Homeschoolers Archives - The Secret Stories

Unlocking the Phonics Code for Older Readers

Brain Based Learning, ELL, Home School Connection, Homeschoolers, Older Readers, Phonics for Dyslexia, Phonics Videos, Reading Intervention, Social Emotional Learning Channels, Struggling Readers, Title I

Helping Older Readers Who Struggle

A Guest Post by Anna Hardway, M. Ed.

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 grade—delaying 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.

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.

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!

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

April 27, 2019/by Anna Hardway

Tricking the Dyslexic Brain Into Reading: A Backdoor Approach to Phonics

Brain Based Learning, Dyslexia, Home School Connection, Homeschoolers, Orton Gillingham, Phonics for Dyslexia, Reading Intervention, Social Emotional Learning Channels, Struggling Readers

Dyslexia, Reading, Phonics & the 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.)

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

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

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

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.

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

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!

March 20, 2019/by Katie Garner

Sending Home Phonics “Secrets” for Reading & Writing Fun Outside of School

First Grade, Home School Connection, Homeschoolers, Journeys Reading Program, Phonics Games and Activities, Phonics Videos, Sight Words, Struggling Readers, Title I

“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.)

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!”

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!

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.

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.

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!

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!

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!”

January 17, 2019/by Katie Garner

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

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! :-)

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 ;-)

December 15, 2018/by Katie Garner

What Dyslexia Isn’t….and How to “Fast-Track” Orton-Gillingham Phonics Instruction with Secret Stories®

Brain Based Learning, Dyslexia, ELL, Home School Connection, Homeschoolers, Orton Gillingham, Phonics for Dyslexia, Reading Intervention, Struggling Readers

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 is not a sign of low IQ.
In fact, many children diagnosed with dyslexia are found to have higher than average IQ’s. Dyslexia is not correlated with IQ, but a difference in the way a dyslexic person’s brain works.

Dyslexia cannot be outgrown.
With the proper instructional approach, students can become excellent readers. However, this does not mean that they no longer have dyslexia.

Dyslexia is not rare.
While numbers vary, the International Dyslexia Association has found that between 15-20% of people have some degree of Dyslexia.

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.”

Dyslexia can manifest in many ways, but all of these ways come back to students having difficulty reading and spelling (and most often, segmenting words into individual sounds.) Since dyslexia is classified as a neurobiological learning disability, the best way to help dyslexic learners is to utilize instructional methods that are compatible with the way the brains works.

Dyslexia is classified as a learning disability that causes students to struggle with fluency, word recognition, and poor decoding and encoding skills (Lyon, Shaywitz, & Shaywitz, 2003, p. 2). Seventy plus years of research has shown that the best way to help dyslexic kids learn to read is to employ a multi-sensory, phonics and linguistics based approach to reading instruction that offers continuous feedback.

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 Phonics Hopefully this helps clear up some of the differences, but if you have any questions, please send them my way— TreetopsEducation@gmail.com. You can also check out my Teachers Pay Teachers Store here.

By applying a brain based approach to reading instruction through the combined use of these two powerful teaching tools, teachers can reach not only dyslexic students, but all students who struggle with learning to read—providing more meaningful (and fun) ways to learn!

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

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.

August 21, 2018/by Katie Garner

How to Avoid Having Too Many “Cooks” in the Phonics “Kitchen!”

Brain Based Learning, ELL, First Grade, Free Phonics Resources, Guided Reading/ Word Work, Homeschoolers, Kindergarten, Orton Gillingham, Phonics for Dyslexia, Phonics Games and Activities, Phonics Videos, Reading Intervention, Sight Words, Social Emotional Learning Channels, Struggling Readers, Title I, Vowels

Too Many Phonics Rules, Too Little Time

Dear Katie,

I have been a Reading Specialist for thirty years, as well as an adjunct university professor. I have enjoyed great success with the Secret Stories, and my kindergarten through fifth grade students have had such an easy time mastering them and their reading levels have soared! Have you ever thought about adding more Secrets? For example, what about for these patterns, below?

—dge (as in edge)

—tch (as in catch)

—que (as in question)

—old (as in hold)

—ost (as in most)

—ind (as in kind)

—ink (as in link)

—ild (as in wild)

—ture (as in adventure)

—one (as in honk)

—unk (as in trunk)

—olt (as in bolt)

—stle (as in whistle)

—ank (as in bank)

—ive (as in give)

And finally, what are some good books and/or materials to use with, as well as to reinforce the Secret Stories?

Best,

Laura B., Reading Specialist

Laura also send a little note from Ella, who asked me to write more stories, and also let me know that her favorite Secret Story was the secret about /th/, which is just too cute!

“We had fun learning the Secret Stories.
Can you write (more) stories? My favorite is TH!”
From Ella

I LOVE questions like these, so thank you to Laura and Ella for reaching out to ask them! Questions like this provide the perfect opportunity for me to open up a big can of worms when it comes to the way we traditionally think about phonics and reading instruction, in general.

Secret Stories® is not like traditional phonics, nor is it like any phonics program. The Secrets simply put meaning where there would otherwise be none, so as to shift instruction from brain antagonistic to brain compatible!

Secret Stories Phonics — Accelerated Access to the Phonics Code

Our brain is a pattern-making machine, and Secret Stories® feeds its craving to make sense of letter sound behavior in a way that very young (and upper grade, struggling) readers can easily understand. The rule of thumb when creating the Secrets was not to align them with traditional phonics rules, but with the brain science. The Secrets are tools, not rules, which means that they are designed for the sole purpose of helping kids crack words apart (decoding/reading) and put them back together (encoding/writing.)

Secret Stories® Phonics— The Brain is a Pattern-Making Machine!

How to Predict the Most Likely Sounds of Letters in Unknown Words

Take -le, for example, as in words like little or middle. There is no Secret for the —le sound because it’s not necessary in to read the words— not if learners know that the e at the end won’t talk anyway (as Mommy e® only tells the vowel she can reach to say its name, but she has no sound!) Likewise, if a phonics pattern is so rare that it would be of minimal use to elementary grade level readers, then it is not addressed with a Secret. In such cases, experience is the best teacher, so the key is to get enough real skills under learners’ belts so that they can get up and running with text, and allow text experience to fine-tune learners’ skills. An example of this would be the silent t in words containing the -st or -stle pattern, as in whistle or listen. This sound spelling applies to so few words that it doesn’t merit the time and space it would take up in beginning or struggling readers’ brains. Moreover, learners how know just enough Secrets to read the rest of such words would likely be able to make the adustment to figure out the word.

The key to being able to successfully give beginning grade learners everything they need is not to burden them with anything they don’t need. (Sorry for the double negative, but hopefully you get the drift!) In simpler terms, don’t get caught up in the minutia. Focus on what really matters and allow text experience do the rest. It is a far better teacher than either you or I will ever be!

In addition to providing the logical explanations for letter sound behavior that the brain craves, Secret Stories® also account for the common “default” sounds of letters in text— all of which are embedded into the graphics anchor sound posters. Because these defaults follow the same social emotional “feeling” based logic that drives learners’ own behavior, even inexperienced, beginning (and upper grade, struggling) readers are can think-through the alternative sound behaviors of letters in text, rather than always having to memorize them as “exceptions.” Filtering out the fringe and streamlining the most common letter sound behaviors serves to foster an “if not this, than that” hierarchy of likelihood, helping navigate learner decision-making with unfamiliar text.

So before I specifically address the potential new Secrets requested, it is important to understand that just as the apple won’t fall too far from the tree, the letters won’t stray too far from their sounds! This handy saying can be used to help both students and teachers, alike to convey the flexible thinking needed when working through various sound options of letters in text.

Secret Stories® Phonics— Thinking OUTSIDE the Box About Letter Behavior!

Working with text requires learners to think “outside the box,” something they cannot do if they don’t first know what’s IN it. The Secrets ensure that learners know everything that’s IN the box so that they can easily think outside of it, something that working with text, demands. Students as young as kindergarten are easily able to identify the most and next-most likely sounds of letters in words they’ve never seen— stretching their analytical thinking and problem solving capabilities far beyond just the Secrets!

This critical analysis and diagnostic thinking game takes the form of “What else can it be? What else can we try?”….. much like the deductive reasoning process that doctors must employ when attempting to diagnose symptoms that don’t always “present” in the way that they should.

Activating Social-Emotional Learning Channels for Higher Level Thinking

When learners are equipped with Secrets, they actually enjoy engaging with text in this way, which transforms daily reading and writing into a virtual playground for critical thinking and deep literacy learning!

exceptions to phonics rules

By anchoring abstract letter sound and phonics skills into social and emotional frameworks that are already deeply entrenched within the learner, they become personally meaningful and relevant.

Secret Stories® Phonics— GH "Thinking OUT of the BOX!" (No more sight words!)

Now, let’s attack that list of potential “new” Secrets and see if we really do need to “add a few more cooks” to our phonics kitchen!

-dge (as in ridge, sludge, budget, etc…)

Secret Stories® Phonics— C E, CI CY/ GE, GI, GY

Secret Stories® CE, CI, CY/ GE, GI, GY

If kids know the ce, ci, cy/ ge, gi, gy Secret then the addition of the letter d should pose no problem when sounding out the word. Even if they include the d sound, they would still be able to “get” (recognize) the word. Additionally, the e at the end would also cause no worry, as kids who know the Secrets know that Mommy E® can only tell the vowel to say its name if she’s one letter away, close enough to reach it!

Therefore, creating a new Secret for the –dge pattern is unnecessary and would only result in our having “one too many” cooks in our kitchen! That’s not to say that knowledge of -dge as a spelling pattern wouldn’t be useful to upper grade learners, abut the primary goal is to get kids reading. All of the research shows that reading is by far the best teacher for fine-tuning spelling, and kids who know the Secrets will be able to that experience, tenfold!

Next up—

-tch (as in: scratch, itch, crutch, etc…)

Same as above.

If learners know the ch Secret, then initially attacking it with the t sound before the ch won’t interfere with a reader’s ability to ultimately decode the word, even for kindergartners.

-que (as in: question, delinquents, frequency, queen, etc…)

Secret Stories® QU

Knowing the qu Secret is all that is needed here, along with recognizing that as with -dge, the e at the end makes no sound. And keep in mind that when working with words not of English origin, Secret Stories® will get you close, but not all the way, as the same rules don’t apply, as with words like: bouquet, applique, etc…

-ive (as in: dive, give, active, lives, etc…)

The first word, dive poses no problem at all, as Mommy E® is doing just what she should, which is in telling i (who’s one letter away) to say his name! However, in the other words— give, active and live — Mommy E® is just “too tired to care,” as sometimes mommies are! Which is why sometimes, she’ll just sit back and let the vowels do whatever they want… because even moms aren’t perfect! It’s words like these that require kids to put on their “Dr. Hat” and think-through to the next most likely sound!

decoding exception words

-old (as in: bold, cold, mold, etc…)

This one’s easy, with the only possible glitch being that the letter o is making its long (Superhero) sound instead of the short and lazy one it’s supposed to when Mommy E® or the Babysitter Vowels®´aren’t around. Even still, simply encouraging learners to “think like doctors” and trying the next most likely sound for o will enable them to get the word.

Learn the “Secrets” about Mommy E® and Babysitter Vowels® in the video below.

-olt (as in: bolt, molten, revolt, etc..)

Same as above.

-ank (as in: bank, sank, ankle, etc…)
Same as above.

Secret Stories® Phonics— Superhero Vowels®

Superhero O and his “short and lazy” disguise!

-ost (as in: cost, post, lost, most, etc…)
Same as above, as o should short and lazy, since there is no Mommy E® or Babysitter Vowel® in sight, so again, learners need to “think like doctors” and try both sounds to be sure, just like any good word doctor would do.

-ind (as in: kind, windy, find, Indian, etc…)
Same as above.

-ild (as in: mild, wild, child, build, mildew, etc…)
Same as above.

-onk (as in: honk, bonkers, donkey, monkey, etc..)
This is like those above, with the exception of words like monkey, in which the short o can sound more like short u. Rather than having to “hire another cook” for our kitchen, there is actually a handy trick called “Thinking Vowels—Head-Bop” that takes care of this, as well as other seemingly non-decodable sight words, like: come, of, was, love, some, does, above, etc... You can read about it here!

Secret Stories® Phonics— "Head-Bop" Trick for Fickle Vowels/ Easy Sight Word Reading

Click here to learn the “Thinking Vowels/Head-Bop” Trick for Fickle Vowels

While we have a trick for the words above, every now and then, kids will need to use a little more elbow grease to “bend” the letter sounds and “get” the word. Practicing is very helpful and can actually be a lot of fun, and a great way to do it is to read the books Hungry Thing and Hungry Thing Returns by Jan Slepian and Ann Seidler “What else could it be? What else can I try?”

How to Read Words that are Exceptions

-unk (as in: bunk, chunk, dunk, etc…)
No secrets needed, as the letters are doing exactly what they should!

-ink (as in: sink, blink, drink, etc…)
One of my favorite Secrets is I tries E on for Size, and it’s all that’s needed to explain why i will sometimes make e’s sound instead of his own!

Secret Stories® Phonics— "I tries E on for size"

Secret Stories® “I tries E on for Size”

-ture (as in: future, mature, lecture, etc…)
This one’s easily taken care of with the ER, IR & UR- Secret, as the t just makes its regular sound, and like some of the other patterns above, Mommy E® is just hanging out at the end, doing nothing!

Secret Stories® ER, IR, UR

It’s so easy that not only can kindergartners do it, they can TEACH it!

-stle (as in: wrestle, castle, jostle, listless, etc…)

Reading Hard Words Can Be Easy, If You Know the “Secrets”

As mentioned earlier in this post, this pattern occurs too infrequently to mandate having another cook in our kitchen. And even though Mommy E® is at the end, she isn’t interfering with how the word is sounded out, as she’s too far away to reach the vowel and make it say its name, anyway. And as for the silent t, even if learners did include it when sounding out the word, they should still be able to “get” (recognize) the word. It really doesn’t take much deductive reasoning (even for kinders!) to sound out a word like castle (with the t-sound) and be able to figure out that the word is actually castle (without the t sound)

Fostering this fluid and flexible thinking about letters and the sounds they make is what helps to transform daily reading and writing into a playground of critical thinking and deep learning opportunities! And while the kids enjoy seeing the Secrets work, they have much MORE fun playing word doctor when they don’t— trying to figure out what else the letters might are doing and how best to tackle them! And as the more they engage, the more powerful they feel when working with text, and the more their confidence grows across the instructional day! they over text grows by the day,

This is easy to see when watching these first graders at work, trying to account for why the i is long in words like light, right and fight, when there is no Mommy E® or Babysitter Vowel® there to make it say its name! (This clip of Mrs. Mac’s class is one of my favorites!)

Former early grade teacher turned Harvard University Neuroscientist, Dr. Mary Helen Immordino-Yang sums up what is evident in the short video clip above, which is that, “It is neurobiologically impossible to think deeply about things you don’t care about.” These kids really care! Not about long and short vowels, but about mommies, babysitters, vacations, the behavior of other kids, etc… all of which are woven into the Secret that they are passionately debating in the word light.

Secret Stories® Phonics— Apathy to Engagement

Now for the final part of Laura’s question regarding what books are best to use with Secret Stories®. That one’s easy— anything and everything! Books, magazines, posters, road signs, cafeteria menus, logos, etc…. literally everything with text is fair game!

The daily course of your instruction will dictate much of what kids are reading and writing each day, as Secrets are introduced in context of daily instruction across the course of the entire instructional day— whenever and wherever they are needed! From hallway signs to cafeteria menus to math books, Secrets are everywhere, just waiting to be discovered!

Secrets are easily introduced and reinforced with any text, and are especially helpful during guided reading. I have created a limited set of Secret Stories® Guided Readers to help teachers when working with guided groups and helping learners use the Secrets to decode text. These are especially helpful as they include an additional version with the Secrets in the text to help build learners’ visual acuity for easier pattern recognition, as well as teacher notes for added insights (similar to those made in this post) to help guide teachers through the process of helping learners when decoding trickier words. It’s as if I were sitting right beside you and your students at the guided reading table! :-)

Access the Complete Set in the Guided Reader Description

Try a “taste” of the Secrets with YOUR class
and see the difference they make!
Click to Download the FREE Secret Stories® “Appetizer” Anchor Phonics Posters!

Free Phonics Posters by Secret Stories

Until Next Time,
Katie :-)

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For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here.

February 20, 2016/26 Comments/by Katie Garner

Secret Stories® Home School Connection— Sharing Reading & Phonics “Secrets” with Parents!

Blog, Common Core, Free Phonics Resources, Guided Reading/ Word Work, Home School Connection, Homeschoolers

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 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® 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 Secrets, which includes thumbnail-sized graphics for many of the more common digraph-Secrets (th, ch, wh, sh, ph, gh, etc….).

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.

Secret Stories® Phonics Alphabet Mini-Mats

Secret Stories® Mini-Alphabet Mats
(made to match the BETTER Alphabet Classroom Anchor, below)

Secret Stories® BETTER Alphabet Vertical Anchor Chart

Secret Stories® Phonics BETTER Alphabet Classroom Anchor
(for use with Secret Stories® BETTER Alphabet Song
for Individual Letter Sound Mastery in 2 wks-2mos!)

Secret Stories® Phonics Superhero Vowels® Bundle & MORE!

The SECRETS of the Superhero Vowels® & MORE!

-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

Secret Stories® Phonics "Space-Savers" Posters Teacher Kit

Secret Stories® with “Space Saver” Posters

And now for some DON’Ts

—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.)

There, you will find links for other other ‘made-to-match’ sets, including the FREE Common Core Science Posters, also for grades PreK-3rd!

FREE PK-3rd Common Core Literacy Posters w/ Secret Stories® graphic-supports

FREE Secret Stories® Common Core Literacy Posters for PreK-3rd Grade

Display Option for FREE Secret Stories PreK-3rd Common Core Literacy Posters

FREE PreK./Kindergarten Common Core Science Posters

FREE Science Common Core Posters for PreK & Kindergarten

FREE First Grade (1st Grade) Common Core Science Posters

FREE Science Common Core Posters for 1st Grade

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

“Made-to-Match” PreK-3rd Common Core Essential Questions 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!

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!

www.TheSecretStories.com

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

August 26, 2015/3 Comments/by Katie Garner

Posting Secret Stories® Phonics Posters!

Brain Based Learning, First Grade, Free Phonics Resources, Guided Reading/ Word Work, Homeschoolers, Kindergarten, Phonics Flashcards, Phonics for Dyslexia, Phonics Posters, Reading Intervention, Struggling Readers, Teaching Writing

Everything You’ve Ever Wanted to Know About The Secret Stories® Phonics Posters!

Secret Stories® "Original" Phonics Posters

The Creatively-Cut “Original” Secret Stories® Posters!

“Original” Phonics Poster Set

“Fun & Funky” Phonics Posters Set

The “Space-Saver” Phonics Poster Set

And the NEW “Decorative Squares” Phonics Poster Set

(Note: This post was written before the NEW Decorative Square Phonics Posters were created, but you can view them here, as well as in the video and pictures, below.)

Secret Stories Decorative Squares Phonics Posters

Which Secret Stories® phonics poster-style is the MOST popular?

The winner for K-2 teachers is…...“The “Fun & Funky” Phonics Posters Kit! These are especially popular with early grade level, primary teachers, as their size allows for easy visual access from anywhere in the classroom where kids are reading and writing. These are often paired with a set of “Dual-Use Placards” for manipulative, hands-on use in circle time, guided reading, centers, etc…. (The Porta-Pics are also popular for individual use, both at school and at home, assuming that the little ones don’t try and “eat” them! ;-)

The winner for 3-5 (and up, as needed) is….. The “Space-Savers” Phonics Posters Kit! These are most popular with resource room teachers (due to the smaller sized rooms) and with upper-grade level teachers who may have fewer students needing to reference them. Additionally, the Porta-Pics are equally popular for these groups for their portability (departmentalization, pull-out, home-reference, etc…)

You can find more info (as well as pictures) on both the Space-Saver Placards and the Porta-Pics (pictured further below).

So, you’ve laminated all of your Secret Stories® posters and are finally ready to hang them on your classroom wall…

Secret Stories® Posters Ready to Hang!

But on which wall?…. In what groupings??….. And in what order???

Is there a “right” way to hang the Secret Stories® Phonics Posters?

This is the most frequently asked question that I receive during preschool weeks, especially when I visit schools for ‘back-to-school’ in-service and professional development and teachers are setting up their classrooms.

The short answer is NO… not really. But there are tips and tricks to ensure that you (and your students) get the most “bang-for-the-buck” with regard to easy visual access, both for reading and writing, across the entire instructional day!

So here are some Must-Do’s….

1. Hang ALL of them up! (Do NOT wait to “teach” them first!)

Never wait to display a Secret until you have “taught” it first, as doing so defeats the whole purpose of using Secret Stories®, which is to accelerate access to the code, not limit it! Besides, the Secrets are not taught, they are “given,” and without any expectations, much like food that’s laid out on a buffet. Because Secrets are embedded into already social and emotional story-frameworks, kids will remember them, talk about them, and then suddenly begin using them to read and write words. This will happen years before their formal introduction as “phonics skills” on a traditional core reading scope and sequence…. IF they are all up and ready to share with learners, as needed! Secrets unlock the sounds in words that kids can’t read, and equip them with the letters they need to write words in the stories they want to tell. It is learners’ encounters with text throughout the course of the instructional day (and across all subject areas) that most often dictate which Secrets they need. For this reason, all of the Secrets must be up and ready to go, as you never know what’s looming just around the corner of your instructional day! Additionally, having all of the posters up requires learners to visually scan through all the Secrets they don’t know in order to find the ones that they do. This continual scanning process serves to increase learners’ visual acuity so as to recognize patterns in text— even those in Secrets that haven’t yet been told!

Kindergartners Stalking the Secret Stories® "Wall of Phonics Secrets!"

Students “Stalking” the Secret Stories® Wall!

And finally (and most importantly) hanging all of the posters up on Day 1 allows learners to begin driving their own instruction, as the letters in words they cannot read are the same letters that are in the Secret posters on the wall, thereby prompting them to ask for the Secret! By taking advantage of these teachable moments as they occur throughout the instructional day, we can foster learners’ “need-to-know” as the driving force behind their instruction and teach reading with the brain-in-mind!

2. Hang the Superhero Vowels®, Sneaky Y® and “qu” posters above (or in place of) their “counterparts” in your regular alphabet display.

I recommend hanging all of the posters together on one wall (which I like to call the “Wall of Secrets!”) with the exception of the Superhero Vowels®, Sneaky Y® posters, which should be hung just above (or even in place of) their “like-letters” over your existing alphabet train (or whatever alphabet display is mounted above the main front board in your classroom.)

Secret Stories® Phonics Posters— Superhero Vowels®

The purpose of this is to draw learners’ attention to their alternative sounds, as unlike most Secrets, which explain what letters do when they get together, these letters have their own individual Secrets! This allows for easier sound reference when singing The Better Alphabet Song, which is the means through which learners acquire the individual letters and sounds using muscle memory in just two weeks to two months. (Note that the qu is somewhat of an exception to this, as it’s actually two letters, but it’s important for learners to see and understand that q won’t make any sound unless it’s with u, and that together they make ONE sound which is “kwa.” I actually used a permanent marker to write in the letter u after the q on my alphabet train, and referred to it only as “qu”…..it was like the imaginary letter “elemeno,” but IT was REAL—Lol!)

Secret Stories® Phonics BETTER Alphabet Vertical Anchor

QU from Secret Stories® BETTER Alphabet Vertical Anchor (full size shown, below)

Secret Stories® BETTER Alphabet Vertical Anchor (full-size)
for use with the BETTER Alphabet Song for Individual Letter Sound Mastery in 2 weeks – 2 months!

And on a side note, be sure that the picture cues on your existing alphabet train are accurate! This means that the picture cue for the sound of the letter o is NOT an orange or an oyster, as o by itself can only make its long or short sound, as in oak or ox. Likewise, the letter x should not be depicted with a picture of a xylophone or an x-ray (as is actually shown in the classroom alphabet picture, above) as those are its least likely sounds, with “ks” (as in box and ox) being the most likely. All too often, the publisher’s priority is finding a “pretty picture,” rather than one that actually depicts the most likely sound of the letter. a letter’s most likely sound! Additionally, it’s also important to depict sound cues for both the hard and soft sounds of both c and g (cat/circus and goat/giraffe) with picture cues for both. For all of these reasons, I created the Secret Stories® BETTER Alphabet & Alphabet Mini-Mats (in digital format only.) Not only are the Superhero Vowels®, Sneaky Y® and qu graphics already built-in, but its vertical display option makes singing those “lightening-fast” Letter Runs a whole lot easier!

Secret Stories® BETTER Alphabet
with Vertical AND Horizontal Posting Options!

Secret Stories® BETTER Alphabet Song—

Individual Letter Sound Mastery in 2 weeks to 2 months

(Vertical or Horizontal Format Options)

Secret Stories® Better Alphabet (hard and soft C)

Secret Stories® Better Alphabet (hard and soft G)

The Secret Stories® Letter Run Song

(w/the BETTER Vertical & Horizontal Alphabet Train)

Secret Stories® BETTER Alphabet Mini-Mats for Individual Student Use

Secret Stories® Phonics BETTER Alphabet Mini-Mat

3. When hanging the “Original” phonics posters, be sure to create a visual barrier between the Secrets!
Unlike the “Fun & Funky” Phonics Posters and the Space-Saver Phonics Posters which both have a yellow border that separates them visually when hung together on the wall, the “Original” Phonics Posters were designed to be “cut-down” clustered together to take up less space and still be large enough to see from anywhere in the primary classroom.

Secret Stories® Phonics Posters— "Fun & Funky"

Secret Stories® “Fun & Funky” Phonics Posters

Secret Stories® Phonics Posters— "Space Savers"

Secret Stories® “Space-Saver” Phonics Posters

Secret Stories® Phonics Posters— "Original"

Secret Stories “Original” Posters

“Original” Phonics Posters “Cut-Down”

With no definitive border, the letter patterns on the original posters (when cut down) can appear to “run together” on the wall, which is why I recommend mounting them on a bright yellow or black backing (as explained in the Secret Stories® book) so as to provide a visual border between each one. I prefer bright yellow, although you can view several options in classroom pictures further down, below.

4. Ensure easy visual access from everywhere in the classroom they will need them!

I can tell you from personal experience that this is much easier said than done (as most of my classroom assistants who were tasked with moving all of the posters around to various locations in our classroom can attest!) Finding the perfect place in the classroom where students can easily access the posters, as needed during guided group, circle time, calendar time, whole group activities, independent writing at their seats, etc….was quite the challenge. My students were constantly jumping to find the Secret sound they needed (when reading) or the Secret pattern they needed (when writing) and it drove me crazy! I think it can be especially difficult in kindergarten and first grade classrooms where there are so many learning nooks & crannies, as this makes easy visual access to ANYTHING virtually impossible (aside from possibly, the ceiling!) I finally did settle on a good spot where they remained indefinitely, but each new classroom and grade level posed a new challenge, so don’t settle…. be creative! And don’t be afraid to try a different spot if the current one isn’t ideal….just be sure to bring your assistant a big, frothy Starbucks coffee when making the move! Also, keep in mind that the Dual-Use Placards and Porta-Pics as both offer easy solutions to this problem, as well providing the Secrets in a hands-on “manipulative” format for use by teachers and students around the classroom, as needed.

Secret Stories® Phonics Porta-Pics

Phonics “Porta-Pics” for Individual/Portable Student Use

Secret Stories® Phonics Porta-Pics for Portable Reference and Home Use

Secret Stories® Dual-Use Phonics Placards (aka “Space Savers”)

Secret Stories® Phonics — "Dual-Use Placards"

Secret Stories® Dual-Use Phonics Placards for Hands-On “Manipulative” Use

Secret Stories Phonics for Struggling Readers

There are also “cut-apart” cards in the back section of the Secret Stories® book that can be used when students are working in very small groups or outside of the classroom, one-on-one with a volunteer.

Cut-Apart Phonics Cards in Back of Secret Stories® Book

Plus, check out these NEW Secret Stories® Phonics Flashcards that have the stories on the front and picture on the back!

Secret Stories Phonics Flashcards

Click here for more on “hands-on fun” with Secret Stories® Phonics Flashcards!

And should you happen to have an extra set of Secret Stories® phonics posters lying around (after upgrading to Secret Stories® Version 2.0 or “inheriting” an extra set from another teacher) you can use them to make something that your kids will absolutely LOVE LOVED LOVE…. a class “big book” of Secret Stories® that kids can take home and share with their parents on a rotating basis, or even as a special reward!

Just re-mount them (if cut-down) on large construction paper and re-laminate the pages, and then bind them together into a book. Voile! A Secret Stories® Class Phonics Big Book— the perfect way to help educate your parents on what the Secrets are and how they work!

Extra posters sets are sometimes also ordered by schools to post in common areas where kids tend to congregate…. in the hallways, on the wall by the cafeteria line, behind the check-out desk in the media center, the front office wall, etc…, as it’s a great way to spur conversation between students about “who knows which Secrets,” as well as help to educate the parents on what they are, as kids love to share all of the Secrets they know when walking with them around the school. It also helps to further enhance learners’ visual acuity for pattern-recognition in text.

Below are some classroom pictures of the Secret Stories® phonics posters that show different ways to display each version. And I want to give special thanks to all of the awesome teachers who have offered us this sneak-peek into their classrooms by sending in pics!

Secret Stories® Phonics Posters with Student Names

Love this idea of putting students’ names on their “Secret Story!”

And finally, check out these miniature Secret Stories® phonics posters in this adorable “Peep” Classroom, created by Mrs. Mac’s Munchkins!

Secret Stories® Phonics Posters — The "Peep" Version!

And to bring this “Posting Phonics Posters” post to a close, I just had to share an AMAZING “Secret Stories® door transformation that added a whole new level of excitement to the first day of school for some very lucky first graders! It was created by Brandon McAnulty, the husband of Renee McAnulty. You can read more about Mrs. Mac and her famous first-grade munchkins, here!

And here are some close-up pics….

HOW AWESOME IS THAT?!!

And if you’re just getting started with the Secrets, here’s a quick vlog

for some good tips, tricks and how-to’s!

Download a FREE Sampling of Secret Stories® phonics posters and watch how fast YOUR kids start using the Secrets to read and write!

Until Next Time,

Katie Garner :-)

Never Miss a Secret! Subscribe to the Newsletter!

August 14, 2015/by Katie Garner

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"

Free Secret Stories® Zoo Keeper Writing Strategy

“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 — The Brain is a "Patten-Making" Machine!

The Brain is a “Pattern-Making” Machine

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

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!

Secret Stories® Phonics — "Feed the Brain, Don't Fight it!"

Thinking “Outside the Box” with Letters & Sounds

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 :-)

Never Miss a Secret! Subscribe to the Newsletter!

Secret Stories® Makes PhonicsMake SENSE!

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!

For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here.

www.TheSecretStories.com

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

Comments:

Brian HopkinsMarch 31, 2014 at 9:52 PM

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!!
(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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Julie DavisMarch 31, 2014 at 10:35 PM

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

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lorenaMarch 31, 2014 at 10:40 PM

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

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Mrs. McHaffieMarch 31, 2014 at 10:46 PM

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

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Namie JamesonApril 1, 2014 at 12:25 AM

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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Katie GarnerApril 1, 2014 at 2:42 PM

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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PatienceApril 1, 2014 at 1:00 AM

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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Katie GarnerApril 1, 2014 at 2:43 PM
Thank YOU and I’m so glad you found the post here on Mrs. Jump’s Blog!!

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Ms. Perry’s PeachesApril 1, 2014 at 11:06 AM

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!
Katie GarnerApril 1, 2014 at 2:52 PM

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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Lauren O’RourkeApril 1, 2014 at 11:54 AM

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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Katie GarnerApril 1, 2014 at 2:33 PM

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Katie GarnerApril 1, 2014 at 2:50 PM

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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HuskergirlApril 1, 2014 at 9:43 PM

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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YouAreMySunshineApril 2, 2014 at 2:43 AM

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YouAreMySunshineApril 2, 2014 at 2:57 AM

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.
Katie GarnerApril 3, 2014 at 10:19 PM

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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L.SmithApril 2, 2014 at 10:43 AM

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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Katie GarnerApril 3, 2014 at 10:46 PM

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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L.SmithApril 2, 2014 at 10:45 AM

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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DeniseApril 2, 2014 at 10:04 PM

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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Katie GarnerApril 3, 2014 at 10:51 PM

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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DeniseApril 4, 2014 at 8:13 PM

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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Candi BridgesApril 2, 2014 at 10:23 PM

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

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kathleen wrightApril 3, 2014 at 6:01 AM

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
Katie GarnerApril 3, 2014 at 11:55 PM

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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kathleen wrightApril 4, 2014 at 5:43 AM

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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Mrs. TolbertApril 3, 2014 at 6:59 AM

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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Tracy WysongApril 3, 2014 at 8:31 AM

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

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Julie PlowmanApril 3, 2014 at 2:10 PM

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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Katie GarnerApril 4, 2014 at 12:02 AM

Getting learners to ask “why” is actually our goal,
as the “WHY” equals “CRITICAL-THINKING!”
:)
JenApril 3, 2014 at 10:03 PM

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

Reply

April 18, 2015/33 Comments/by Katie Garner

Thinking Like a Word Doctor: Exceptions to the Phonics Rules

Brain Based Learning, First Grade, Free Phonics Resources, Homeschoolers, Kindergarten, Orton Gillingham, Phonics for Dyslexia, Phonics Videos, Reading Intervention, Sight Words, Struggling Readers, Vowels

How To Teach Exceptions to Phonics Rules

Did you know that if you had a fever and cough, it could be the plague,

or pneumonia…

or maybe just the flu?

Actually, it could be a lot of things.

Learn More About
“Thinking Like a Word Doctor”

Because doctors know that the plague is the least likely cause of your symptoms and that the flu is the most likely, they will probably go with the flu first, and then work their way through the alternative options, as needed.

As medicine is not an exact science, doctors must often work through a series of options to determine what treatment will be most effective with their patients. They make these decisions based on a hierarchy of likelihood to determine what is most likely, next most likely, and least likely to be successful.

Like medicine, the English language is not an exact science, and neither are the phonics rules, as there are many “so-called” exceptions. However, we can “treat” unknown “exception” words in much the same way that doctors treat their patients, and by doing so, a logical, thinking-construct begins to emerge— one that greatly empowers learners and their decision-making when working with unfamiliar text.

First, it’s important to realize that there are only so many different sounds that a letter or letter pattern can make, and their not random, even though they may sometimes appear so. Just like the saying, The apple won’t fall too far from the tree,” letters won’t stray too far from their sounds! For example, you will never see the letter q say “mmm,” or the letter k say “duh,” or the tion pattern say “ing!”

Contrary to popular belief, letters don’t just lose their little ‘letter-minds’ and run amok! All they do (and it’s usually the vowels that do it!) is make sounds that they are perfectly capable of making— but it just might be their next-most likely ones! Watch the video clip below to see what I mean!

When working with patients, doctors must ask themselves, “How many different ways can I look at this? How many different ways can I solve it?” Beginning and struggling readers must also employ this kind of diagnostic thinking when attempting to sound out unknown words, asking themselves, “What else can it be?…. What else could I try?” Engaging in this type of analytical, problem-solving is often referred to as “thinking outside the box,” and the key to doing it effectively is to first know what’s IN the box!

Thinking Outside the Box with “So-Called” Exception Words

This is why knowing the Secrets is so important for beginning and struggling readers, as the Secret Stories® equip them with everything that’s IN the box so that they are more easily able to think outside it— something that working with text demands!

The ou/ow Secret….

Ou & ow play really rough and someone always gets hurt and says— “Oooowww!”

(as in words like: our, round, how, now)

But, flying overhead is Superhero O, who happens to be o & w‘s all-time, favorite superhero, ever!

If ow ever spots Superhero O flying overhead, they stop dead in their tracks, and yell—

“O! O! O!”

…which is why ow can also say O! (It’s “default” sound)

(as in words like: blow, flow, glow, mow)

The Secret (and default sound for ow) makes sounding out most words with this common pattern easy, even for kinders, which means that words like: how, now, about, around, etc, commonly found on sight word need NOT be memorized! As with the Secret, kids can just READ them! Plus, kids can learn the ou/ow Secret in an instant, even if they haven’t mastered all of the individual letter sounds yet, as it still makes sense. Memorizing a sight word however, can take some students forever… especially those with little to no home support, as they are less likely to use it enough to make it stick. And even more importantly, knowing a sight word allows learners to read one word, whereas knowing a Secret empowers them to read and write thousands!

Now let’s consider a word like you.

The ou isn’t doing what it should, according to the Secret. Still, the sound it IS making in the word hasn’t really strayed too far away… at least not so far that a good word doctor couldn’t easily figure it out! And here’s how…

A “Hierarchy of Likelihood” Approach to Decoding (a.k.a. Thinking Outside the Box)

1. First, try the most likely Secret Stories sound for ou (as in house)….. NOPE, it didn’t work!

2. Next, try the individual sounds for the letters o and u ….. BINGO!!! We got the word!!

In this case, we got it on the second try.

Now, had we not struck gold on our first “out-of-the-box” attempt, we could have worked our way further down the list of possible sound options and turned this puzzle into a sort of problem-solving/critical thinking game….

The OO Secret

3. Try the sounds of other Secret Stories patterns with o or u, like the Secrets for oo, oi/oy or ous. For example, in the word could, the ou is making the default-sound for oo (as in book) and kids who know the oo Secret might try that sound as one more possible option. And of course, you can also pull out the handy “Head-Bop” Trick in a pinch to figure out those “un-figure-outable” words! (You can read more about this trick here.)

4. It’s the PLAGUE! It requires a specialist! When we’ve exhausted all options and have no more tricks up our sleeve, we must surrender to the word, which means we have to memorize it!

Why Not Just Memorize Tricky Sight Words?

Here’s why— because it is within this “figuring-out,” (a.k.a. analytical/diagnostic thinking) process that true learning lies! Not just learning how to read, but learning how to think! Our brain is a pattern-making machine, and this patterning process of thinking-through all available options is its natural way of doing things. “If not this, then that…” Our brain is continually patterning-out the best available options in everything that we do.

We think, “I’ll park in the front, but if I can’t find a space, I’ll try the back, and if that doesn’t work, I’ll try the next lot over. If I can’t find anything there, then I’m giving up and going home, as I’m too tired to walk that far.” We don’t think— “I’ll park in the front, but if I can’t find a space, then I don’t know what I’ll do!” (This is similar to the way in which kids often handle words that are exceptions, which is to throw their hands up in surrender the minute that letters don’t do exactly what they should in a word.)

Seth Godwin, author of Looking for Patterns (Where they don’t Exist! writes,

“Human beings are pattern-making machines. That’s a key to our survival instinct— we seek out patterns and use them to predict the future. Which is great, except when the pattern isn’t there, then our pattern-making machinery is busy picking things out that truly don’t matter.”

The Brain is a Pattern-Making Machine

Our brains are hardwired to look for patterns, and the Secrets are patterns— not abstract letter patterns, but patterns of behavior that are designed to mimic learners’ own behavior. The ability to classify incoming information quickly into categories (based on the patterns we know) means the brain can use easier rules to deal with the new input, which is less stressful than always having to deal with things that haven’t been seen before. Knowing the Secrets equips inexperienced beginning and struggling learners to identify the best course of action when sounding out new words, and not knowing the Secrets means having to say, “It just is… It just does… You just have to remember….” when they can’t read or spell a word.

Another benefit to reading words rather than just memorizing them is that it sparks more optimal brain circuitry, as evidenced by numerous studies, including a recent one by Stanford University Professor, Bruce McCandliss, which you can read more about here.

Secret Stories® Brain Based Phonics— Stanford University Sight Word Brain Study

Stanford Brain Study on Sight Words Post

Just to be clear, some words are just better to memorize, as mentioned when discussing the word could, up above. But most are not, especially if they now the Secrets and can easily read them! Consider that every sight word that a learner memorizes is one less opportunity to reinforce their “sounding-out” (decoding) skills that you work so hard to teach, and more importantly, one less opportunity to flex their “critical thinking/problem solving” muscles!

Now before you read any further, watch this video.

It’s easy for teachers to empathize with Ricky’s struggle to read words like: boughs, through, rough, cough and enough. Like many students in our guided reading groups, Ricky diligently attempts to decode what seem to him to be ‘un-decodable’ words and becomes understandably frustrated in the process. Ultimately, Ricky just closes the book and gives up, convinced that the sounds letters make just don’t make sense. Many of our students feel the same way.

How To Think Like a “Word Doctor” to Decode Text

In the same way that a doctor works through various options to heal a patient, we can do the same to “heal” the words that are stumping Ricky…. or at least to help make them more ‘figure-outable!’ ( I know it’s not a word, but I really like it!)

First, we need to know another Secret…

Click Here to Learn the gh Secret

The gh Secret

Gh will make different sounds, depending on where they are in line (i.e. in a word)

When they are at the FRONT, they’re glad!

There, they make the hard g sound, saying….

“Gosh, this is Great! We’re going to Get to Go first and Get in before anyone else Goes!”

(ghost, ghoul, ghastly, etc…)

When they are in the MIDDLE, and surrounded by lots of other letters,

they are silent and are too afraid to say anything and make NO SOUND at all

(sight, thought, straight, etc…)

When they are at the END, they’re not at all happy and they always complain.

Here, they make the fff sound, saying….

“This is no ffun! We’re so ffar away it’ll take fforever ffor us to get to the ffront!”

(rough, enough, cough, etc…)

Now let’s play “Word Doctor”….

bough

No problem with the ou as it is doing just what it should (see ou/ow poster up above)

But gh is a different story, as it is not making the sound that it should, which is “fff.” So let’s try one of the only TWO other sounds that it can make, and voila! We got it! The gh is silent! The gh Secret is everything that’s IN the box when it comes to all of the possible sounds that gh can make, making it easy for learners to deduce the next most likely options when it doesn’t do exactly what it should!

rough

Like in the word you (mentioned at the top of the post), ou is not making the sound that it should, but by simply trying the individual sounds for both o and u, we can easily get the word! In this case, ou is making the short u sound. And thankfully, gh is doing exactly what it should when it’s at the end of a word!

cough

Just as with the word rough, ou is not making the sound that it should, but is making one of their individual sounds, instead. This time, it’s the short o sound. And again, the gh is doing exactly what it should.

enough

Once more the ou is not making the sound that it should, but it IS doing the next most likely thing, based on our “hierarchy of likelihood” (way up above at top of post), just as it did in the words you, rough and cough. In this case, it’s making the short u sound. And once again, gh is doing what it should.

through

Now this one’s a little trickier— bordering between being “fun to figure out” and “just easier to memorize,” I would probably go with the latter, but it is gratifying to know that with a little “out of the box” thinking, we CAN crack this word, should we chose to!

The ou is not making the sound that it should, nor is it making the o or u sound, but just like the word you that was mentioned at the top of this post, it is making the most likely sound of its “cousin” oo … and by cousin, I mean another similar Secret that looks like it could be a possible relative, as it shares a common relative, which is o. (The sound for oo can be seen in the oo poster way up above.)

And then we have the same problem with gh that we had with a couple of the other words up above— nothing that a good word doctor can’t fix, as gh is just being difficult and refusing to talk, as is his prerogative. However, it does require an extra analytical step to crack the word, which may be one too many to make it worthwhile. Thus, it merits the time, energy and space in the brain that’s required memorize.

This video clip shows a group of first graders playing “Word Doctor” and applying some critical analysis and diagnostic thinking to the word light. While they can already read the word, they bothered by the fact that i is bothering to say his name when there Mommy E® or Babysitter Vowel® in sight!

Patterning IS Thinking

Brain Based Reading

The following excerpt is taken from 12 Design Principles Based on Brain-based Learning Research by Jeffery Lackney, Ph. D.

Pattern making is pleasing to the brain. The brain takes great pleasure in taking random and chaotic information and ordering it. The implications for learning and instruction is that presenting a learner with random and unordered information provides the maximum opportunity for the brain to order this information and form meaningful patterns that will be remembered. Setting up a learning environment in this way mirrors real life that is often random and chaotic.

The brain, when allowed to express its pattern-making behavior, creates coherency and meaning. Learning is best accomplished when the learning activity is connected directly to physical experience. We remember best when facts and skills are embedded in natural, spatial memory, in real-life activity, in experiential learning. We learn by doing. facilitated in an environment of total immersion in a multitude of complex interactive experiences.

Hmmmm…. that sounds a lot like the class in the video!

The Vowels Are the “Heart” of Words

Secret Stories Phonics Posters

For a quick overview of the Superhero Vowels® and their “short & lazy” sound disguises, watch the video below.

And the last little doctor tool that I want to share before signing off is about the vowels, as they are the most likely culprits when words just won’t sound-out correctly! Vowels are the “eyes, ears, nose and throat” of a word, which is why good word doctors should always check them out first! They offer the best window into what’s most likely wrong. Sometimes it’s an issue with a Secret (as with the words we’ve seen in this post) but other times fixing the problem requires having a few “vowel-fixing” tricks up your sleeve— something that every good word should have!

decoding exception words
Learn more word doctor strategies, including, the “Thinking Vowels/Head-Bop” and the “Hungry Thing” to crack tricky vowel sounds here!

How to Read Words that are Exceptions

Secret Stories® Classroom Kit (book, posters & CD)

And if you don’t have the Secret Stories® Classroom Set but would like to get started with the basic “meat and potatoes,” which are the vowels, I would suggest you start with Secrets of the Superhero Vowels Bundle® on TpT. It’s a great place to start! And if you are already using Secret Stories® in your classroom, this digital vowel pack is a super handy supplement, as it offers multiple sizes of the graphics for various uses within the classroom and at home!

Secret Stories Superhero Vowels® Digital Bundle

Until Next Time,

Katie Garner :-)

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and see the difference they make!
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June 5, 2014/23 Comments/by Katie Garner

Helping Older Readers Who Struggle

Accelerated Reading Intervention

The Science of Reading and the Brain

Dyslexia, Reading, Phonics & the Brain

Dyslexia

Reading Intervention for Dyslexic Learners

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

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

How I Helped My Dyslexic Child Learn to Read

“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!”

A Post-Script….

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

What Dyslexia Isn’t…

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

Too Many Phonics Rules, Too Little Time

How to Predict the Most Likely Sounds of Letters in Unknown Words

Activating Social-Emotional Learning Channels for Higher Level Thinking

Now, let’s attack that list of potential “new” Secrets and see if we really do need to “add a few more cooks” to our phonics kitchen!

Reading Hard Words Can Be Easy, If You Know the “Secrets”

The Home School Connection

Letting Parents in on the “Secrets!”

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

Everything You’ve Ever Wanted to Know About The Secret Stories® Phonics Posters!

Which Secret Stories® phonics poster-style is the MOST popular?

Is there a “right” way to hang the Secret Stories® Phonics Posters?

HOW AWESOME IS THAT?!!

And the sight word-parade begins…

So to answer Marian’s questions…

Comments:

How To Teach Exceptions to Phonics Rules

Learn More About “Thinking Like a Word Doctor”

Thinking Outside the Box with “So-Called” Exception Words

Why Not Just Memorize Tricky Sight Words?

The Brain is a Pattern-Making Machine

How To Think Like a “Word Doctor” to Decode Text

Patterning IS Thinking

The Vowels Are the “Heart” of Words

Do You Like Secrets?

Learn More About
“Thinking Like a Word Doctor”