The New SECRET STORIES® Guided Reader Series- In the Fall

SECRET STORIES® READER- In the Fall
I’m so excited about this that I couldn’t wait to share it!
I sometimes feel like a broken record when I say that the SECRET STORIES® is not a program, but easily accessible, reading and writing tools to be used throughout the instructional day, and across all content areas. In a nutshell, the Secrets™ simply provide learners with logical explanations where otherwise there would be none!
That said, it’s rare that I create something specifically for their use, since pretty much anything kids can read or write will work just fine!
However, there are times when shining a spotlight on specific skills, or groups of related skills can be extremely helpful- especially for targeted reinforcement and assessment-  and there’s no better time or place to do this than in small, guided groups!
With the help of some amazing teachers from Stonewall Elementary in Virginia,  I’m releasing a new series of SECRET STORIES® Guided Readers with highlighted SECRET STORIES® sound patterns!
The SECRET STORIES® are in RED and OUTLAW WORDS are in “prison-garb” font!
In addition to the targeted phonics Secrets™, the Outlaw Words words are also identified within the text and printed in “prison-garb” font!
The outlaw words are the “SECRET STORIES® equivalent” of traditional sight words, with the only difference being that they can’t be sounded-out! And so they must go to Jail! (Word Jail, that is!)
The Word Jail is similar to a typical Word Wall, except that it houses only the worst rule-breaking offenders!  We put these ‘worst-of-the-worst’ words in Word Jail so that we can “remember what they so that they don’t get by us again” when we’re reading or writing!
For more details on how to create a Word Jail for Outlaw Words captured in your classroom,  check out the series about them on my VLOG, or click below to watch the video below!
Each reader includes three different version of the story: a highlighted color version, a black and white ‘easy-print’ version, and a teacher copy- which has all Secrets™ highlighted (not just those targeted) for quick and easy visual reference when introducing new Secrets™and reinforcing older ones during guided group time.
 
Notice the “Mommy e” in PINK, as well as the vowel that she’s telling to “say its name!” 
This first reader, In the Fall, will be followed by additional readers to be posted by the end of this week, so stay tuned!
Okay, so back on track….
While it is critical that learners are equipped with the reading and writing tools they need to “crack the codes” in text, it’s equally important to realize that the Secrets™ are simply the “keys” that unlock the door to world of reading and writing.
Making meaning is the true goal of the game!
We read and write for a purpose… and that purpose is not to accurately decode words on a page! While learners do need to know the Secrets™ to gain easy and early access to text, what develops them into fluent readers and writers is what happens after that!
Teachers spend so much time trying to teach kids HOW to read, that often there’s not enough time left over for thinking about WHAT they’re reading… which pretty much defeats the purpose of WHY we read in the first place!
Below is an example of Deanna Jump’s Guided Reading 101 (from my guest post on her blog) with some key SECRET STORIES® posters to show how easy it is to help kids sound out words with those tricky letter and phonics sounds….even in Kinder! Download the free poster SECRET™ phonics poster sample set and see for yourself!

Until Next Time, Katie

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Imagine you’re a beginning learner in Kindergarten, 1st, or 2nd grade, and you’re told about the grown-up reading & writing “”secret”  al, and the sound they make when they get together in a word…
A and L love balls!
ALL balls… 
Footballs, baseballs, basketballs, volleyballs… 
ALL balls, ALL the time!!
Armed with this new reading and writing tool, you naturally begin looking for opportunities to use  it, not in a workbook or on a skill sheet, but in real life, just like real grown-ups do!
Take a moment and look around wherever you happen to be. Do you see the al Secret anywhere?   Maybe on a newspaper headline, or on a magazine cover?  Now imagine the text-rich environment of your classroom where opportunities for spotting this and other Secrets are literally EVERYWHERE!
Secret Stories® Phonics— Spotting the "PH" Secret

I’m often asked to create Secret Stories® practice pages and skill packs targeting individual Secrets, but aside from the few I’ve done for the “core” Secrets (i.e. Secrets of the Superhero Vowels®, Spotting Secrets, and Beethoven Blends) I’ve never felt this was necessary.

The best way to hone new skills is to use them, and the best use of the Secrets is for real-life, learner-driven purposes…. which abound in daily reading and writing! Applying the Secrets on workbook pages can’t compare to applying them to the reading and writing activities that are ongoing across the curriculum and throughout the entire instructional day!

And besides, there are so many outstanding and creative resources already available that offer natural reinforcement the Secrets! And since I’ll be doing a few guest posts for Deanna Jump this month on her blog, I thought I’m going to use one of her “Chit Chat” units as an example.

Katie Garner Guest Post on Deanna Jump's Blog
One of the best ways to build learner-automaticity with the Secrets is to provide rich, daily literacy experiences and activities that spur learner-interest so as to inspire use of the Secrets. Activities like Mrs. Jump’s Chit Chat (or any other flexible “open-ended” learning activity/framework) provide an ideal springboard for use of the Secrets for multi-purpose learning!
 
A consistent, yet flexible format makes for easy differentiation!
The consistent, and yet flexible format of the activities makes it easier for beginning learners to “multi-process.” The open-ended format encourages learners to simultaneously apply the Secrets they know, in conjunction with the individual letter/sound skills targeted (i.e. writing additional words that “start with the letter B” and contain one or more Secrets).
Combing both skill sets for one purpose allows learners to more fully engage with the activities while reinforcing their natural integration (i.e. use of the individual letter sounds and Secretssimultaneously, rather than having to wait to acquire/apply one before the other.) The result is natural, and thus, easy differentiation for a variety of skill-levels and instruction.
Mrs. Jump’s “Chit-Chat Morning Messages” on TpT!
These non-fiction Chit Chat units (below) 
are rich in content and naturally motivate learners application of the Secrets…

 

Rich, informational content, combined with vivid photographs and realistic illustrations inspire learners to read and write!
Connecting high-interest, non-fiction concepts to what learners already know and understand inspires them to “dig deeper” by reading and writing even more— sparking an interest in further reading, or planting a seed for an exciting, new writing idea, appropriately leveled, non-fiction text activities provide learners with unlimited opportunities to put the Secrets they know to use!

Secret Stories® are literally hiding behind every corner! 
More than anything else, what I love most about using the Secrets to read and write across the instructional day is that it clearly demonstrates the power that comes with owning these tools of our language! The Secrets give those who know them power over text!
For beginning learners, the ability to figure out new words on their own, as well as to write the words they want to use in their stories (regardless of whether or not it is on a sight word wall to copy) is an empowering feeling. And it’s this “power over text” that ignites learners’ desire to read and write MORE!  
 
The better we are at something, the more we like to do it… and the more we do it, the better we get…
and the better we get, the more we love to do it….
The worse we are at something, the less we like to do it… and the less we do it, the worse we get….
and the worse we get, the less we want to do it….
 
Get the idea?
Secret Stories® can be found around every corner and on every page of any book OR TpT activity! Anywhere there is text, there are an abundance of opportunities for introducing new Secrets and revisiting/reinforcing old ones!
Can you spot the Secrets on this page of Mrs. Jump’s Non-Fiction Chit Chat unit below?
(HINT- I’ve included some “secret: visual clues to help you spot them!)
Check out this “Spotting Secrets” resource on TpT that gives kids lots of fun practice! It even has thumbnail-sized visuals of some of the Secret Stories® pictures that kids can take home to share on the top of the practice pages!
Free Phonics Posters by Secret Stories
or to view the complete Classroom Kit versions, see the picture link, below.
 
Until Next Time,
Katie :-)

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First Graders Offended By School News Article!

"First Graders Offended By School News Article!"

Last month, I shared a post (here) written by first grade teacher, Renee McAnulty from Hesperia, California. Her candid description of the challenges she faced with her class at the beginning of the school year generated TONS of questions, comments, and emails from teachers with similar classroom situations and experiences.

I’m excited to share this second post by Mrs. McAnulty about the “unexpected consequences” of having taught the Secrets to her first grade class!

“First Graders Offended By School News Article!” 
An Exercise in Persuasive Writing
 
By Renee McAnulty & Her 1st Grade Munchkins

The day started just as any day would. My happy, joyful, busy, and near-the-end-of-the-school-year kids were getting ready for Daily 5. They grabbed their Daily 5 folders, bookmarks, and went to pull out their book bags… but wait…they had no books!!! Being the end of the year, we had to return them back to the library. Great.

Well, if there is one thing I have learned in my years of teaching, it’s that great teachers improvise. So I calmed my panicked babies and told them I had something incredibly special for them to read during “Read to Self” and “Read to Someone” and that they were going to flip out.

So they began high-fiving each other and shouting cheers of joy and celebration while I frantically searched around the classroom for something, anything, that they could read… they didn’t know that I was winging it… there had to be something they could read that was still in the classroom.

Then I spotted it, shining down from the heavens above… a stack of hot-off-the-press school newspapers. “The Howler! It’s perfect,” I thought. “They can read this. They will love it!” So I gasped loudly so my students sensed my excitement. I told them I had the most wonderful thing in the entire world that they would be able to read… their very own, big kid SCHOOL NEWSPAPER!

“Boys and girls, because of Secret Stories, you now know how to read big kid things. This is a perfect opportunity for you to use your newly found superpowers and read this paper.” One would have thought that I passed out ice cream at that moment. The kids started screaming and yelling with excitement, anxious to read this mysterious, and previously ‘intimidating’, big-kid newspaper.

I started passing them out and the kids got even more excited because pictured on the front of the newspaper was a picture of our beloved school mascot, Rocky the Coyote. “I can’t wait to read about Rocky,” some of my students shrieked. And I’m thinking to myself, “I’m amazing! I can’t believe I thought of this on such a whim. And I can’t believe my first graders can read an actual newspaper! What could possibly go wrong?” At this point. I am so high on my cloud and nothing could bring me down… or at least I thought.

I turned my kids loose for Daily 5 and they knew exactly what to do. I watched in awe as my sweet babies were traveling to “Word Working” centers, “Work on Writing” centers and “Listening Centers”. I watched with tears of happiness as my “Read to Selves” are grabbing their Nooks and pulling up their texts INDEPENDENTLY and reading right away.

When I glanced over to the “Read to Someone” group, the had their newspapers clenched tightly in their sweet, little fingers. The excitement is radiating through their faces as they read their newspaper. I can hear the others say, ”Oh, I can’t wait until “Read to Someone” so I can read my newspaper”.

This is a teacher’s dream. We had come so far this year, and it’s always good to enjoy the fruits of our labor. As the kids worked feverishly, it was time for me to get down to business. I was a ‘free’ teacher right then, and I was all set to finish up my end of the year DRA’s in peace as the kids were happy. Life was perfect.

So I sat down at my reading table and called over the first child. Now, my kids know my Golden Rule during Guided Reading and/or DRA’s, and that is, “Unless you are bleeding, or your head has suddenly popped off your body, you do not interrupt me… at all!!”

So there I sat, testing away happily thinking how amazing these kids were when I started to hear a small ruckus developing from the “Read to Someone” kids. I thought nothing of it at first, but noticed that group had started to recruit other kids over to their group. I noticed that “Word Workers” and “Read to Selfers” were sneaking back to their desks to retrieve their newspapers, too.

I quickly called for order, “Boys and girls! My goodness, this is so sad. Get back to your stations until you hear the chimes. Then you can switch to your next station.” Disappointed, the kids get back to work. They know to not argue when Mrs. Mac is testing.

Well, the chimes rang and it was time to rotate. I got a bit suspicious when I noticed how fast the kids were switching to the next rotation. Especially, the “Read to Someone” group. They zoomed to their desks and grabbed their articles and immediately found their partners, which was becoming more of a mini-mob instead of partners, but you pick and choose your battles. They were reading and on task, and I had DRA’s to do.

About 7 minutes into this rotation, I started to hear a commotion coming from the “Read to Someone” s again. This time I looked up and saw kids in complete chaos. Kids from all rotations were literally crying and pointing to an article in the newspaper. Kids were consoling and embracing each other. “Don’t worry,” said one of my munchkins, “Mrs. Mac is almost done with this DRA, we’ll get to the bottom of this.” Needless to say, they officially had my attention now.

I jumped from my seat and raced over to the hysterical kiddos. “Oh, babies, what’s wrong?!” With tears streaming from down their cheek, and anger in their voices, they proceeded to tell me that they were “offended” by this “horrible article”. (Exact words) “How can they say such lies about our Rocky?!” another child yelled. “They are nothing but fibbers!” said another. What on earth were they talking about?

At that moment, my students grabbed me by the hand and led me to a spot on the carpet. “You better sit down, Mrs Mac, this is awful news.” They started reading, in unison, this article to me. They were crying and emphasizing the parts that were upsetting them. It was the cutest, yet saddest, yet most exciting moment of my career. THEY WERE READING… and reading well, with inflection in their voices.

The article was about our school mascot Rocky. He is a lovable coyote who shows up at all of our school’s events. The kids love him and he is a huge part of our school. The school news team had written an article, “Who is the REAL Rocky?” insinuating that our mascot was not really a coyote, but a person in a costume!

Now, one might think, “Hey, what’s the big deal about that?” But when you are 6 and 7 years-old, and have magical elves, gingerbread men, and leprechauns visit your classroom on a regular basis, you see Rocky as Rocky… He’s a coyote— our coyote. No ifs, ands, or buts about it. Sure, Rocky can be anywhere from 5’4” to 6’2″, but my babies never noticed those details. They just cared that he showed up when they needed him.

The article made accusations that maybe Rocky was our former Assistant Principal, or even Batman, or a ghost. “We need to bring this to Mr. Mauger (our principal) immediately!” yelled several students. So, we sent over a few representatives to bring this to his attention.

Meanwhile, I ended Daily 5 and called the kids back to their seats to have a discussion. They expressed their concerns and how “offended” they were. We then talked about how they could appropriately address this situation, being the highly educated first graders that they were now. One of the student’s raised their hand, “We can write letters to the editor!” ….. “YES!!! Let’s do that right now!” the kids shouted.

I’m sorry, did my six-year-olds just ask to write letters to the editor, or was I dreaming? At this point, they had taken over completely. My paper passers took the liberty to pass out papers to each of the students. Team leaders started giving directions to underline offending sentences in the article. And I’m just standing there in utter amazement, watching this unfold before my eyes.

These same kids could not read the word “the” at the beginning of the year, let alone a sentence. Now they were analyzing a newspaper article and responding to the editor… ON THEIR OWN!! Was this the Twilight Zone? No, I was witnessing the power of Secret StoriesWith the Secrets, they could figure out almost any word, not just the basic sight words—which meant that they actually enjoyed reading. They could sit back and focus on what the words actually meant, rather than on what sounds the letters make. It was the most beautiful sight I had ever seen. 

Then, in walked my principal. He had just finished up his emergency meeting with our upset first graders in his office and wanted to address the class. The students immediately read their responses that they had just finished writing. They proudly showed him the underlined sentences that were “offensive.”

Mr. Mauger and I were fighting to hold back smiles, since this was a very serious matter to them. He calmed them down and explained that the article was an “opinion piece” and that, of course, we all believe that Rocky is Rocky. As their little faces slowly started to smile again and the tears started to dry, faith was once again regained in our society. Then Mr. Mauger looked at me said, “This is amazing.” My response? “I wish I could take credit, but this was all them.”

This amazingly perfect lesson was never planned. It was not in my teacher’s manual, and it will probably never happen again. It was driven solely by the kids’ passion to read. I had done nothing but give them the tools they needed to be successful. They, in turn, used those tools to create something amazing that never in a million years would I have ever thought possible from a class of 6 and 7-year-olds. And that is why Secret Stories will forever be the lifeblood of our classroom.

A Principal’s Perspective

Our first graders were very upset by the implication in our school newspaper that our mascot Rocky is anything other than an actual coyote.

The sixth graders who wrote the article about our mascot theorized that perhaps Rocky was a former school employee in a costume, or maybe a ghost?  Naturally, the first graders were appalled and felt the need to express their displeasure by writing letters to the editor.

The simple fact that six-year-olds would WANT to write in the first place is impressive, let alone view it as an authentic, everyday strategy to make your opinions heard. And did they ever! A Principal's Perspective on Secret Stories® Phonics

Because of the Secret Stories® and our first grade teachers’ emphasis on applying the Secrets to writing (as well as reading) the kids’ letters were not limited to simple statements like “We are mad!” On the contrary, our first graders were tossing around words like “unacceptable, offended, and apologize,” and even if the spelling wasn’t perfect, their message rang out loud and clear.

Knowing the Secrets gave them access to phonics skills that our reading series did not, allowing them to write what they genuinely wanted to say, and prove that they were well on their way to becoming highly proficient writers down the road.

Most impressive to me however, was the charm and compassion that was reflected in their writing, as evidenced by one little girl, who after writing five sentences of complete disgust and disdain for the slanderous journalists, still closed her letter with a simple, “Love, Kaylee.” (Because it’s possible to be really, really mad and someone and still love them!)

Kind of makes you want to say “aw” …. or is it “au?”Secret Stories® Phonics Poster au/aw

My little first graders with the “offending” article…

"First Graders Offended By School News Article!"
Posing with the upsetting article.  Just look at that passion on their faces.

 
"First Graders Offended By School News Article!"
Students underlining and writing their responses to the article.


And just look at these faces…..

"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"
 
Some “letters to the editor” written by some of my babies…. 
"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"

 

"First Graders Offended By School News Article!"
I hope you enjoyed this little peek into our crazy classroom!
Love,
Katie Garner Secret Stories Reading Professional Development

So you know that moment when you get to meet that person who changed everything for you? Well, it happened to me! My name is Reneé McAnulty and I’m a proud first grade teacher at Cottonwood Elementary in Hesperia, California and this is my story…

It all started with me nearly pulling every single hair out of my head! First, let me start by saying that I am by no means a “new” teacher. Folks, I have taught in a classroom since I was 16 years old. I had my own classroom at the age of 18, teaching at a private school, and was hired as a kindergarten teacher at Cottonwood in 2001. I love my job! I love kids. I love teaching kids to read.

In all my years of teaching, I’ve never had a class like this year’s class. I was in shock. I have 24 boys and 9 girls. Of my 33 kids, 18 of them entered 1st grade far below grade level. From that group of 18 kids, 6 of them did not know any letter sounds or sight words. So, I had only 11 kids who could function as first graders… 11! 

I didn’t know where to start. What could I do to help these babies learn everything that they needed to know last year and keep the on-grade level kids moving in the right direction, too? The behavior was out of control in this class. It took two and a half months to train these kids in Daily 5 and Daily Cafe due to their behavior.

When we finally started to get things under control, I was able to start reading groups, but I was at a loss. I needed to do something different. My usual bag of tricks wasn’t working and we were all getting frustrated. I had parents telling me, “Well, in kindergarten my child made it to List 3 and knows how to read 75 sight words.” 

I would try to explain that regurgitating words from sight cards and seeing them in text were two different things. When they saw these exact same words in books, they couldn’t read them. I made it to mid-September and realized that I had to change it up… big time. I needed to find something that would challenge my high kids, make my grade level kids higher, and push my below-level kids.

One September day while at a district science meeting, I was on Pinterest searching for student-friendly science standards when I came across Katie’s free ‘Cutest-Ever’ Science Standard posters. As I scrolled down, I noticed her link to check out something called Secret Stories. She included writing samples and video clips from her classroom. I was blown away! I couldn’t believe her writing samples! I pinned the link, and as soon as I walked in my front door I sat down and started to explore.

I honestly could not believe that kindergarten kids could do that! I watched Katie’s YouTube vlogs and was speechless. With tears in my eyes, I ran to my hubby. I told him my prayers had been answered and that I had found the holy grail of reading/phonics!

Now, my hubby, being the supportive husband that he is, was used to me coming home in tears over this class. I had spent night after night crying myself to sleep, not knowing what I should do to help these kids.
I had spent hundreds of dollars on units, games, centers and activities, but they were of no use because my class simply wasn’t ready for them. Seeing my desperation, yet reluctant to spend $90 on yet another thing for my classroom, he finally agreed to let me get it. That was the best decision we ever made.
Let me put it this way, if my classroom were on fire, after safely removing all the children from the room, I would grab my “Secret Stories” book and posters! Of everything I have EVER bought for my classroom, this program has beyond proven its worth. It changed everything for me.
So after ordering it, I couldn’t wait for the package to arrive. In the meantime, I watched every one of her vlogs on YouTube, read the website from top to bottom, and stalked Katie on Pinterest.
Finally, my package arrived and I was one happy camper! I read it from cover to cover and told myself that I would try everything. Whether if it was new, different, or I something that I was unsure of, I was going to do it!
If my classroom were on fire, after safely removing all the children from the room, I would grab my Secret Stories book and posters!
I carried my book around with me everywhere ever I went. I was determined to learn these stories so I could teach them to my babies. And I quickly enlisted the help of my amazing hubby to put up my posters.
My kids are beyond engaged.... they are OBSESSED with the Secret Stories!
If my classroom were on fire, after safely removing all the children from the room, I would grab my Secret Stories book and posters!

 

My kids are beyond engaged.... they are OBSESSED with the Secret Stories!

My students instantly became excited about these posters. They were dying to know what these stories were all about and how they could teach them to read!

And I carried my little book around like it was the Bible. I would refer to it at least 5 times a day. I would explain to my kids and parents and anybody who entered our room, that we were trying something new…. that Mrs. Mac was learning right along with the kids.

If my classroom were on fire, after safely removing all the children from the room, I would grab my Secret Stories book and posters!
And to prove how “well-read” my Secret Stories® Book was,
here’s what it looked like after just TWO MONTHS!

Within two weeks, ALL my kids knew all their letter sounds, AND long and short vowels! My kids started to CRAVE Secret Storytime. You could hear a pin drop when I was sharing a secret with them. They were finding Secret Stories everywhere!!! We couldn’t walk into a room without them finding a Secret Story “hiding” in words that they saw.

By December, my kid’s DRA reading scores had doubled. I actually had kids reading above grade level and all of my 0 DRA reading scores disappeared!

One day during Secret Story hour, my AP was doing a walk-through and my students immediately ‘shushed’ me, begging me to stop telling the Secret Story of oi/oy. The AP was not allowed to to hear our ‘secret’ ….. that was privileged information. We finally came to an agreement that if she promised not to tell anyone, she could hear the “Secret Story.” And the rest is history. She was blown away by how engaged they ALL were during the lesson, and how every student knew the sound for oi /oy and could easily tell its ‘secret!’

She told my principal, who then came into my classroom wanting to hear more about this “Secret Story” program. He was equally blown away by what my kids were able to do! They were beyond engaged…. they were OBSESSED with these stories.

If we had a ‘rough’ day, and had to miss out on a Secret Story, they cried. If students had to leave the carpet area because of bad choices and missed out on Secret Storytime, they were devastated. They would beg the other kids (behind my back) to tell them the ‘secret’ they’d missed. I couldn’t believe it.

By this time, Secret Stories had spread like wildfire. My principal had asked me to do a mini-presentation for our staff and even offered to buy it for all the teachers who were interested. I’m proud to say that ALL of our teachers from 1st through 5th grade wanted it!

I asked my principal if I could go to one of Katie’s conferences, but instead, he brought her to us! He was able to schedule Katie to come and work with the entire staff for a FULL DAY in-service! So five weeks ago, I got to meet the person who changed my entire reading philosophy forever, and it was one of the greatest moments of my life!

My students were just as excited to meet her as I was. They couldn’t wait to meet the lady who taught their teacher how to teach them to read! They decided to create a handmade Secret Storybook for her. They each chose a Secret Story, wrote about it, and drew a picture to match their writing.

Secret Stories Sneaky Y® Phonics Secret! Do YOUR Kindergartners Know It?
Secret Stories® Sneaky Y®
Secret Stories Sneaky Y® Phonics Secret! Do YOUR Kindergartners Know It?
Secret Stories Sneaky Y® Phonics Secret! Do YOUR Kindergartners Know It?
Secret Stories Mommy E® Phonics Secret! Do YOUR Kindergartners Know It?
Secret Stories® Mommy E®
Secret Stories Mommy E® Phonics Secret! Do YOUR Kindergartners Know It?
Secret Stories Mommy E® Phonics Secret! Do YOUR Kindergartners Know It?
Secret Stories® "ous" Phonics Secret! Do YOUR Kindergartners Know It?

When she walked into our room, my kids literally jumped out of their seats and yelled, “KATIE GARNER!!!!”  which was immediately followed by ALL 33 of them talking simultaneously, trying to tell her their favorite secrets, as well as all of the other things they were learning about. She was essentially ‘mini-mobbed!’

I am proud to say that I now have a classroom full of readers…. REAL readers!  

Readers that can spend their time enjoying what they read, not struggling with how to read it. To put this in concrete form for my little ones, I had each of my students create their own personal growth charts, so that they could see for themselves how far they had come into the world of reading and writing! 

Just look at how MUCH progress they made!
 
How I DOUBLED My First Grade DRA Scores by December!
How I DOUBLED My First Grade DRA Scores by December!
How I DOUBLED My First Grade DRA Scores by December!
How I DOUBLED My First Grade DRA Scores by December!

I am just so proud of these students and can’t wait to share more about our amazing journey!  
                                                         

Sincerely, Reneé McAnulty
A special THANK YOU to Renee McAnulty for taking the time to write this post and share all of the wonderful things she is doing in her classroom! It was such a pleasure getting to visit it in person, and while I LOVE seeing her student gains on the graphs, nothing beats seeing what her kiddos can actually do in real life!
If you would like to read another post by Ms. Mac (which will honestly have you rolling on the floor laughing!) click here.
Until Next Time,
Katie Garner :-)

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Secret Stories® Makes Phonics Make SENSE!
Try a “taste” of the Secrets with YOUR class 
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