (i.e. Secret Stories) which are what they do when they don’t do what they should! The Secrets explain all of the crazy sounds that letters make when they get together, and even some of the strange things they can do when they are by themselves!
Shared as short little stories that are easy to remember and understand, they are ready for immediate use in both reading and writing! And because Secret Stories® aligns letter behavior to learners’ own behavior (by way of already familiar “social and emotional” frameworks) they can easily predict their most and next most likely sound behaviors, just as they could predict the behavior of their own classmates.
Our brains thrive on patterns and making things make sense, and the Secrets make letters make sense!And the earlier the grade level, the MORE they are needed, as they have virtually nothing else to read or write with! Kinder will naturally pick up and remember the Secrets BEFORE all of the individual letter sounds have taken hold, as the time frame for muscle memory to kick in is between two weeks to two months, whereas the Secrets are instant! Stories are easy for kids to remember because stories are HOW kids remember! And stories are developmentally harmless, so when they are ready to plug it in and use it, they can… but until that time, it’s simply a story!
Shifting early grade reading/ phonics instruction from brain-antagonistic to brain-compatible requires that we FEED the brain, not FIGHT it, and Secret Stories Stories® are its favorite treat! They can (and should!) be given all day long, throughout the entire instructional day—anytime and anywhere they are needed to help read or spell a word. Every Secret you give them is one more “tool” in their tool belt that they can bring to the reading and writing table, so as to bring more value away!
The Secrets are not bound by the traditional “grade level walls” for phonics instruction that limits learner-access to the code. To share only certain Secrets at certain grade levels would presume that learners at lower grade levels don’t need them, and how could that be true if they are reading and writing across the instructional day beginning in kindergarten? Nor can we possibly say WHICH Secrets a learner will need to read the book he picks from the library or to write a word in a story he wants to tell.
Like the Morse Code operators, kids need ALL of the code, so NEVER wait to share a Secret!
Share them simultaneously with the individual letter sounds, whenever and wherever they are needed, whether it’s on the morning calendar or on the lunch menu! Remember that to a Morse Code operator (or to a beginning reader/writer) a /th/ is going to come in a LOT more handy than a /t/, so never hold back the tools that you know kids need to read and write every day!
Why Wait If We Don’t Have To?!!
Why hold back what kids so desperately need every hour of every day in our classrooms when they are working with text? If the brain science provides a “secret” backdoor passage through which we can so easily sneak phonics skills, why wouldn’t we use it?
At this point in the year, you might want to ‘go all the way’ and try the “Letter Runs” with them! Here’s the link to that- https://www.youtube.com/watch?v=iHUwuuXsh-0 ……….and don’t forget to try it BACKWARDS!!
(you can also switch from ‘long’ to ‘short’ vowel sounds throughout to keep the challenge high :) as well as change the tune to: Happy Birthday, The Star Spangled Banner, etc…
Looking forward to hearing how they do!
I attended the Illinois Reading Conference last month and couldn’t get into either of your sessions! I couldn’t even get close to the doorway :(
Folks were setting chairs out on both ends of the corridor to hear you, but unfortunately my ears are too old to hear from that far away so I gave up! I’m hoping to have better luck seeing you at the Natl Elementary Principals Conference this summer.
You should know that your ‘Secrets’ are an ongoing topic of conversation at our school and have had an incredible impact on our student achievement this year. As a school administrator, it’s been truly amazing to witness the progress made at each grade level, especially by our most at-risk. I’m just in awe, as are our parents (which is always a good thing!)
My teachers were so disappointed that I couldn’t get into your session, as they promised the kids that I would take a picture with you to show them. Apparently the teachers that came to your sessions last year tried, but it was too crowded and you had too many people around you afterwards. I told them that this year was even worse, given that I couldn’t even get through the door!
Hopefully I’ll have better luck seeing you in July!
I know… it was CRAZY! The committee tried to avoid the overcrowding problem that happened last year by putting both sessions in the ballroom but I think their overall attendance this year was just too high, which ultimately is a good thing (but understandably frustrating when you can’t get into what you want to see).
I will most definitely be at the Principal’s Conference in July and I’ll even save a seat for you, just in case ;)
Thanks for your kind email, and please let your teachers (and students) know how happy I am to hear of their progress (and we’ll definitely take that picture, as well!)
This is incredible. I appreciate the work that has been put into programs like this and the accessibility of them to other educators and parents. Thank you and well done.
This was an amazing find. Thank you Deanna Jump for sharing this! I am purchasing the alphabet vertically as I write this. I am so inspired by this motor memory approach. Thank you!
So glad you found the post, and be sure to use the vertical alphabet for the “Letter Runs” too… they’re so much fun!! I put the link in the answer to the first comment at the top :)
I am so glad I am subscribed to your blog so that I can find and appreciate programs like this. As a first year teacher, this information makes me see things in a new perspective. I would love the opportunity to use this program in my classroom for my students. I would love the opportunity to share this approach with others given the scientific research that has gone into this. Thanks so much to the developer(s) of this program and the difference it is going to make in teaching.
You’re so welcome, and as a new teacher, you would probably get a better perspective/ context if you watch the VLOGS, starting with #1 here….https://www.youtube.com/watch?v=ziT4bautiGk ……
I am gearing up to make the next set before I have to leave town again for conference, with the focus being on “What to do when a “Secret” doesn’t work?!!” as that’s actually where the fun begins for learners with regard to their daily interactions with text becoming a virtual “playground” for critical thinking!!
In the meantime, don’t hesitate to ask, should you have any questions, and thanks again for your comment!
I just discovered Secret Stories and the Better Alphabet Song today and I’m in love! I love how engaging it is and how it can meet so many different learning styles! I really like how you put so much thought into the position of the mouth when you did the action for short a on the you tube video. I’m always looking for new ways to make learning meaningful and fun for my kids (why I was on this blog) and feel like I have hit the jackpot with this find! I wish I could go back in time and could have done this with my class since day one. We review letter sounds and phonograms daily- and I’m embarrassed to admit but it b-o-r-i-n-g the way I’m doing it now and definitely something I want to improve on. This is just what I needed and will totally transform how I teach phonics. So excited to make something that was not so fun into something I know my kids will not only love doing but truly benefit from.
LoL…. I remember feeling the same way when I’d stumble upon something that would completely change the way I teach! I’d always feel SOOO badly for my previous classes, who I sometimes felt, learned ‘in spite’ of me….especially my very first year – ugh :(
I remember wanting to buy my whole class t-shirts with- “I survived Mrs. Garner’s 1st Year Teaching!!” written across the front!! ;)
I think this sounds fabulous and I will be trying this out with my title students. I notice that my title students DO NOT know their alphabet-ever, nor their sounds. This should be the answer!
It’s funny you mention this, as often readiness issues are more pervasive with Title I learners, for a variety of reasons.
These ‘work-around’ strategies (i.e. motor/ muscle memory for individual letters and sounds; social/ emotive connections/ cues for complex pattern sound retrieval) are crucial for learners struggling with cognitive readiness.
For these learners, in particular, the ability to GIVE these core reading and writing skills, rather than having to wait on ‘developmental readiness’ in order to TEACH them, truly makes all the difference!!
So many of the problems that Title I learners face stem from the fact that in the first few years of school, they are ‘slaves’ to their own developmental readiness, resulting in their having to continually play on an uneven playing field!
By using brain research findings to circumvent these pitfalls, we can actually avoid these deficit areas in the brain entirely, targeting the stronger, more capable areas instead!
(Hope this makes sense…. have had glass of wine!!! :)
I think this sounds fabulous and I will be trying this out with my title students. I notice that my title students DO NOT know their alphabet-ever, nor their sounds. This should be the answer!
I am a HUGE Secret Stories fan….I use your very first Secret Stories set! Every year, my students amaze me with their writing and reading and they looove their “stories”.
I am so glad to view your videos and your updates here. I learn something new everytime. Thanks so much !
Denise
Oh my! You HAVE been using them for a while then!!
I’m so glad you found the videos and updated info on the Secret Stories website, as I’ve really been working hard to ‘flesh-out’ the basic strategy-base.
I’m curious if you’ve been in the same grade level since you started using them or if you’ve moved around a bit?
I have only taught Kindergarten…30 years total. I can’t remember exactly how long I have had my set of Secret Stories…maybe since 2000/2001?? .they are just part of my routine. Like I said….my kids constantly amaze me with their progress.
My best teacher friend went to your workshop …she was so impressed, she came back and told me all about this great new program. I was so excited I purchased the set with my own money and have been using it ever since.
Hello. I have a question. Why don’t you do all three A sounds– A as in apple, A as in gate, and A as in about? I have a chant that I made up years ago with the sounds, but it has all three common A sounds that beginning readers come across in their reading. Just wondered why three Y sounds, but not three As. Thanks for letting me know. Kathleen
Great question! And the answer actually lies in the ‘rule-of-thumb’ I used when creating the “Secrets” in the first place, which was to “avoid having too many cooks in the kitchen” when it came to identifying the most useful phonics rules!!
(and by useful, I mean ‘only what’s necessary to be able to read and write,’ given that the goal is to give learners at the earliest grade level EVERYTHING they need to jump into working with text…. both reading and writing!!
Because the brain will require an explanation for anything encountered on a fairly frequent basis in text- there could be ‘no stone left unturned’ when it comes to accounting for the various letter patter sound possibilities. This, however, is different from teaching “rules for rules’ sake” (i.e. the less useful and/ or less frequently occurring phonics rules/ sound patterns).
My rule of thumb was to account for only those patterns/ sounds that occurred ‘5 times or more’ in text, given their likelihood to be encountered often enough by learners to require an explanation.
Patterns/ sounds occurring LESS than five times would are either put in “Word Jail” OR ‘rehabilitated’ …. so as to avoid having an ‘overcrowded prison system’ / overcrowded word wall, both of which are equally ineffective ;)
As for your specific question regarding the letter a and providing the ‘uh’ or ‘schwa sound’ being taught/ included in the “Better Alphabet Song” as an additional sound option…. this would be an example having ‘too many cooks in the kitchen,’ in that there is too little value/ purpose in teaching it.
What I mean by this is, if a beginning learner knows the SECRETS, he will attack a word like ‘about’ or ‘around’ with a ‘short a’ sound, as he knows that Mommy e isn’t ‘one letter away’ and thus can’t make a ‘say its name.’ Attacking these words with the short a sound will STILL result in learners (even lower level Kindergartners!!) still being able to ‘get the word.’ In other words, they will still recognize that the word is ‘about’ or ‘around,’ regardless of the fact that they attacked it with the short a sound …… The presumption is that learners can and will apply at least a “grain of common sense” in recognizing the word, and my experience with the ‘lowest of the low’ kindergartners proves this out!!
By taking into account the differences between how words can sound, depending upon how they are sounded out, I was able to determine which required SECRETS and which were, for lack of a better term….”figure-out-able!!” LoL!
With the Sneaky Y, all THREE sounds had to be accounted for, as they are all vastly different (y as in yellow, y as in July, and y as in mommy) ….. Each are entirely different sounds and thus, each must be accounted for with logical explanations as to what / why causes each to occur.
Again, with the ultimate goal being to GIVE learners EVERYTHING they need to read and write at the EARLIEST grade level, so as to allow EXPERIENCE to be the best teacher….. it was necessary to think in terms of training “ER Doctors” ….. preparing them for what’s ‘most likely’ to roll through the door, while spending less time preparing them to handle the “plague” ;)
I hope this helps to clarify the basis for the SECRETS, and I promise to get into more detail about exactly this in upcoming posts…. you’re just one step ahead with your great question!!!!
Thanks for this. I get the frequency point. We could never teach beginning readers all the sounds that letters CAN make in this isolated way– look at the VERY many sounds that ‘o’ can make when paired with ‘h’ when ‘ho’ comes at the beginning of a word! :) The only reason I added the ‘a’ sound heard at the beginning of words like around and about as a third sound in my chant, was because my guys weren’t getting that kind of word by knowing just the first two possible ‘a’ sounds… but maybe it was not the isolated sound that ‘a’ makes in that case that was the issue, but the fact that they were saying “ar…” as the beginning ‘sound’, instead of the necessary two syllable “a-r…” When they kept saying ‘ar, ar, ar” instead of ‘a’ when starting words like around, they got stuck. They seemed to get it better when they had that third ‘a’ sound to try. Thanks for sharing why you do it this way– always more food for thought– I can teach 100 years and I’ll still be growing my own brain :)
This article really intrigued me! As I was reading the “why” of certain discrepancies, I was picturing specific students I’ve had along the way. thanks for sharing
https://www.thesecretstories.com/wp-content/uploads/2016/03/secret-2Bstories-2Bphonics-2Bbrain-2Bpattern-2Bmaking-2Bmachine-2Bletters-2Bsounds.jpeg7681024Katie Garnerhttps://www.thesecretstories.com/wp-content/uploads/2018/07/Secret-Stories-Phonics-Method-Logo-1-copy.pngKatie Garner2015-04-18 00:41:002021-01-20 01:03:22Breaking Down the Grade Level Walls of Traditional Phonics Instruction
It Takes More Than Individual Letter Sounds to Read and Write!
I sneakily took this pic at the end of snack the other day….
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
Phonics on Steroids: “Warp-Speed” Access
to the Reading & Writing Code in Kindergarten!
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
“Before”….?
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!
Then we got to “making”…. and guess who was able to use the Babysitter Vowels® Secret to figure out whether /a/ would be long or short?!
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! ;-)
“House”….?
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!)
Literally not a moment that goes by that the kids aren’t spotting Secrets.
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.
Even for an ELL Kindergartner in October, sounding out the word hibernate with the Mommy E® was easy!
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!
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.
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!)
For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here.
https://www.thesecretstories.com/wp-content/uploads/2018/04/sample_er_ur_ir_color.gif502600Katie Garnerhttps://www.thesecretstories.com/wp-content/uploads/2018/07/Secret-Stories-Phonics-Method-Logo-1-copy.pngKatie Garner2015-01-17 00:57:002021-01-10 15:07:08“Phonics on Steroids” for Kindergarten Reading and Writing
“I sneakily took this pic at the end of snack the other day…. 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!”
I received this adorable picture and description from kindergarten teacher, Kjersti Johnson, along with the following email…
I teach two sessions of half-day Kindergarten, with my morning class tied to our Intensive Support Class (4-8 fully inclusive kiddos) and my afternoon class with half ELL, plus a few in the am too!)
I knew the Secret Stories was a keeper last year when one of my Intensive Needs kids, who was really struggling with speech and connecting letters and sounds, pointed to his name and said, “Those letters are bad. They always stick out their tongues!” and then proceeded to make their sound! Or, when my little guy, who moved to my class mid-year knowing ZERO letters or sounds, was able to read through ALL the letter sounds mixed up, singing “____ says ______, ___-___-___!” after just a couple weeks of doing the “Secret Stories® Better Alphabet Song!”
With regard to the frustration over the controversy over what our youngest learners can and can’t do, I’ve always had high expectations for my kinders, and they have always risen to meet them, often soaring far beyond!
It has been a fight to pull Kindergarten into this century. I boxed up our basal six years ago when I started using Daily 5/Cafe in my literacy blocks. My students just took off! (It’s amazing what they can do when you put the right book in their hands.) But it was Secret Stories that really allowed me to take my kids to the next level!
I love when we sit down to read something and I ask what strategies we should use, as they always yell out, “Look for the Secrets!” They amaze me every day with the new words they can read and write! Oh, and I love how they are starting to revise their own writing! I put a binder clip on their writing notebooks so they can’t fill it all in in one sitting. When they want their clip moved, they have to look back and make revisions to show that they’re ready. They will tell me, “When I wrote this, I didn’t know the Secret about this word, but now I do!”
I loved reading Kjersti email about how she uses Secret Stories® in her kindergarten classroom so much that I asked her if she would be willing to share more in a guest post, and she agreed! (She has since written another guest post on how she uses the Secrets for reading, which you can find here.)
A Class of Kindergartners
A Guest Post by Kjersti Johnson
I have always believed that there is a strong tie between reading and writing. It is one of the reasons that we spend so much time doing both in my Kindergarten class. Usually, students are free to choose their writing topic, but once in a while I give them a prompt.
This past month, we began a Gingerbread unit. In it, we have a class Gingerbread Man that decides to travel the world. While he is on his trip, he sends us many different versions of Gingerbread stories to read. At the end of the unit, he returns to our class and asks the kids to write about their favorite story.
In past years, my kindergartners would have to rely on “kid-spelling” or I would have to take a lot of dictation, but not this year! Thanks to the Secret Stories, my kids were able to write like the big kids! The only help I gave was a word bank of words they might need, but I didn’t spell them….. they did!
They helped me spell words like: gingerbread, favorite, girl, cowboy, and because, and the rest of the words they spelled themselves! They were even able to write about why they liked the story! I was so proud of my kindergartners (not to mention blow away!) that I wanted to share a couple samples, as well as some Secrets used to spell some of the words they wrote!
We also wrote about How I Ate My Gingerbread Man (after eating them of course!) Once again, I was blown away by how they used the Secret Stories they knew to figure spellings for words they wanted to use in their writing… not just “word wall” and “word family” words, but ANY words! I loved watching them stop and look at (or even walk over to) our Secret Wall!
This next paper was written by one of my ELL students. When assessed in September, he knew seven letter names and zero sounds. Thanks to Secret Stories Better Alphabet Song, he was able to identify all of the upper and lower case letters, as well as their sounds by October!
To write the stories they want to tell, kids need access to the “whole” code, not just bits and pieces of it!
Here is what he wrote….. independently! (And yes, I was in tears when he showed me!)
If you look carefully, you can see where he had erased and added more sounds after re-reading it, and then realized that it didn’t make sense. He also went back and changed “hed” to “head” because he said it “didn’t look right.”
As Katie often says, “experience is the best teacher,” and because this little guy knew lots of Secrets, he was reading up a storm, which is how he knew that the word didn’t “look right.”
And I especially love how this next little guy added a “crunch, crunch, crunch” at the end!
I am just so proud of my kindergartners, I could burst, which is why I wrote to Katie! And with only HALF of the school year under our belt so far, I can’t wait to see where we by the end of this year!
We are so thankful to Katie Garner for sharing the Secrets with us! Kjersti Johnson/ Kindergarten Teacher
If you would like to start sharing the Secrets with your class, you can download this free mini-poster sample set, along with the “Write Like They Read” Zoo Keeper Strategies, which is like a magic trick for helping beginning learners understand that they need to “capture” as many sounds as they can in words they want to write. (Watch two short clips about the ZooKeeper Strategies for beginning writers here and here.)
Using Music to Cement “Sound-to-Symbol” Connections in the Brain
I’m often asked why the Secret Stories® musical brainteaser exercises (on the musical download that’s included in the kits) aren’t exactly songs, as there is no instrumental accompaniment, no fun lyrics….just simple and instantly recognizable tunes with constantly changing “sound-symbol” manipulations! They are the fastest way to “glue” the sound-to-symbol (“speech to print”) connections together and build the automaticity needed for easy and effortless reading and writing!
If you use the Secrets in your daily reading and writing (phonics) instruction, you may have wondered why the Secret Stories® musical brain teaser “songs” sound so differently from other educational songs sung in early grade classrooms? Like everything else that is Secret Stories®, it’s about getting the maximum “brain-BANG” for the instructional buck!
Note that the previously included CD is now a music DOWNLOAD!
As teachers, we’ve all seen how easily and effortlessly students can sing through skills when they’re set in a song. Like, for example, the old “ABC Song,” assuming that you don’t mind the inclusion of that imaginary letter, “elemeno!” Kids sing daily songs as if on “autopilot,” which they are. The words literally roll off their tongue, and with no thinking required!
And this is good, right?
Not necessarily, as it depends what the skill is and how kids are going to need to use it.
Familiar and repetitive songs are perfect for fast mastery of “set” skills that are finite and sequential—in other words, skills that need only to be parroted back, “as is,” like the days of the week, months of the year, names of the planets, fifty nifty states, etc… Such skills are easily acquired through song and stored in learners’ muscle memory, which works much like a ‘read-only’ disc. This means that while the information is easily regurgitated, it cannot be altered or manipulated….which is fine for naming the days of the week, but not so helpful for manipulating letter sounds and phonics patterns to read and spell.
Letters and sounds exist for one reason—using them to read and spell words. The ability to sing through the letter names in order serves no practical purpose for reading and writing. Beginning learners must be able to actively manipulate these sounds and symbols in a “free-form” and flexible manner in order to use them as “tools” to read and write.
Unlike the “traditional” Alphabet Song, the Secret Stories Better Alphabet™ Songdoes empower beginning learners with this ability, taking approximately 2 weeks to 2 months for simultaneous mastery of BOTH letter names AND sounds—which are cemented together through muscle memory. (For more on the Better Alphabet™, see links at bottom.)
The “Unfamiliar and Unexpected” are the Brain’s BEST Friends!
Singing through the virtually endless letter sound combinations in a variety of constantly changing, musical exercises is the best way to ensure that learning not only remains novel, but that the stress-level is kept low, while the challenge remains high! It’s also the best way to forge critical “sound-symbol” connections in the brain and increase automaticity for using them in both reading and writing!
We all like novelty! In fact, our brains are made to be attracted to novelty. And it turns out that it could actually improve our memory and learning capacity!
It’s actually hardwired into my brain—and yours—to appreciate and seek out novelty. Anything that’s new, different or unusual… we can even be drawn to novelty without being conscious of it. Of course, this makes a lot of sense—we wouldn’t get much done if ordinary things captivated us constantly!
The cool thing about this is how intricately novelty seems to be associated with learning, which means we can use this knowledge to our advantage for learning new things and improving our memory.
It’s been thought before that novelty was a reward in itself, but, like dopamine, it seems to be more related to motivation. Our Dopamine pathways become activated whenever we are exposed to novelty, and only completely new things will activate our midbrain area. Studies show that the plasticity of the hippocampus (the ability to create new connections between neurons) was increased by the influence of novelty—both during the process of exploring a novel environment or stimuli and for 15–30 minutes afterward.
As well as increasing our brain’s plasticity—and therefore the potential for learning new concepts and facts—novelty has been shown to improve the memory of test subjects. Studies suggest that dopamine (a “reward” chemical in the brain) levels increase in the context of novelty. Each new stimuli gives you a little rush of motivation to go further, to find more new stimuli that will generate more dopamine rewards.
Here is a graph that shows activity in your brain on this:
According to a study conducted by Dr. Emrah Duzel from University College in London:
Subjects performed best when new information (i.e. constantly changing musical manipulations) was combined with familiar information (i.e. letters/sounds) during learning. After a 20 minute delay, subjects’ memory for slightly familiar information (i.e. letters/sounds) was boosted by 19 per cent if it had been mixed with something new during learning sessions.
This research suggests that we use the brain’s increased plasticity wisely by setting aside time to learn right after novel stimuli, as learners’ brains are more open to making new connections during and right after this time. So why not take advantage!
Dr Düzel pointed out additional benefits that could come from his research:
“We hope that these findings will have an impact on those with poor memory. Current practice aims to improve memory through repeatedly exposing a person to information. This study shows that it’s more effective if you mix something new with the old. You actually learn better, even though your brain is also tied up with new information.
So what does this mean for teachers? And how can it benefit our phonics instruction? It means that you can significantly improve knowledge retention and make new ideas and concepts (like letter sounds and phonics skills) stick by introducing novelty into the learning process. And doing this is easier than you think!
Above is just one example of MANY research studies showing the significant impact that novelty has on the brain, and for purposes of teaching and learning, novelty can take many forms! Incorporating novel experiences into daily learning doesn’t mean having to continually add on new skills and information to what you’re already teaching!
Novelty can be easily achieved by simply framing “slightly-familiar” content in new and unique ways. This causes our brains to notice and recognize it more easily because it’s been offset by the new way in which it’s being presented. (In other words, it not only keeps it fresh, but makes it more exciting!)
A Novel Approach to Decoding and Encoding with Musical Practice and Play
If this sounds confusing, but I promise, it’s not once you see it in action.
And it’s not just the musical brain teaser exercises in the Secret Stories® that make use of this “novelty-effect,” but the Secrets, themselves! Transforming phonics skills kids have to learn into secrets they want to know makes them important to kids—marking them for memory and prioritized learning in the brain (Mary Helen Immordino-Yang, 2018). This is especially true when framing them as “Grown-up Reading and Writing Secrets” that kids must be “big enough” to hear!
Every Secret is a new story about the “secret” behavior (or misbehavior!) of letters….and the higher the grade level, the more significant this “novelty-effect!” Older, struggling learners have had their share of disconnected and often confusing phonics instruction. Feeling as if they’ve already “been there and done that,” most have spent countless hours across multiple grade level years trying and failing to acquire the phonics skills they need to read and write. For these struggling, upper grade learners, framing these seemingly boring and meaningless letter sound skills as novel “secrets” that explain all of the sounds letters make when they get together, sparks their natural curiosity and reignites their interest—motivating them to want to know and learn more as things finally start to make sense!
Following are some short video clips showing the Secret Stories® Musical Brain Teasers in action for fun and novel phonics play and practice! These little brain-based ditties are best done in bits of downtime throughout the day (think “instantaneous singing!”) while waiting for the bus, or for the music teacher to come, or for the lunch line to move. (To access the musical download, find the code on the inside back cover of your Secret Stories® book.)
The Beethoven Blends AND Beethoven Blends ‘In-Reverse!’
Click Here for the Digital Version of the Secret Stories® Beethoven Blends on Teachers Pay Teachers
Apples & Bananas to the EXTREME!
The “Letter Runs” – Forward, Backward, Long & Short!
This song is almost never sung the same way twice, as you can do it backward AND forward, and even sing it to different tunes— from the Star-Spangled Banner to Happy Birthday—all while continually switching the vowel sounds back and forth, from long to short! (So many ways, so little time! ;-)
This class can even sing it “Jedi-Style!”
(Note: You can’t see from the way that the teacher is facing in the video, but she is pointing to each letter as it’s sung, so as to ensure that kids always “SEE what SING and SING what they SEE!” This is key to forging the the letter-sound connections in the brain. However, when doing the rapid-paced Letter Runs forward and backward, it’s much easier when using a vertical alphabet. (The one pictured beneath the video is included is included in the Better Alphabet Anchor Pack, shown further down below.)
And then there’s the Better Alphabet™ Song for fast mastery of individual letter sounds in just 2 weeks to 2 months! (Video version below.) During this time, kids are also learning Secrets that explain WHY the letters aren’t always making the sounds they should!
Click Here for the “Video-Version” of the Better Alphabet® Song
Click Here for the Better Alphabet™ Classroom Anchors
Click Here for the Better Alphabet™ Digital Mini-Mats for Individual Student Reference & Home Use
And if you don’t already have the Secrets, but would like to try sharing them with your students to fast-track your phonics instruction, you can download this mini-sampler poster pack FREE!
Click Here to Download the FREE “Appetizer-Pack” of Secret Stories® Phonics Posters
https://www.thesecretstories.com/wp-content/uploads/2014/07/Pasted-Graphic.png378393Katie Garnerhttps://www.thesecretstories.com/wp-content/uploads/2018/07/Secret-Stories-Phonics-Method-Logo-1-copy.pngKatie Garner2014-07-17 14:34:002020-12-10 18:15:51A Novel Approach to Phonics Instruction: Using Music to Accelerate Reading
Hopefully this helps clear up some of the differences, but if you have any questions, please send them my way— TreetopsEducation@gmail.com. You can also check out my Teachers Pay Teachers Store here.
