If you follow my daily (yes, I post daily, as Instagram has trained me well!) then you know it’s like a running “stream of consciousness” for me. (If you’re not on Instagram, I used to be you!!!) However, now that I’ve made the leap, you can find me …. and I highly recommend that you do too, as that’s where I consistently share some of the BEST “bang for the buck” teaching ideas for making the hard stuff (like phonics) easy for young and struggling readers!

Instagram is also where I came across the Kelli, a second grade teacher in Daytona, Florida, who I want to introduce you to tonight. Her posts showing how she uses the Secret Stories with struggling readers in her classroom were so detailed and insightful that I knew they would save other teachers a TON of time and spark a million more ideas! So, without further adieu, here’s Kelli…..


My name is Kelli Gunkle and I am a first grade teacher turned second grade teacher in Daytona Beach, Florida. I have been teaching for 5 years in a low-income, DDD, turn-around school with many struggling readers. If you are not familiar with a school climate like the one I teach in, you may have some questions about what all of that means.

In a nutshell, 90% of our students are on free and reduced lunch. We have been a D status for 3 years which placed us in “turn-around” status. This simply means that if we do not earn a C or better we will be taken over, closed down, or turned into a charter school. I tell you this to paint a tiny picture of the environment that I truly have the pleasure of working in.

read to self secret stories

People often look at statistics and status’ and use those as reasons not to be somewhere. I look at statistics a little differently. All of what I told you above is why I teach at my school. It’s why I get up everyday and teach my heart out. It’s why I don’t have time for the cute stuff.

My first year of teaching, like most teachers, I was very aware of the perfect classrooms. Don’t get me wrong, I love anything that is aesthetically pleasing….who doesn’t?! More and more though, I was seeing too many “cute” activities and too little rigor. Activities that would get people to “pin, pin, pin” or “like, like, like,” but none that had much substance to move our struggling readers.

I am lucky enough to work for one of the best principals in our county, and under her training, I have learned a lot about choosing rigor over looks. The experience of working for this amazing woman taught me how to properly vet materials for quality before giving them over to my students. I don’t choose the craftivity; I rarely, if ever, even do them. Instead, I choose what I know is going to give my students the maximum instructional value, because our school just doesn’t have the time to “fluff” anything up.

Enter in the Secret Stories…. The past fall, I was looking for something— anything that could help fill the gaps in phonics with my struggling readers who were at least a grade level behind in reading. I was given the opportunity to loop with my class, and so was well aware of the gaps that they had. I went into this year knowing the holes that would need to be filled, but not knowing HOW I was going to fill them.

Through countless search attempts, I stumbled upon the Secret Stories website and started reading all of the reviews. I was hooked. The minute I read that students were ASKING to learn about letter sounds and phonics patterns, I knew it was what I needed for my kids. And while the Secrets may be cute, they are all “meat” and no fluff! And so, unbeknownst to anyone at my school, I ordered the kit, put up the posters, and let the magic unfold! I call it magic because that’s the only way to describe what happens once you let the “genie” out of the bottle and start telling the Secrets.

With the current status of our school, we are a revolving door of district, state, and management company personnel going in and out of our rooms on a weekly to monthly basis. We have extra trainings, new strategies, brand-new curriculum, and countless other responsibilities that all teachers have. I don’t know about you, but I don’t have time to learn one more routine, strategy, or program to implement in my classroom. My kids don’t have the ability to take anything else in. THAT is why I love Secret Stories so much. It runs itself!

The minute I told my students the first Secret, and that NO ONE could know what I was about to tell them— especially all of those people in suits that kept coming in and out of our classroom—they were hooked! They have been begging for more phonics Secrets ever since!

If you were to come into my classroom, you would be welcomed by one of my favorite sights—our Secret Stories phonics posters! My classroom is all pastel colors, so this set was perfect. My kids use these posters ALL DAY LONG to reference how to both sound-out AND spell words words. (Ignore the feet in the first pic, as it was a long day! ;-)

Secret Stories Guided Reading

guided reading group

I wanted my kids to be thinking about the Secret phonics patterns outside of reading block as well, so we started “catching” the Secret sounds wherever and whenever we came across them throughout the day! This could be during a math lesson, during I-Ready lessons, or during our read-to-self time. Whenever they find a Secret, they can “catch” it and add it to our collection.

Phonics Games Word Work

phonics for reading

i ready reading assessment

I bought a shoe rack, added the Secret Stories cards from the back of the book to each pocket, and on the side, placed a container for half-sized index cards and markers. This gives them everything they need to catch Secret phonics patterns and sounds during centers, small group, etc.

Word Work Word Study Secret Stories

Word Study Word Work

Watch the video below to see how we use this to “catch” Secrets!

Secret Stories Sneaky Y

I also use the Secrets heavily during small group time. As I mentioned above, our school is in “turn-around” status, so it is incredibly important to fill as many gaps as possible in the primary grades before students move on to 3rd-5th. In small group, we have learning targets and success criteria for the skills we are working on. The success criteria helps my struggling readers to see what steps they need to take in order to master their “I can” targets.

They know that they must achieve these smaller goals in order to obtain their greater goal. To that end, they rely on the Secrets when reading their word lists, as well as whatever they are reading for their weekly text.

Teaching Vowels Sounds

When practicing test-taking strategies, we use the Secrets to help identify the phonics patterns and figure out new words in the text. This helps them to become more familiar with the text before they read it.

secret stories reading test assessment

That way, when they are taking tests, they know to look for phonics patterns in unfamiliar words to help them. This makes them feel more comfortable when they working with more complex text, especially my struggling readers.

Secret Stories Sneaky Y®

To see how we use Thinking Maps with Secret Stories, watch the video below.

Secret Stories Mommy E / Silent E

The Secrets have changed the way I teach phonics and, if I’m being honest, I will never go back to phonics-based routines in order to teach my students how to read. They do not need to memorize; they need to WANT to READ!

Love of Reading with Secret Stories

The Secrets have given my students a “need to know” the sounds, rather than me having to force them to learn them. Now, they are ASKING me to teach them….they want to know ALL of the Secrets!!

In a profession where we have no time for the cute stuff, the Secrets have found a way to be adorable AND rigorous. What an amazing accomplishment!

If you have any questions, or would like to reach out, you can find me on , and

Happy New Year!
Kelli


For those of you who happened to catch a glimpse of the Secret Stories® Task Cards on and that Kelli was working on…..

Secret Stories Phonics Task Cards

…….you can download the fist little “batch” here. Once more is finished, we’ll let you know!


In addition to this, I’ve also posted a free Secret Stories® Guided Reader for fun some fun winter reading with your kids when you get back from the holiday. It will be free through this week, so be sure to download it now!

Secret Stories Guided Reader Like a Snowball

And finally, here are some of the cities that I’ll be in over the next couple of months, some of which require pre-registration.

For those in or nearby Ft. Worth/Dallas Texas, I will be speaking at ESC Region 11 at the end of January, and you DON’T need to be in Region 11 to come! Just click below for info on how to register.

Likewise, for teachers in Colorado, I will be at CCIRA again this year and presenting three sessions, with two already full, so hurry and register to reserve your spot in the third one. Just click on the link below for registration info.

The same goes for Illinois teachers in/around Kane County.
*Note that district professional developments days are not listed below, as they are not open to the public. You can find a complete list of all upcoming speaking dates
, as well as information on how to bring me to your school or district

January 2020

1/28-

1/29

February

2/5

2/7

2/18

2/28

March

3/14

3/26-3/28

April

4/1- 4/3

4/21- 4/22

4/28- 4/30


I wish you a very happy and healthy New Year, and remember to hit “reply” to this email and add me to your contact list so that you don’t miss what’s coming up NEXT….in about two weeks!

Love,
Katie

PS Never miss a Secret (or freebie Secret-surprise!) by subscribing to the Secret email blast here!

Helping Older Readers Who Struggle

A Guest Post by Anna Hardway, M. Ed.

older struggling readers

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

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

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

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

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

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

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

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

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

Accelerated Reading Intervention

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

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

And this is only the beginning, as we can use brain science like a road map to “cheat the brain” into learning more complex, phonics skills as well! For example, the Secret about the Babysitter Vowels® makes sounding-out longer, multi-syllabic words easy, as it provides an instant “compass” to know whether vowels will be long or short. Watch the clip below to see how the Mommy E® strategy extends into higher-level Babysitter Vowels®.

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

The Science of Reading and the Brain

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

How the Brain Learns to Read

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

phonics stories for reading

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

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

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

teaching older struggling readers


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