Helping Older Readers Who Struggle

A Guest Post by Anna Hardway, M. Ed.

older struggling readers

I know if you are reading this, you are probably a teacher of older students, or a parent of a struggling reader who has been told that their child “can’t read.”

If that’s the case, you are probably reading this late at night, having wrung your hands, scratched your head, and said your prayers….while continuing to search for answers. I know this because I have been you. 

I never thought about becoming a Reading Specialist at any point in my college career. I started reading when I was three, so OBVIOUSLY I knew everything about reading, right? Nope, not even close.

My second year of teaching, I was plunked into a Title I Intervention position in a K-8 school. I had cruised through “intervention” with my K-2 students, as at that age, they absorb pretty much everything. My work with struggling readers at the upper grade levels, many of whom were struggling with dyslexia, was an entirely different story.

As soon as I began working with 3rd-8th grade struggling readers, I realized there was SO MUCH that I didn’t understand. I wanted to help them, but had no idea where to start, as many were just too far behind. It was at this time that I began working on my Master’s Degree in Special Education, as solving this problem would require more knowledge and tools than I currently possessed, and I was determined to help these kids!

When I had initially started working with struggling readers at the upper grade levels, my first reaction was to blame every teacher that they had ever encountered in earlier grades. How could a sixth grader in a regular education classroom be reading at SECOND grade level?

Being in a small school at the time, I got to know each of those teachers. Every one of them had been frustrated with the same children—not knowing how to help them, but trying to do their best. They simply didn’t know how to get there.

It was then that I started down the path of blaming parents, society, and culture in general. That’s a bleak place to be. This disposition didn’t last long, as soon I had my own son—who in first grade had decided that he would rather cut holes in his shirt rather than learn how to read. He was interested only in things that had wheels or made noise—neither of which applied to the average book. And so, his “go-to” reading material was anything with “schematics” (think assembly instructions for a bookshelf with diagrams for pictures!)…at six years old!

While my son may have been perfectly fine with the “Encyclopedia of Cars” and “Build Your Own Bookshelf” directions, I had to have something to “read” with him that was at least a little more enjoyable. Thank God for the “Look Inside/See Inside” books, as they were our regular bedtime “stories.”

Accelerated Reading Intervention

After finishing my master’s degree and becoming a Reading Specialist, I understood the importance of beginning grade level screeners and various other forms of assessments used to identify vulnerable learners so as to catch them before they fall. Research shows that the ability to identify all of the letters and sounds by Halloween in kindergarten is a primary predictor of later student reading success (Allington, 2016). Yet, for many at-risk, or vulnerable learners, achieving letter sound skill mastery often extends well beyond the kindergarten year and into first gradedelaying instruction of critical first grade phonics skills.

While spending the entire kindergarten year mastering individual letters and sounds is not an uncommon practice in today’s classrooms, it is unnecessary, as brain science offers preferred pathways for learning that fast-track individual letter sound instruction. The Better Alphabet Song is a perfect example of how easy it can be to put science into practice, as it targets earlier-developing, muscle memory pathways for faster skill acquisition, rather than relying on under-developed, executive processing centers.

And this is only the beginning, as we can use brain science like a road map to “cheat the brain” into learning more complex, phonics skills as well!

I became obsessed with Secret Stories in my instructional practice because it got my kids exactly where they need to go quickly and efficiently, and it also confirmed what every good reading specialist already knows, which is that “time is of the essence!” The Secrets aren’t program for teaching the “reading,” but tools for teaching the READER! 

The Science of Reading and the Brain

Current and traditional methods of reading and phonics instruction and intervention do not adequately make use of the brain science and are ineffective at successfully engaging the whole brain for enhanced memory and learning. Secret Stories drastically differs from traditional core reading and phonics programs in that it aligns instruction to work naturally with the brain, rather than in opposition to it. Secret Stories moves phonics instruction from brain-antagonistic to brain-compatible so that it makes sense to older students, who have long felt confused and left behind. It engages more neural pathways for deeper learning connections by introducing information to the brain from as many angles as possible. Secret Stories’ multi-sensory approach to learning is holistic and multidimensional, with more systems and modalities utilized that strengthen struggling learners’ ability to both receive and retrieve the information. 

How the Brain Learns to Read

Weaving abstract letter sounds into stories makes them interesting, activating the brain’s positive emotional state and hooking the information into a strong memory template. In this way, learning is non-conscious and effortless, as high-leverage phonics skills are acquired through “backdoor” (social-emotional) learning channels that are more easily accessible. Additionally, cloaking phonics skills as “secrets” makes them important—something that all learners are curious about and want to know—making them meaningful and relevant, and therefore, easy to teach and learn.

phonics stories for reading

The Secrets naturally “plug the holes” in struggling learners’ skill ability, as they can be given whenever and wherever they are needed to read and write unknown words—across all subject areas and throughout the entire instructional day, including at home. The more Secrets learners know, the more they can read and write independently, using the visual pictures to recall sounds and spelling patterns, as needed.
When working with remedial readers, the ultimate goal is for them to be able to apply information, ideas, content, skills, and strategies to various situations, and not to be dependent on others for information and ideas. The organization of Secret Stories provides the continued support that’s needed, while increasing students’ personal responsibility for their own learning. By the time students are in fourth grade, the window of time for learning to read has begun to close, as instructional momentum shifts away from “learning to read” land focuses squarely on “reading to learn.” For some students, my own son included, the traditional “front” door approach to reading instruction is not enough—they need more. They need to gain accelerated access through the “backdoor!”

Secret Stories accelerates access to ALL of the code-based, phonics skills that struggling learners need to read and write—regardless age or grade level. With its “backdoor-to-the-brain” approach, complex phonics patterns are made simple, as is the brain based process for teaching them. This makes Secret Stories one of the most highly effective, instructional tools available to educators and parents, alike.

For older, struggling learners who have tried so hard for so long, Secret Stories is the missing “piece” of the elusive reading-puzzle. Its “backdoor” approach re-ignites their interest, curiosity, and most importantly, their desire to unlock the mysteries of text!

teaching older struggling readers


Guest Blogger, Anna Hardway, M. Ed., is a 20-year educator and currently a consultant on various education topics such as Reading, Curriculum, Assessments and Development Strategy. She has worked inside public education, and has worked for Save the Children, as a Director of Programs for Early Literacy and Rural Education.  She has also developed education recovery programs in the aftermath of disasters such as the Oklahoma Tornadoes of 2013, South Carolina Floods of 2015, West Virginia Floods of 2016 and Hurricane Harvey in 2017.  If you would like to reach her, please email edconsulting.ahardway@gmail.com

Dyslexia, Reading, Phonics & the Brain

Decoding in Reading - The Dyslexic Brain

Dyslexia

So what is dyslexia? Dyslexia is a specific learning disability that is often genetic, and 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. Dyslexic learners find it difficult to recognize and process letters and sounds accurately and automatically, and can also struggle with paired associate memory and/or orthographic memory. (For more on dyslexia, what it is, and what it isn’t, click here.)  It’s a neurological, often genetic disorder that makes

Some researchers in the field, however, believe that dyslexia is not always organic, but the result of ineffective reading instruction and a lack of phonics skill acquisition at the earliest grade levels. Regardless, the specific learning challenges, deficits and observed behaviors are very similar, as is the need for instruction to circumvent the inherent areas of learner-weakness and tap into alternative areas of strength. And these learners have many areas of strength! Dyslexia does not affect intelligence, as most students with dyslexia are of average or even above-average intelligence.

Dyslexic children, as well as dyslexic adults, are often the quintessential “backdoor” learners—looking for effective “work-arounds” to solve problems, and often exhibiting high levels of creativity in doing so. For dyslexics, the “front” door might be closed, but the backdoor is WIDE open!

They may not move from “A” to “B” to “C” as per the traditional learning path, but they somehow find a way….even if it means having to skip “B” entirely, circle “F” twice, and then work they way back around to “C!”  Traveling these unconventional paths allows them to observe more, think differently, be creative and build tenacity.

The key to helping dyslexic learners struggling to read is to provide them with an easily accessible, backdoor approach, so as to accelerate access to the phonics skills needed to read and write, and from the earliest possible grade levels.

The answers lie in the brain science.
(Before reading on, learn more about “backdoor” skill-access for struggling readers, here.)

Phonics for Dyslexia

Reading Intervention for Dyslexic Learners

Beth Guadagni M.A., a Learning Specialist at The Yellin Center for Mind, Brain, and Education, explains how dyslexic children can make great progress with reading when they’re given appropriate, intensive, and high quality intervention early. The following is an excerpt from her original post, which can be found here.


There are lots of good interventions that can be very effective in improving reading decoding. Remember that early intervention is critical, so if you suspect your child may have real reading problems, it’s best to consult an expert without delay.
  • Multi-sensory instruction and teaching techniques that recruit a child’s sense of touch, as well as their eyes and ears, is one of the most effective methods for teaching letter-sound pairings to children with weak phonemic awareness or paired associate memory. Similarly, kids with weak orthographic memory may respond better to multi-sensory methods, like tracing sight words on a textured surface, rather than simply drilling with flashcards. Multi-sensory teaching allows students to absorb information through different channels and can be extremely effective. For very intensive multi-sensory instruction, look for specialists or centers that teach using Orton-Gillingham or Linda Mood-Bell’s curricula. 
  • For teachers and parents, one of our favorite interventions for students who struggle with weak paired associate memories (i.e. difficulty connecting the phonics patterns to their sounds) is Secret Stories by Katie Garner.  It pairs pictures of letters and letter combinations with stories that explain “why” the letters make the sounds they do. Our favorite is the explanation of the au/aw sound (They have crushes on each other, so whenever they’re together, they say, “Awww!”). This clever technique helps kids understand the “logic” behind letter sounds, instead of simply having to memorize information. Context, especially when it’s fun and already familiar, really help kids with poor paired associate memory learn quickly.

Phonics Stories for Reading - Secret Stories

  • Many children with decoding difficulties, regardless of the cause, can comprehend more sophisticated material than they are able to read independently. It is important to give these students access to reading material that is at their intellectual level. Reading aloud while the child follows along is one way to do this. It also provides the added benefit of repeated exposures to words paired with correct pronunciation. Over time, this will help strengthen their weak paired associate or orthographic memories and improve their skills. For busy parents or kids who want a bit more independence, audiobooks are fantastic for kids to practice this on their own, as long as they can follow along with the text as they are listening.

 

  • Finally, practice, practice, practice! Accurate, fluent reading is the result of hundreds of hours spent with written words, so as to become automatic with letter patterns. We encourage lots of practice reading at home, but with a few cautionary notes. First, be aware that continued drilling without results can be very frustrating for your child, and may even be futile if the method he’s using isn’t one that’s best for his kind of mind. If he’s reading as often as his classmates, but falling further and further behind, ask his teacher or a reading specialist what other techniques he should try. Secondly, remember that reading, particularly for younger kids, should be a fun! Try to strike a balance: kids should not forgo reading because it’s hard, but reading shouldn’t feel like a grueling obligation either.

I had the pleasure of being interviewed by Elisheva Schwartz on the Dyslexia Quest Podcast (links to broadcasts, below). I first became aware of this popular podcast on Dyslexia after listening to an interview with Harvard-trained neuroscientist and researcher, Dr. Mary-Helen Immordino-Yang, whose research on learning and the brain is incorporated into the Secret Stories “backdoor” approach to accelerate phonics for reading and writing.

In the two-part podcast interview with Elisheva shared below, we discuss learning issues that are associated with dyslexia, and why the Secret Stories® are often referred to as “Phonics for Dyslexics”.  To play, click the arrow under each of the descriptions, and for additional podcasts on the topic, visit www.elishevaschwartz.com. You can also access Secret Stories® free video library by subscribing on YouTube.


The Dyslexic Brain: A Backdoor Approach to Phonics for Reading – Pt. 1

Phonics for Dyslexics

      CLICK THE ARROW (ON LEFT) TO PLAY PT. 1

The Dyslexic Brain: A Backdoor Approach to Phonics for Reading – Pt. 2

Phonics for Dyslexia

      CLICK THE ARROW (ON LEFT) TO PLAY PT. 2

Finally, I wanted to share this review that I stumbled upon online. I am always so grateful when parents take the time to reach out and share their child’s struggles and successes, and while this one wasn’t sent to me directly, it was filled with some good information and helpful insight that I thought I would share.

How I Helped My Dyslexic Child Learn to Read

This book changed our life. I’ve taught my dyslexic daughter to read using the Secret Stories®.

After trying the regular phonics “programs,” Secret Stories was recommended by our homeschool support group. With the Secrets, we didn’t have to give up learning phonetically, despite my daughter having auditory processing problems.

We sat down with a print out copy of the first McGuffey Reader, and when we came to a Secret Story (i.e. letters not making the sound that they should) we looked it up its “secret” the book. The pictures that went with each Secret made them so easy for her to remember, not just the phonics pattern, but the sound/sounds. The Secrets helped her brain easily retain the phonics patterns and sounds that before she could never get, no matter what we tried or how many times we practiced them.

I’ve also begun using Secret Stories with my severely language-compromised son, and he giggles as we “make” the Secrets he knows out of his Theraputty (another great product) and make the words come alive! I’ve also used the Secret Stories in a fun way at our homeschool group—I made little capes with the Superhero Vowels® sewn onto the back to wear when the vowels “say their names!”

Seeing my daughter now want to read and write ALL the time is such a blessing, as it’s been a long road to get here! If she hadn’t learned the Secrets, I don’t think we would have ever made it to where we are now.

I wish every school would use Secret Stories along with their reading curriculum, as it’s so easy, and it covers all of the learning bases: kinesthetic, visual, auditory, and even emotion. It can help everyone, but especially those who don’t learn the “normal” way.

phonics for dyslexia


Learn more about how Secret Stories® can help struggling readers access critical phonics skills for reading and writing.

Phonics Stories - TH

 

phonics stories

phonics stories for reading

 

Phonics Stories

Learn the “secret” phonics stories that go with the pictures here!

And to subscribe to the Secret email blast for the latest tips, tools and tricks here!


 

“Why hadn’t I thought of this before? Giving my kids the phonics “secrets” to take home for reading and writing was truly the BEST GIFT I have ever given!”

This was originally posted on Tara Settle’s popular (and totally FREE & AWESOME!) teacher blog, Settle on In, entitled, “The BEST GIFT I Have Ever Given. It’s about the holiday gift that she gave to her students this year, and I asked Tara if she would be willing to share it here, along with some background, and she agreed! (Note that I have added the links for convenience.)

Phonics for Guided Reading

Tara Settle – 1st Grade Title I Teacher 

Tara Settle, from Settle On In
If you have read my previous post, then you know that I am a passionate advocate for Secret Stories and the accelerated access to phonics skills they provide beginning grade learners for reading and writing. In fact, I am always telling teachers that I meet about the Secrets and the huge difference that they make.

Secret Stories is a brain-based approach to fast-track phonics skills for reading and writing, giving kids the logical explanations for letter sound “behaviors” that their brains crave! It’s not a program, and no additional time is needed to teach it. The Secrets are simply teacher tools that make phonics make sense to kids, so that they can have more of the code to read and write with. (And if you’re a K or 1st teacher, then you know how important this is!)

I love the spirit of teachers. We are all in this together—not for us, but for the kids. That is one of the things that I truly appreciate about being a teacher, as well as our need to share great ideas with one another! And so, now that the hustle, bustle, and chaos of the Christmas classroom season is over, I wanted to share something that helped me so much during the year, and was actually the inspiration behind this post.

As I work in a Title 1 school with many extremely low level students, we rely on our Secret Stories. It is simply the best tool I have ever used in my classroom to turn my students into readers! I will never teach without the Secrets again, period! I bought them with my own money one summer because I was so desperate to help my struggling students. As a teacher, I was so frustrated because I felt I was failing them year after year, no matter what I tried. Yes, they were learning to read, but I knew they needed to make more progress in first grade, especially given the new demands and standards.

Fast-forward “post-Secret Stories” and I no longer feel this way! I finally feel like I am providing the best approach to help all of my students master reading, and it doesn’t even matter which reading series we use! As long as the kids know the Secrets, they have access to ALL of the phonics tools they need to crack the code—regardless of which book our district adopts. I honestly feel this way, and that was how the BEST GIFT I have ever given came to be this year….and I am so excited to share this idea with all of you, my fellow teachers!

I had recently watched a Secret Stories Sunday YouTube LIVE with Katie and one of the Title 1 teachers mentioned having held a parent event at their school and giving out the Secret Stories to parents on something called Porta-Pics

We actually used these in our classroom, but we call them “Code Crackers,” or our “Code-Cracking Cards!”

Code-Crackers for Phonics - Porta-Pics for Phonics Games

I had been pondering what holiday gift to give my first graders, and it suddenly hit me….I could give them the entire “Secret Phonics Code” to take and keep at home! This would literally be the BEST GIFT I could ever give my kids!

Code-Cracker Cards - Porta-Pics for Phonics Games

Why hadn’t I thought of this before???
Oh yeah, money and cost, duh!
Porta-Pics would cost about $2.60 per kid (as the class set is $65), but I figured and schemed my way around this problem!

At our Title 1 school, each teacher receives $100 to purchase items for the classroom. I already had a set of Porta-Pics that I used in the classroom, so I could give those to my kids this year, and then use next year’s Title 1 money to replace them for next year’s group… and I’d still have $35 left over! :-)

So I did it! And truth be told, I really would have paid for them out of my own pocket, once I realized what a dunce I had been all these years, teaching Secret Stories, but never giving the Secrets to the kids to keep and use at home. What had I been thinking? This was another “a-ha” moment in my teaching life.

The last part of my gift was to try and make sure that the parents understood what a precious gift their child now owned. The children needed help from a trusted adult to protect this treasure! (No kidding, I really feel this way, too!) So I typed up a note to the “trusted adults” and taped it on the back of each Secret Stories Porta-Pic “treasure” code card.

How to Teach Phonics at Home
Honestly, I even teared-up a bit as I taped each note on each gift. I explained to the parents that this was the BEST GIFT I had ever given my students. I didn’t want to brag, but I wanted them to understand the power of this gift to help their child.

It sounds strange to say (although all teachers will understand) but I was actually saddened that I had never given these phonics code-crackers to my past students. I had taught them all of the the Secrets as we worked our way through our  Journeys Reading Program, but I never gave them this piece of additional support for home. This class, however, would have help “on-hand” and ready for use at home whenever they needed it, so that they can be the teacher and educate their parents about the “stories” that help them read. The parents, in turn, could learn along with their child, and have a “real” tangible tool to support their children as readers. Maybe the Secret Stories will help take away some of the frustrations that children and parents feel in trying to improve their reading levels, fluency, sight word knowledge, and so on, and so on…
Now can you now see why this is the BEST GIFT I have ever given my class?

And if you are saying to yourself, “Well, Mrs. Settle, Christmas is over, so I will try to remember this idea next year.”
I say to you, “Why wait?!!” 

I am seriously disappointed that I waited so long to think about giving this precious gift to my students. Don’t make the same mistake. You could give them as a New Year’s Gift or a Valentine Present. Better yet, hold a parent event in your classroom and let them know will be giving out a special treasure to all those who come! Make it pirate-themed event with Porta-Pics as the “gold” that’s given at the end of the party. Find ANY reason to get this tool into your students’ hands at home to support their reading adventure!

And if you don’t use Secret Stories, you should!
I NEVER (well, almost) have to say to a child trying to read an unknown word…. “It just is… it just does… you just have to remember,” or worse, “I just taught that last week!”

All I have to say is, “Is there a Secret in that word?” and they immediately look to the posters and find the sound (or spelling) they need. Even without the posters (in the hallway, library, lunch line, etc…) a simple “Secret” gesture is all it takes to prompt the sound! What more can you ask for?

Oh, and one more thing, my first graders can now READ all of their sight words, which means we skipped the whole “memorizing” thing! And not only that, but every time they learned a Secret to read a sight words, they could use it for a hundred more words, which meant no lost time, and no words lost! Can you imagine? (This is why teachers who use the Secrets always say they could never go back to teaching without them…. it’s just waaaayyyyyyy too much work and with so little to show for it!)

To help you understand why I am so passionate about Secret Stories, there are some free Secrets in the “Appetizer Pack” which you can download and start using RIGHT NOW with your kiddos, plus lots of strategies that you can watch and then do for FREE on Katie’s YouTube Channel.

Free Phonics Posters by Secret Stories

So, visualize the “happy teacher dance” I did when I gave my kids BEST GIFT EVER this Christmas, and listened to them “ohhhh” and “ahhhh!”  To say they were surprised would be an understatement! They were overwhelmed at the idea of getting to take the “grown-up” reading and writing Secrets home with them! (I later learned that some students had hung them next to their bed so that they could practice tell themselves the stories at night, and some kept them magnetized to their fridge in the kitchen, so brother and sister could use them for homework too, as our whole school uses Secret Stories).

So, there you have it, the BEST GIFT I have ever given my students!

Happy New Year!
Mrs. Settle
www.settleonin.blogspot.com


A Post-Script….

Christmas Pajama Day
We played the “I Know My Secrets” phonics game before I told them they could take Porta-Pics home. This is one of our favorite activities for phonics and reading, and the kids love it! (Katie has since talked about how to play this game and lots of other “secret” phonics games and activities that you can play with your class in her Secret Sunday YouTube Live.  (Just be sure to click on “Show Chat Replay” in the upper right corner when you watch the video, as some of the best stuff is happening in the conversation between teachers as Katie is talking!)

Working with a partner, one student points to a Secret (picture) on the Porta-Pic, and then the other has to tell the Secret Story and make its sound. If they are able to recall the phonics story and sound correctly, they can put a colored chip on that Secret.
Students take turns and I usually set a timer for three minutes to keep the game going quickly.

The beauty of this phonics activity is that if one partner doesn’t know the Secret, the other has to “teach” it before they can move on. We play several rounds and whoever wins the most rounds from each partner group wins a prize!

We played lots of Christmas party games, but “I Know My Secrets” was still the most popular party game of the day!

Phonics Activities

phonics games

We play a lot of the Secret phonics games that Katie talked about in her LIVE talks, and I have made a concerted effort this year to get the Secrets “off the walls” and into the hands of the kids! As we wouldn’t ever want to really take our posters off the wall because we are constantly using them to read and write throughout the day, we use additional sets of placards, square posters and flashcards (as all are available without the book if you already have the kit). This has opened up a whole NEW level of learning fun!

Phonics Games with Secret Stories Posters

Phonics Flashcard Games

Secret Stories Phonics Instruction Program

Plus, it helps to “connect the dots” for students who know the Secret Story, but need to see a concrete connection to the words that it’s in. Now I can bring the words and the Secrets together, as needed, which I actually do for every story in our Journeys Reading Series. Having extra sets of visuals that I (and students) can easily manipulate while keeping our “real” Secret Stories posters on the wall where they “live” (i.e. where kids can easily find them) has been a game-changer this year!

These Seesaw videos (that I sent my home to parents) just before and after holiday break will give you an idea of the concrete connections that I’m talking about, as well as how pull my parents in on the Secrets!


Thanks so much to Tara Settle at Settle On In  for sharing more about the creative ways she uses the Secrets in her classroom!  

Wishing everyone a happy, healthy and slightly “late” New Year!
Katie Garner
https://www.KatieGarner.com

*PREVIEW*PREVIEW*PREVIEW*PREVIEW*PREVIEW*PREVIEW*PREVIEW**PREVIEW*

This is Jen Foster (@GoodMorningMsFoster on Instagram- https://www.instagram.com/goodmorningmsfoster) who teaches  first grade teacher in Malaysia, and she and I have a special surprise in store for you that will be announced this weekend, so stay tuned to Facebook or Instagram for a big “reveal!”

 

 

Join me LIVE on Youtube for “Secret Sundays” at 5pm EST for Brain Based Phonics for Accelerated Reading and Writing Instruction!

Secret Sundays - Episode 2

If you tuned in last Sunday for the very first Secret Sundays LIVE at 5 on YouTube, then you know it was a blast! (And if you didn’t, you can catch it by clicking on the video below.)

And if you tuned in for, what was supposed to be “Rewind Wednesday,” which was supposed to be a replay of Sunday’s episode on Facebook Live, but with me “chatting” live in the comments section throughout, then you know that was a complete debacle. Ugh!

Well, not a total debacle….at least, not once everyone from the THREE live groups (yes, I accidentally streamed three at the same time) all found their way into the one that I was actually in. But from that point on, it was smooth sailing! :-)

And finally, the UNPLANNED and totally IMPROVISED "Wednesday Rewind!”…..3rd time’s a charm! Lol 😊

Posted by Secret Stories- Cracking the Reading/Phonics Code with the Brain in Mind on Wednesday, December 12, 2018

So, if you’re up for a challenge, try and join me this weekend for the second episode of Secret Sunday LIVE at 5pm on YouTube for “Cheating the Brain for Easy & Early Access to Hard Phonics Skills!” You will discover the “secret” ingredients to cooking-up a powerful, brain-based phonics “stew” in your classroom! In this short 30 minute timeframe, you will learn how to align core tenets of brain based learning with your existing phonics instruction to accelerate access to the WHOLE code that kids need to read AND to write!

I will also be doing another giveaway for a FREE Secret Stories Classroom Kit OR (if you already have it) any other item of your choice from the Secret Stories® website—from the Flashcards, to the new Decorative Squares, the Manipulative Placards or a class set of Porta-Pics….it’s your choice! To win, just share this link to the live broadcast on your Facebook or Instagram page anytime between now and the 5pm broadcast, and then be sure to follow and tag! I will also be sharing a free download link to one of the most popular items in my TpT store— one that’s never been offered for free—to ALL who tune in to learn on your precious Sunday! :-)

Secret Stories Phonics Kit

Secret Stories® Phonics Flashcards

Secret Stories® Decorative Squares Phonics PostersSecret Stories® Phonics Manipulatives Placards

Secret Stories® Phonics Phonics for Homeschool

So I’ll see you all on Sunday….same time, same place!

Talk soon,
Katie
https://www.KatieGarner.com

PS And YAY! I actually did it!!!  I gave you a “heads-up” more than an hour in advance! Lol ;-)

When Kids Can’t READ the Reading Program

Fast-Tracking the “Too-Slow” Pace of  Traditional Phonics Skill Instruction

Journeys Reading Program

If you’re frustrated with your reading program and the intractably SLOW pace of phonics skill instruction, or, if you are feeling overwhelmed by all of the sight words that kids have to memorize because they can’t read them, then you are in for a real treat!

I want to introduce you to one of my favorite teacher friends, Tara Settle, who just happens to teach in my home state of West Virginia, and who I met while doing a phonics workshop for the Wood County School District in Parkersburg, WV. If you follow me on Facebook PageInstagram, or Twitter, the name might sound familiar, as I often share peeks into Tara’s classroom.

Tara and her first grade students actually came up with a brilliant tool to help Secret Stories® Word Doctors all over the world whenever a vowel wasn’t making the sound that it should (as per being a Superhero or being “short & lazy”). This add-on, Secret “default” is called the “Head-Bop” Trick, or “Thinking Vowels” strategy, and it helps kids decode those otherwise “non-decodable” sight words in Journeys (and other) Reading Programs, like: of, was, what, want, love, come, done, some, around, among, about, nothing, etc…

I love sharing insight from Tara’s classroom because she really “paints a picture” of not only of WHAT she does, but HOW and WHY she does it….and teachers really need all three if they are to make strategies their own!

For who are teaching first grade and using the Journeys Reading Series, you are really in luck, as that’s the catalyst for Tara’s post, below. For everyone else, regardless of whether you teach kindergarten, first or second grade, and no matter the reading series (or phonics program) you use, you will see that Tara’s situation likely mirrors your own. The reading “programs” don’t give kids at the early grade levels access to the phonics skills they need to read most of the words that are in them! However, your reading series IS the perfect “playground” for your kids to enjoy flexing their reading and writing muscles with the Secrets!

And so, it is my pleasure to introduce you to Tara, who has not one, but TWO sets of Secret Stories® Flashcards!  (You will see why as you read on!)

Secret Stories Phonics Flashcards

(From this point on, Tara’s words are in black, and my commentary will appear in red.)


phonics workshop training

My name is Tara Settle, and as Katie said, I live in Parkersburg, West Virginia, and have taught for a total of 29 years. Having had the privilege of being a stay-at-home mother for my four children, I chose to educate them through homeschooling. It was a wonderful adventure for all of us! Both of my two sons had reading disabilities, and I searched high and low for ways to help them become more proficient in this overwhelming process. We persisted, they overcame, and today they are successful readers.

Fast forward to teaching first grade in a 90% low-socioeconomic status, Title 1 school. I encountered so many of the same struggling readers as my sons. And so I began my online search one summer, determined that there had to be something “out there” that could help my students.

Enter Secret Stories….

The Secrets have changed my teaching career and the reading lives of all my students, who often come from homes with no previous help or reading “lap” time. The first year I used Secret Stories, I realized that it wasn’t your typical “phonics program,” as it worked like nothing I’d ever seen before. When my students understood that Sneaky Y® made 3 sounds, they were able to read words at the beginning of the year that my previous year’s class struggled with until the end. I was convinced that this multi-sensory, neuroscience based way of “cracking the reading code” was exactly what I had been searching for my entire teaching career. Every year, Secret Stories proves to be an approach that truly works for all readers!

One more thing…if you use Journey’s Reading Program and have found the online interactive “Settle On In” Blog for your students, that’s me! I created this free resource for teachers to use with their classes, so be sure to search for your weekly story there for free and safe resources for your class.

Journeys Reading Series/ Phonics Program

Week 1-  Sight Words: play, the, with

I borrowed your ladies sunglasses idea that was posted on the Secret Stories Facebook Page yesterday when introducing “ey/ay” with our Journey’s Reading Series/Phonics Program, week 1 sight word, play. I sent the pig picture out to all my parents in a platform called Seesaw so they could have a (fingers crossed) dinner time conversation about our new Secret. I wouldn’t normally include a picture of the Secret, as per copyright, but I thought this might be a good way to introduce Secret Stories to my parents, as usually I will say, “Ask your child to tell you the Secret about ay/ey that we learned today, and see if they can tell you some words that it’s in.” (I thought that this one should be okay since it has a cute pig in front of the picture— Lol!)

I love the way Tara includes her parents by letting them know to ask to hear a Secret! This is a great way to keep parents in the learning-loop while at the same time, establishing kids’ “ownership” of the Secrets. And while you can’t copy or reproduce any of the Secret graphics or text to send home, you can use the Porta-Pics to give kids access to the Secrets at-home, as well as for individual use in the classroom. They are a little over $2 a piece, and when laminated, they should last 2-3 years, so they can be checked out to each new class. You can also get more ideas on how to share Secrets with parents here.

Secret Stories Phonics AY/EY Secret Pig

 

Secret Stories® Phonics Workshop— The EY/AY Reading Secret

I got out my apron so that I was ready to greet my class today. They have to tell me the Secrets and read the words to enter our classroom! Luckily, they all remember the Secrets!!

The small cards seen in Tara’s apron (which she had specially made) are the cut-apart cards from the back of the Secret Stories® Book, although she also uses flashcards in the top pocket, which you will see a bit further down.

Secret Stories Phonics Apron


Journeys Reading Series/ Phonics Program

Week 2- Sight Words: no, find, sing, funny, they, do

Below is a pic of my sight word review/follow up for today. These are words from our first grade Journeys reading series.

It’s ironic that Journeys scope and sequence for first grade (like most all other reading series/phonics programs) doesn’t introduce the phonics patterns that are needed to actually read these words until the end of first and/or second grade! And yet, when using brain science as a road map to tap into the backdoor learning channels, kids can have them in preK! Don’t believe it? Click here!

Here is a picture of today’s sight word review. These are words from the our Journeys series. Knowing the Secrets means that we don’t have to waste time memorizing sight words, as we can just read them. Note that the words find and do require kids to think like word doctors, which you can read more about here.

Secret Stories® Phonics Means NO MORE SIGHT WORDS

Journeys Reading Series/ Phonics Program

Week 3- Level B Reader, Curious George

Curious George is the Journeys Lesson 3, Level B Reader, and it contained 17 words that my students couldn’t read without Secret Stories. Without these Secrets, they wouldn’t have even been able to decode the title! When you stop and think about it, it truly is mind-boggling, and it makes me so mad on behalf of these struggling students! I seriously wonder how other Journeys first grade teachers in Title 1 schools or with ELL learners use this series without Secret Stories.

It is ironic that the reading series requires that learners be able to read words that contain phonics skills not yet taught. Nor will they be for what is often another one or two more grade level years.

Secret Stories Phonics Secrets in Curious George

The kids also had to sing this Secret to me to enter the room, since you can’t read “George” without it! I used the 6×6 flash cards on my apron (instead of the smaller cards from the back of the book that I usually use) so that they could see the letters better.

Secret Stories Phonics— The ce, ci, cy/ ge, gi, gy Secret

The picture I am sending is of the words from the two leveled B and C readers that I will be reviewing today so that the students continue to see the connection between Secrets and the words in our stories. As an aside, I love having the extra set of space-saver posters, as they are just the right size to put up on my magnetic board next to the words they are in!

Teaching Sight Words


Below is a picture that I posted on Facebook that combines the two pics above. I love how Tara is constantly modeling how to use the Secrets to unlock the words they are reading, not just in these stories, but in text experiences throughout the entire instructional day— from math to social studies. In the hallways, on bulletin boards, even on the lunch menu in the cafeteria, Secrets are always there….always teaching. (As one little first grader in Mrs. Mac’s Class said, “I can’t turn it off! The Secrets are EVERYWHERE…. and I just keep reading them!!!!!”)

Secret Stories Phonics Makes Teaching Sight Words Easy

Journeys Reading Series/ Phonics Program

Week 4- Level C Reader, Lucia’s Neighborhood

All of the following are from our Journeys level C reader, Lucia’s Neighborhood. They had to read the word fire on my apron when entering the room this morning. This will be my introduction to the word “firehouse” in my level C vocabulary reader for guided reading this morning. (Not to mention the word firefighter, which is also in this story, and yet without the Secrets, would be virtually impossible for most beginning first graders to read!)

A word like fire requires knowledge of the phonics rule about silent e….. or, in Secret Stories-terms, the Mommy E® Secret! (If you don’t know it, it’s super-easy, as is Babysitter Vowels® which explains what happens when “mommy just has to get out of the house!” to read/spell multi-syllabic words like making, motor, etc… You can them both here!)


Secret Stories Phonics and Journeys Reading Program

 

 

 

 

 

 

 

In order to read the word Lucia where /a/ is making the schwa (“uhhh”) sound, I remind the kids about the “Thinking Vowels” who can’t make up their minds whether to be long or short, and so they bop themselves on the head as they say, “Uhhhhhh?” You will see that I code “thinking vowels” with a dot for where they smacked their head. (I usually ask the kids to look for the Secrets they see in the words and then underline them.) Once again, just look at how many Secrets are in the title! I truly have no idea how I used to teach reading before Secret Stories!

When teachers say that Secret Stories® “changed the way they teach,” or that they “couldn’t go back to teaching without them,” it’s because things that used to be “so hard” are now so easy! Like, for example, helping beginning readers figure out the words in the title of this book—especially when the reading series or phonics program hasn’t yet introduced the skills they need to do it! Many of these patterns aren’t “supposed” to be taught until second grade, which is way too long to wait, especially if you need them to read and write beginning in kinder! Just think how many reading and writing opportunities are lost on kids who don’t know the Secrets, from kindergarten to second grade. And yet, they’re so easy, you can share them with pre-schoolers!

Secret Stories Phonics and Journeys Reading Program

Below are the Secrets they need to read the sight words in this lesson. Notice that like in the word Lucia, we can use the same “Thinking Vowels” trick that we used to read Lucia to read the sight word does.

Secret Stories Phonics Flashcards and Journeys Reading Curriculum


Teaching Reading & Writing Connections with Secret Stories

My team teacher, Mrs. Buckley, did a word work writing activity with our first grade enrichment group. We split our classes so as to better meet the needs of  each or our groups. You will see more from Mrs. Buckley further down, below.

I love the way Tara and Lisa model use of the Secrets by “twisting and turning” them for both reading AND writing. This is so important in helping beginning grade learners understand the inherent reading and writing connection. Many early grade learners don’t realize that the same letter sounds that help them read words are equally powerful in writing them. Adding Secrets to the mix accelerates this otherwise slow learning curve, as the Secrets give them something beyond just individual letter sounds to read and write with! 

First Grade Word Word with Secret Stories Phonics

First Grade Word Word with Secret Stories Phonics

First Grade Word Word with Secret Stories Phonics


Journeys Reading Series/ Phonics Program

End of Week 4

So far, these are all of the Secrets that I have introduced by the end of today, beginning of Week 4, Journeys program. I teach the Secrets, as we need them, to read the words that we encounter, not only in our reading series, but throughout the instructional day.

I love this! Why make kids memorize words when they could just learn the Secrets they need to read them?  When you memorize a sight word, you get “one word” as your prize. When you learn a Secret, you get “thousands!”


Secret Stories Phonics Secrets that We Know


Journeys Reading Series/Phonics Program

Week 5- Level D Reader, Gus Takes the Train

Here is what I have on the board for Monday next week, which is from Journeys Lesson 5, Gus Takes The Train. I will also be introducing /ation/ for station. We pretend to pull the train whistle while saying the /a/ and then do the /tion/ motions on the card.

Here is the Secret mentioned above, as shown in the new “Decorative Squares” poster set.

Secret Stories Phonics Poster for tion, sion, ation Secret

This will occur when someone uses the vocabulary word “station” during the week. Singing the song “Down by the Station” also reinforces this Secret Story. I also teach them the song “I’ve Been Working on the Railroad.” After singing it throughout the week, they will be given a copy of the text to highlight the Secret Stories they find in it. Then we read it together and sing it together from their highlighted page. They love it!

As in previous lessons, we first look for the Secrets we need to read the title, which you can see in the first picture below.

Secret Stories Phonics and Journeys Reading Curriculum

It happened!
We used the train sound today and /ation/ because we had to say “train station” in our read-aloud! Woo-hoo!!!! The class helped me make this track and we now enter and leave the room to the /ch/ sound, and then as we gain speed, it becomes the /tion/ sound. Of course, we have to pull the train whistle for /a-tion/ too!  (Notice the “partially pink” railroad track? That’s because we ran out of black tape— Lol!)

Secret Stories Phonics and Journeys Reading Program Lesson 5

Now we find the Secrets that help us read the sight words introduced in Journeys Reading Program, Lesson 5.

Secret Stories Phonics and Teaching Sight Words

 

It’s so much fun to go on Secret Stories “hunts,” which is where kids try and see who can find the most Secrets on a page or in a book! This is fun to do in whole or small group, and is also a great way to increase learners’ visual acuity for quicker pattern recognition in text. They kids love spotting Secrets! And every time we find one, I reinforce how knowing the Secret helps us to figure out the word.

Teaching Sight Words is Easy with Secret Stories Phonics Program

I really don’t “plan” which Secrets to teach beyond looking at the sight words and text in the main selection and leveled readers. There are so many opportunities to introduce almost all of the Secrets quickly. Since my first graders have been exposed to the Secret Stories in kindergarten, I have lost some of the element of surprising them with new ones. That is why, at this point, I feel comfortable putting up the cards to discuss with our new sight words, as it’s not the first time the kids have heard them…and it certainly won’t be the last!

Of course, we are always discovering new Secrets in words from our read-alouds, discussions, and writing blocks. One of the reasons that I put Secrets up with the text is to reinforce the connection between Secret Stories and reading. Students need to understand that the Secrets are the keys they need to unlock words. Secrets are power—the more they know, the more they can read and write! And they are everywhere, in all of the words that we come across each day.

I know this sounds like it should be an easy concept for my class to comprehend, but some can take longer to connect the dots than others. All of the kids know the Secrets, but it can take some longer than others to start applying them, which is why I take every opportunity to model using them whenever and wherever we are working with text.

I plan on introducing the /ch/ Secret this week with our story about trains.It seems appropriate, especially since its “default” sound is depicted as a “conductor” on the Secret Story poster! I’m not sure what word will trigger our “discovery” but am sure it will occur during this week.

And for those who don’t know the /ch/ Secret, check out the story as shown on the reverse side of the new Secret Stories® Flashcards, shown below. They have the Secret graphic on one side and the story text on the back.

The NEW “Decorative Squares” Phonics Posters

Secret Stories Phonics Poster with ch Secret Story

And for those who don’t know the /ch/ Secret, check out the story as shown on the reverse side of the new Secret Stories® Flashcards, shown below. They have the Secret graphic on one side and the story text on the back.

Secret Stories Phonics Flash Cards with Picture and Story

Secret Stories Phonics Flashcards 

Secret Stories Phonics Flash Cards with Picture and Story

 

 

 

 

 

 

 

 

 

 

My teacher friends wanted you to see how excited they are to gets the flash cards! ❤️

Secret Stories Phonics Flash Cards with Picture and Story

Hands-On Learning with the Secrets

I also wanted to point out that this is the first year I have been able to have the Secrets right beside our sight words on the whiteboard. The new phonics flashcards put the Secrets right into our hands! They are no longer just on our walls in the big poster size, but have now “come down” to interact with us during our learning discussions.We have them in our hands at stations, during guided reading groups, intervention groups, on the board beside the text, in line playing games while waiting, and so much more. Between the new flashcards and the Dual-Use Placards (which I bought at the end of last year) the Secrets are now both on AND off the walls and interacting with our daily learning!

Tara Settle Guest Post— Journeys Reading Program and Secret Stories Phonics

I also wanted also share this quick parent video that made and send to parents using SeeSaw. It’s a great way to keep parents in the “Secret” learning loop!

And here is one that I sent home about our upcoming sight words.

Tara Settle, 1st Grade Teacher
“Settle on In” Blog

Reading Intervention Isn’t Just for Struggling Readers

Lisa Buckley- First Grade Teacher (at Tara’s school)

How can the “Secrets” help more capable readers? In our district, reading intervention can refer to higher-level students who need more challenging reading opportunities, as well as to those who struggle.

Even capable readers get curious at times about why the letters do what they do. In my enrichment group we’ve pondered questions such as, “Why does /eigh/ say “ā” and why isn’t it spelled /ay/?”

We also discuss words like sleigh vs. slay, and how the Secrets help us attack these words in both spelling and reading. These kids know most, if not all of the Secrets, however, they are still curious about the connection to sounds that can represent different spellings. So, we have been using the Secrets intensively to study multi-syllabic words, while looking for multiple Secrets in the words. This helps with both fluency and comprehension when reading more difficult text.

In addition to the Curious George “word work” pictures from my enrichment group shown higher up above, you can see in the pics below how many words the kids found that had the Secrets about /ous/ and /i tries e on for size/.

You Can't Read Curious George in Journeys Lesson 3 without Secret Stories Phonics Secrets!


Secret Stories Phonics Posters— The ous Secret Story

Secret Stories Phonics Posters— "i tried e on for size!"

 

 

Here are the /ous/ and /”i tries e on for size”/ Secrets (“Decorative Square Posters”).

 

 

 

 


My immense thanks to Tara, as well as her teammate, Lisa Buckley, for taking the time to share how Secret Stories® phonics instruction amplifies their reading/phonics program and gives kids “warp-speed” access to the tools they need to read and write! I can tell you that when I last left their school, these two were in the process of creating a “green room” in which to film a Secret Stories® Yoga video (I kid you not!) that kids could do during literacy center rotations. I can’t even imagine what this would look like, but I promise to let you know as soon as I find out!

In the meantime, I want to share this picture of Tara in her famous apron, as it’s one of my favorites because in it, I describe how she literally turns herself into a “walking, talking, AND singing Secret Story every morning!

Secret Stories Phonics Instruction with Journeys Reading Program

In closing, I want to let you know that I will be spotlighting different teachers for different reasons in upcoming posts, and hopefully, adding some good stuff to your “Secret” bag of teaching tools and tricks!

On that note, I would love to hear (and see!) what you’re doing with the Secrets in your classroom….I would love for you to connect with me on FacebookInstagramTwitterLinkedinYoutube, or by email! I’ve tried to make sharing what you’re doing in your classroom with the Secrets super easy by adding an upload link for sharing pics and vids to the Secret Stories® website here. (You will also find it at the bottom of the home page on the Secret Stories® website.)

And on that note, I also wanted to highlight Melissa Snyder for her “creative cutting” of the Secret Stories® Original Posters as she seems to have started a trend! (That is, for teachers who are artistic enough to trust themselves with the scissors—not me!)

Secret Stories Phonics for Warp-Speed Reading & Writing Skill Access!

Check out her clever-cutting of the Secret poster for eu/ew (mouse ears!) as well as /”i tries e on for size!”/ below. I also loved her Sneaky Y® and the Superhero Vowels®! If you don’t already know all of these Secrets—including Mommy E® and Babysitter Vowels®— you can learn them all here!

Secret Stories Phonics Posters— "i tries e on for size!"

Secret Stories Phonics Posters— The Sneaky Y® Secret Story

 

 

Secret Stories Phonics Posters— The Superhero Vowels®


Until Next Time,
Katie Garner :-)

What Dyslexia Isn’t…

As promised, I’ve asked reading specialist, Heather Vidal, to come back and shed more light on dyslexia, what it is, and more importantly, what it isn’t—despite the common misconceptions. If you are a new subscriber, or if you missed Heather’s previous guest post about how she uses Secret Stories® in conjunction with Orton-Gillingham to meet the needs of her dyslexic students, you can read it here.

I would like to preface Heather’s post by addressing the recent debate on use of the term “dyslexia” and its efficacy as a diagnosis for struggling readers, along with the International Dyslexic Association’s definition of dyslexia—

“Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

It’s important to note that while most educational researchers and reading practitioners believe that a diagnosis of dyslexia can help to shed light on a reader’s struggles and identify the best form of intervention, others in the field (including my colleague, Dr. Richard Allington, with whom I presented a series of keynotes at the Vulnerable Readers Summits) feel that use of this label could be a disservice to children with difficulties learning to read.

That said, something that all sides agree on—labels aside—is that there is a wide gap between what we know about the brain and how we teach kids to read, and that the most critical variable in effective K-2 literacy instruction is teacher expertise.

Dyslexic Brain

It is vital that teachers know about and understand the brain science so as to properly align instruction with the basic tenets of brain based learning, particularly in regard to what research shows is the weakest link in our reading and writing instruction—teaching phonics.

So with that said, here’s Heather…


Hey All!
Katie has graciously invited me to share more about what dyslexia is (and isn’t!) and why the Secret Stories® method works within a curriculumfor dyslexic students. You can read my other post here) As a reading specialist, private tutor and curriculum developer who works specifically with dyslexic students learning to read, I often get questions about what dyslexia is.

Often times, it is easier to explain what Dyslexia is not:

Dyslexic Brain

  • 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.

Diagnosing Dyslexia

So what does all of this mean, and what does it 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.”

Signs of DyslexiaDyslexia 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.

How to Fast-Track Orton Gillingham Phonics Instruction with Secret Stories®

All of these tenets are compatible with Orton-Gillingham and Secret Stories approach, but using the two together (in my opinion) is the best way to help students with dyslexia learn to read well. Secret Stories activates the brain’s earlier-developing social and emotional systems for learning (i.e. the brain’s “back-door”) and provides students with meaningful connections to all of the foundational phonics skills covered in an Orton-Gillingham based curriculum.

Are there differences between Orton-Gillingham and Secret Stories®?

When speaking with Katie a few days ago, she shared some of the questions she receives from teachers asking about the differences between the Orton-Gillingham and Secret Stories methods, so for those who are interested, I’ve made this handy chart of the two reading/phonics programs/tools.

Orton-Gillingham PhonicsHopefully 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!

For more information about dyslexia, visit The International Dyslexia Association

Guest Post by:  Heather MacLeod Vidal— Learning Specialist & Curriculum Writer for Treetops Educational Interventions, St. Petersburg, Florida

Orton-Gillingham and Secret Stories Phonics

 

 

 

 

 

 

 

 

 

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.

The Home School Connection

Letting Parents in on the “Secrets!”

“Last year, a lot of parents in my class were asking about the Secret Stories® and how they could use them at home to support what their child was learning in school. I want to respect the copyright, but I also love that parents want to know! 
 
Do you have suggestions on how to share the stories with parents? I noticed you’d suggested in another post that teachers could make a big book to send home using their older posters, but I don’t have the old posters.  I only have the smaller, cut-apart set that I use in small group to work with my kids?”
 
As soon as I received this question, I wanted to answer it here!

So here are some Do’s AND Don’ts for sharing the Secrets with your parents!

DO devote some time during Open House to let parents know about the Secrets (i.e. what they are, how kids use them to read/spell words, etc..) and be sure to send home a copy of the “Parent-Share” page (found in the white section of your Secret Stories® book). As time at Open House is short, the “Parent-Share” page is key, as it allows them to “dig deeper” later by accessing the Secret Stories® website,  YouTube Channel and even get information on the Parent/Home Version for acceleration or remediation at home.

Secret Stories® Phonics Book “Parent Share” Page

At our school, Open House was usually a couple of weeks into the school year, so news of the Secrets had already started to make its way home to many of the parents in my classroom.Some parents, however had no idea that the “secrets” their kids kept talking about were actually about the sounds of the letters! That’s why it’s important to let parents in on the Secrets as early in the year as possible. That way, parents know how to support reading and writing efforts at home by asking their child, “Do you see any Secrets? (when reading) and “Do you hear any Secret sounds?” (when writing). Parents don’t have to “know” all of the Secrets in order to remind their child to look and listen for them in words.

DO include the kids in sharing the Secrets! Whether at Open House or sometime in the first few weeks of school (or both!) you can let the kids “act-out” some Secret Stories® for their parents! It’s a great way to reinforce them with students while introducing them to parents, plus there’s NO learning curve! With the Secrets, everyone (students and parents, both!) just “get” them!

Below is a teacher dramatization of a Secret (you can find more on the Secret Stories® Youtube Channel here!)

 

Students as the Secret Stories Superhero Vowels®
Kids acting out the Superhero Vowels® and their “short & lazy” sounds!

—DO tell parents about new Secrets that were shared in the newsletter!

Open-ended questions are best, allowing kids to take full-ownership of the story, so anything along the lines of those below will do:
—”Ask Johnny to tell you the Secret we learned about au/aw!” 
—”See if Johnny can tell you some words that have the au/aw Secret!” 
—”Over the weekend, see how many words with the au/aw Secret Johnny can spot!”

Kids will take great pride in the Secrets that they know, as each new Secret represents their ever-growing power over text! It’s a mistake to assume that without including the actual story, kids won’t be able to tell parents the Secret. The more responsibility students are given, have,  the nore they will show, plus the Secrets are stored in the same social-emotional “feeling” based centers that keep track of “who got in trouble” and “who got to be the line leader,” so they’re not likely to forget them!

Now that’s not to say that there won’t be times when a little clarification might be needed. Like the time one of my kinders went home and told his mother…

“Mrs. Garner told us about this guy who’s married, but he has a girlfriend too, and he loves them both so much that he says “ahhhhhhhhh” with both of them! She talks about them every day and even has their picture up on the wall….”  

Secret Stories® Phonics AU & AW Secret
Secret Stories® Phonics Secret au/aw

He was talking about au/aw, but it took his mom (who came in first thing the following morning!) and I a good while to actually figure that out! And even though the Secret didn’t quite make it home completely intact, that same little guy could still put to immediate use to crack words like: August, awful, awesome or awful! 

—DO consider purchasing the Secret Stories® Porta-Pics ($2.50 per student, sold in sets of 25) for your class to use in the classroom and at home. They are cheaper than a Scholastic Book Order and can be used with multi-grade level siblings at home.

Secret Stories Phonics Porta-Pics for Take-Home Use
Providing the Porta-Pics for home use is also a great way to satisfy a common component of many School Improvement Plans, which is to foster connections between home and school learning and parent involvement. Many schools will offer a “Secret” Parent Night where they are given free to those parents who attend!

Secret Stories® Phonics Porta-Pics
SECRET STORIES® Porta-Pics

Secret Stories® Phonics Open House/ Parent-Share Night with Porta-Pics
A “Secret” Parent Night with Parent Resource hosted by PTA to familiarize parents with the Secrets!

—DO send home the reproducible Secret sheets (in the back of the Secret Stories® book) as they are mastered in guided group, and alert parents to look for them to come home regularly. Kids not only love earning a Secret “star” with each sheet mastered and moving on to the next Secret group, but sending them home is also a great way to keep parents informed and create a perfect summer review packet of all the Secrets!

Like the Secret sheets (which kids work-through in guided reading alongside actual text), the Secret Stories® Guided Readers provide another great way for parents to support and practice Secrets at home, as does Spotting Secretswhich includes thumbnail-sized graphics for many of the more common digraph-Secrets (th, ch, wh, sh, ph, gh, etc….).

Secret Stories® Phonics Guided Readers
Secret Stories® Phonics Guided Readers
(See individual reader links in product description.)
Secret Stories® Phonics Guided Reader— My Classmates
Secret Stories® Phonics Reader — My Classmates
Secret Stories® Phonics "Spotting Secrets!" (The Digraph Secrets)
Secret Stories® Spotting Secrets
Secret Stories® Phonics "Spotting Secrets!" (The Digraph Secrets—TH)
Secret Stories® Spotting Secrets  
 
In addition to the shown above, there are some other Secret Stories® supplements on TpT that offer reproducible options for easy home-sharing and practice, including the Secret Stories® Alphabet Mini-Mats (made to match the Secret Stories® BETTER Alphabet Anchor, below) and SECRETS of the Superhero Vowels®, both which contain several core Secret graphics.

-DO consider using your “old” Secret Stories® posters (for those who have them) to create “take-home” Secret Stories® big book that students can take home on a rotating basis. I explained more about this in a previous post that you can read here. This is a great idea for all those who have purchased the newly updated and expanded Secret Stories® edition, Version 2.0 with the new Fun & Funky, Original or Space Saver posters.

Secret Stories® Phonics "Fun & Funky" Posters Teacher Kit
Secret Stories® with “Fun & Funky” Posters
Secret Stories® Phonics "Original Posters" Teacher Kit
Secret Stories® with “Original” Posters

—DON’T copy the Secret Stories® graphics (posters, book or “cut-apart” cards) or any of the copy written text. Not only is it infringing on the copyrights and trademarks, but at just $2.50 a student, the Porta-Pics are a much cheaper way to send all of the Secrets home with kids than paying to make illegal color copies….plus they won’t land you in hot water with your school or district!

I had to mention this one because oftentimes, as teachers, we are provided with adopted, reading series material that we ARE allowed to copy and distribute to our students, as per the licensing agreement when purchased. With Secret Stories® however, this is not the case, which is why the Porta-Pics were created— to provide teachers with an easy and inexpensive way to send the Secrets home to parents.

—DON’T make copies of the Porta-Pics either— Lol! ;-)

DON’T RE-produce, RE-type, RE-write, or RE-word the story text or graphics in handouts, class newsletters, class websites, Weeblys, Google docs, Prezis, Promethean/Smart Board documents, etc…

You wouldn’t believe some of the unusual “Secret” things that I’ve have found (and that folks kind folks have discovered and sent to me) online! By far, the absolute strangest was the way that someone had attempted to “share” the Secret Storie® was by uploading to Google Docs a 200+ page PDF file  of the Secret Stories® book, held in her hand, one page at a time… from cover to cover! (The funniest part was that she was holding it up, as if she were reading it to the class, which meant that her fingers were prominently featured in every shot!) I cannot even imagine how long the entire process of photographing every single pari of pages— from cover to cover— must have taken her…. or how she was able to find someone to actually take all of those pictures!!! In her defense though, the Porta-Pics hadn’t been available at that time! ;-)

PS  Just in case you hadn’t found them yet, you can download FREE PreK-3rd Common Core Literacy Posters w/Secret Stories® graphic-supports here, as well as FREE made-to-match Common Core Science Posters (see individual grade level links, below.)
FREE Second Grade (2nd Grade) Common Core Science Posters
FREE Science Common Core Posters for 2nd Grade
FREE Third Grade (3rd Grade) Common Core Science Posters
FREE Science Common Core Posters for 3rd Grade
“Made-to-Match” Literacy & Math Combo Sets, Essential Questions and Social Studies poster sets are also available.
PreK-3rd Common Core Literacy & Math Poster Combo Sets
“Made-to-Match” PreK-3rd Common Core Literacy & Math Combo
PreK-3rd Common Core Essential Questions Posters
“Made-to-Match” PreK-3rd Common Core Essential Questions Posters 
PreK-3rd Common Core Social Studies Posters
“Made-to-Match” PreK-3rd Common Core Social Studies Posters 
Until Next Time,
Katie 

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Secret Stories® Makes Phonics Make SENSE!
Katie Garner Education Keynote Speaker and Literacy Consultant
For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here. 
Secret Stories® Phonics Posters, Book & CD
Try a “taste” of the Secrets with YOUR class 
and see the difference they make!
Click to Download the FREE Secret Stories® Mini-Sample Poster Pack!

 


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Secret Stories® Phonics— Cracking the Reading Code with the Brain in Mind!

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Dear Katie,
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?

You are such an inspiration—Thank you!

Gratefully,
Marian M.
Kindergarten Teacher

(Download the Free Zoo Keeper Strategy Pack and watch this video clip to see how it works!)
FREE Secret Stories® Phonics Writing Strategy Pack— "Zoo Keepers and M&M Quizzes"
“Zoo Keeper and M&M Quizzes” for Early Grade Writing!

I love Marian’s question, as it goes right to the heart of why I created the Secret Stories® in the first place, which was to break down the grade level walls of phonics instruction that limit early learner-access to the code!

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!)

sight word don't work

And the sight word-parade begins…

Sight words are the “go-to” teacher tools used to compensate for beginning readers’ gross lack of phonics skills in order to meet the required text-level assessments. Sight words are more of a necessity, rather than a choice when you consider that phonics skills are only divvied-out in small bits and pieces— from PreK to 2nd— which leaves kindergartners in the worst boat of all. As Dr. Richard Allington likes to say, “Three to four grade level years is just too long to make learners wait for the whole code!” 

But while teaching kids to memorize words instead of actually reading them might feel like a necessity for kindergartners and first graders, this rote memorization is far from the ideal— developmentally or from a brain-based perspective. (You can read more about this here or by clicking the link under the picture below.)
Secret Stories® Phonics— Stanford University Brain Study on Sight Words
Why Kids Shouldn’t Memorize What They Could READ!

Moreover, the less skills kids bring to the table, the less value they take away from daily reading and writing experiences (Er, um…I meant to say, “word calling” and “word copying” experiences!)

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!

Secret Stories® Phonics Brain Research
Click here to learn more

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.

Download the Free Secret Stories® Mini-Poster Sample Pack!

 

FREE Secret Stories® Phonics Mini-Poster Sampler Pack
FREE Secret Stories® Phonics Mini-Poster Sampler Pack

 

FREE Secret Stories® Phonics Mini-Poster Sampler Pack
FREE Secret Stories® Phonics Mini-Poster Sampler Pack
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!

So to answer Marian’s questions…

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, they 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?
Secret Stories® Phonics — Sneaking Skills through the Brain's Backdoor!
A “Backdoor Delivery System” for Accelerated Skill Access
Until Next Time,
Katie Garner :-) 
Katie Garner— Professional Development Literacy Consultant and Keynote Education Speaker
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Katie Garner Secret Stories LinkedIN pageSecret Stories BlogSecret Stories Facebook PageSecret Stories Youtube PageSecret Stories TwitterSecret Stories PinterestSecret Stories Instagram
Secret Stories Banner
Secret Stories® Makes PhonicsMake SENSE!
Secret Stories Phonics— Cracking the Reading Code with the Brain in Mind!
Try a “taste” of the Secrets with YOUR class 
and see the difference they make!
Click to Download the FREE Secret Stories® Mini-Sample Poster Pack!

 

Katie Garner Featured Education and Keynote Speaker/ Literacy Cosultant
For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here. 

 


Katie Garner Secret Stories Linkedin pageSecret Stories BlogSecret Stories Facebook PageSecret Stories Youtube PageSecret Stories TwitterSecret Stories PinterestSecret Stories Instagram
Secret Stories® Cracking the Reading Code with the Brain in Mind!

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Comments:

  1. I can’t wait to play The Better Alphabet song with my students tomorrow. Thanks for sharing!

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    Katie GarnerApril 1, 2014 at 2:34 PM

      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!!

     

  2. (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!

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  4. So many great ideas and a great song!!!! Definitely going to try this with my kids! Thanks!!!
    Julie

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  5. The Morse Code Operator is a great analogy! Thank you for this post. :)
    lorepuckett at gmail dot com

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  6. I subscribed!! I will be trying this with my kiddos as well!

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  7. 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!

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  8.  

    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!)

    Looking forward to meeting you in July,
    Katie

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  10. 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.

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  11. Thank YOU and I’m so glad you found the post here on Mrs. Jump’s Blog!!

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  13. 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!

     

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    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 :)

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  16. 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.

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  18. 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!

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  19. I’m excited to have a song to share with my kiddos. I would love to win your kit as I am always looking for ways to reach my struggling readers.

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  21. 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.

     

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    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!! ;)

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  24. 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!

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  25.  

    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!!! :)

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  27. 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!

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  28. 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

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  29.  

    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?

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  31. 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.

     

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  33. I will be sharing this with my new teammates of next year’s Kindergarten. Soooo excited!

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  34. 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
  35.  

    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!!!!

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  37. 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 :)

     

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  39. This sounds awesome! I’ve been looking for a way to help my kinder. Can’t wait to try it!
    Jada
    jadawtolbert@gmail.com

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  40. What a great idea! LOVE this and can’t wait to use it with my kinders! Thanks for sharing!

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  41. 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

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  42.  

    Getting learners to ask “why” is actually our goal,
    as the “WHY” equals “CRITICAL-THINKING!”
    :)

     

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  44. I LOVE secret Stories! My students Love hearing the stories behind each letter or letter pair.

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