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?

Gratefully,
Marian M.
Kindergarten Teacher

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

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

Before I answer it specifically, I want to prepare you for the paradigm shift we’re about to take when it comes to what kindergarten can do and when they can do it, and I think these links will help! So here are a couple of guest posts by kindergarten teacher, Kjersti Johnson (post 1 and post 2) along with a couple of eye-opening, kindergarten-related video clips here and here.

So let’s get started by opening up a can of worms about WHY we do WHAT we do WHEN we do it when it comes to the “code” that kids need for reading and writing! 

If you really think about it, what are kids supposed to do with just bits and pieces of the reading and writing code? How can you read OR write about your pet mouse with only a third, or even  two-thirds of the code? And that’s all most early grade level learners have to work with, given that it takes multiple grade level years to teach it all…. and that’s if they’re on grade level!

The individual letter sounds (which kindergartners spend an entire year learning) provide very little bang for the buck when it comes to using them to reading and writing, as they are actually the least likely sounds that the letters will make when they get together in real words! This makes the brain’s job as a “pattern-making” machine extremely difficult, as it seems that letters are never actually doing what they’re supposed to!

And simply adding the blends and a few digraphs to the mix in first grade doesn’t help all that much,  which is why kindergartners and first graders can barely read or write anything! At least not anything that hasn’t been “memorized” (ENTER SIGHT WORDS, STAGE RIGHT!)

sight word don't work

And the sight word “parade” begins…

Sight words help compensate for the gross lack of phonics skills at the beginning grade levels, and are often taught in order to meet the required text-level assessments. For early grade teachers, rote memorization of high-frequency sight words can feel like a necessity when considering that the phonics skills kids need to read them aren’t even on their grade level scope and sequence. This is because traditionally, phonics skills are “divvied-out” in bits and pieces across multiple grade level years—from PreK to 2nd.

While teaching kids in kindergarten and first grade to memorize words instead of reading them might feel like a necessity for beginning grade teachers, this rote memorization is far from the ideal—from either a developmentally or from a brain-based perspective. (You can read more about this here or by clicking the link under the picture below.)
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 in the classroom.

Imagine that you’re a Morse Code operator, just assigned to a naval ship. 

But there’s a problem.

You are only in the first year of a three year Morse Code training program, which means that you barely know even one-third of the code. Yet you are expected to send and receive messages on day one.

You think to yourself……
“How can I possibly be expected to accurately send and receive messages with not even one-third of the code? What about all of the sounds I haven’t learned yet? How will I be able to figure out what the incoming messages say? And worse still, how can I send messages if I don’t know the code for all of the words? Should I just leave those parts blank, or just fill up the page with the parts of the code that I do know? Or maybe I could just forgo what the captain wants me to send and just write what I can spell instead?”

     Dear Captain, 
     I like the sub.  It is big.  It is fun.  It is really fun.
     I like it so so much. I really really like the big fun sub a lot!

These are common strategies that beginning (and struggling) learners will also use in order to get around all of the parts of the code that they don’t know or haven’t yet been taught— of which there are many!

A scope and sequence cannot accurately predict which parts of the code learners will need to read their favorite book or to write the stories they want to tell. The /th/ digraph is considered a 1st grade skill by grade level scope and sequence standards, even though /th/ can be found on every line of every page in every book! In fact, kindergartners will encounter the /th/ pattern literally hundreds of times on their very first day! (And don’t even get me started on the letter /y/!) The bottom line is that just like with Morse Code, you need ALL of it to do ANYTHING with it!

Secret Stories® Phonics Brain Research
Click here to learn more

So the burning question is how to provide our earliest grade level learners with access to the “whole” code when it takes an entire for many kids to just learn the alphabet? The answer lies in the brain science. Brain science lights a path straight through the brain’s backdoor via the earlier developing, social and emotional “feeling” networks. By targeting phonics instruction to the affective learning domain, we can bypass areas of inherent early (and struggling) learner weakness (i.e. the higher level, executive processing centers) and tap into alternative areas of strength.

Secret Stories® does this in a variety of ways, beginning with channeling the individual letters and sounds through muscle memory (i.e. body intelligence) for accelerated mastery in just two weeks to two months— and that’s for kinder and PK! (And we’re not just talking the “basic” letter sounds, we’re talking every possible sound that a letter can make by itself, from hard and soft /c/ and /g/, to the long and short vowel sounds, to the positional sounds of /y/, and even /qu/…. and all while they eat their shoes and lick the carpet. (And if you actually teach preK or kinder, then you understand exactly what I mean— Lol!)

Individual Letter Sound Mastery in 2 weeks to 2 months!

During the two week-two month time frame while the individual letter sounds are seeping in via muscle memory, they are also learning about the letters’ “secrets”, (i.e. Secret Stories) which are what they do when they don’t do what they should! The Secrets explain all of the crazy sounds that letters make when they get together, and even some of the strange things they can do when they are by themselves!

Shared as short little stories that are easy to remember and understand, they are ready for immediate use in both reading and writing! And because Secret Stories® aligns letter behavior to learners’ own behavior (by way of already familiar “social and emotional” frameworks) they can easily predict their most and next most likely sound behaviors, just as they could predict the behavior of their own classmates.

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

 

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

 

FREE Secret Stories® Phonics Mini-Poster Sampler Pack
FREE Secret Stories® Phonics Mini-Poster Sampler Pack
Our brains thrive on patterns and making things make sense, and the Secrets make letters make sense!And the earlier the grade level, the MORE they are needed, as they have virtually nothing else to read or write with! Kinder will naturally pick up and remember the Secrets BEFORE all of the individual letter sounds have taken hold, as the time frame for muscle memory to kick in is between two weeks to two months, whereas the Secrets are instant! Stories are easy for kids to remember because stories are HOW kids remember! And stories are developmentally harmless, so when they are ready to plug it in and use it, they can… but until that time, it’s simply a story!

Shifting early grade reading/ phonics instruction from brain-antagonistic to brain-compatible requires that we FEED the brain, not FIGHT it, and Secret Stories Stories® are its favorite treat! They can (and should!) be given all day long, throughout the entire instructional day—anytime and anywhere they are needed to help read or spell a word. Every Secret you give them is one more “tool” in their tool belt that they can bring to the reading and writing table, so as to bring more value away!

So to answer Marian’s questions…

The Secrets are not bound by the traditional “grade level walls” for phonics instruction that limits learner-access to the code. To share only certain Secrets at certain grade levels would presume that learners at lower grade levels don’t need them, and how could that be true if they are reading and writing across the instructional day beginning in kindergarten? Nor can we possibly say WHICH Secrets a learner will need to read the book he picks from the library or to write a word in a story he wants to tell.

Like the Morse Code operators, kids need ALL of the code, so NEVER wait to share a Secret!

Share them simultaneously with the individual letter sounds, whenever and wherever they are needed, whether it’s on the morning calendar or on the lunch menu! Remember that to a Morse Code operator (or to a beginning reader/writer) a /th/ is going to come in a LOT more handy than a /t/, so never hold back the tools that you know kids need to read and write every day!
Why Wait If We Don’t Have To?!!
Why hold back what kids so desperately need every hour of every day in our classrooms when they are working with text? If the brain science provides a “secret” backdoor passage through which we can so easily sneak phonics skills, why wouldn’t we use it?
Secret Stories® Phonics — Sneaking Skills through the Brain's Backdoor!
A “Backdoor Delivery System” for Accelerated Skill Access
Until Next Time,
Katie Garner :-) 
Katie Garner— Professional Development Literacy Consultant and Keynote Education Speaker
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Secret Stories® Makes PhonicsMake SENSE!
Secret Stories Phonics— Cracking the Reading Code with the Brain in Mind!
Try a “taste” of the Secrets with YOUR class 
and see the difference they make!
Click to Download the FREE Secret Stories® Mini-Sample Poster Pack!

 

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

 


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Comments:

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

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    Katie GarnerApril 1, 2014 at 2:34 PM

      At this point in the year, you might want to ‘go all the way’ and try the “Letter Runs” with them! Here’s the link to that- https://www.youtube.com/watch?v=iHUwuuXsh-0 ……….and don’t forget to try it BACKWARDS!!

     

  2. (you can also switch from ‘long’ to ‘short’ vowel sounds throughout to keep the challenge high :) as well as change the tune to: Happy Birthday, The Star Spangled Banner, etc…
    Looking forward to hearing how they do!

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

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

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

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  7. I attended the Illinois Reading Conference last month and couldn’t get into either of your sessions! I couldn’t even get close to the doorway :(
    Folks were setting chairs out on both ends of the corridor to hear you, but unfortunately my ears are too old to hear from that far away so I gave up! I’m hoping to have better luck seeing you at the Natl Elementary Principals Conference this summer.

    You should know that your ‘Secrets’ are an ongoing topic of conversation at our school and have had an incredible impact on our student achievement this year. As a school administrator, it’s been truly amazing to witness the progress made at each grade level, especially by our most at-risk. I’m just in awe, as are our parents (which is always a good thing!)

    My teachers were so disappointed that I couldn’t get into your session, as they promised the kids that I would take a picture with you to show them. Apparently the teachers that came to your sessions last year tried, but it was too crowded and you had too many people around you afterwards. I told them that this year was even worse, given that I couldn’t even get through the door!

    Hopefully I’ll have better luck seeing you in July!

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  8.  

    I know… it was CRAZY! The committee tried to avoid the overcrowding problem that happened last year by putting both sessions in the ballroom but I think their overall attendance this year was just too high, which ultimately is a good thing (but understandably frustrating when you can’t get into what you want to see).

    I will most definitely be at the Principal’s Conference in July and I’ll even save a seat for you, just in case ;)

    Thanks for your kind email, and please let your teachers (and students) know how happy I am to hear of their progress (and we’ll definitely take that picture, as well!)

    Looking forward to meeting you in July,
    Katie

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  10. This is incredible. I appreciate the work that has been put into programs like this and the accessibility of them to other educators and parents. Thank you and well done.

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

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  13. This was an amazing find. Thank you Deanna Jump for sharing this! I am purchasing the alphabet vertically as I write this. I am so inspired by this motor memory approach. Thank you!

     

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    So glad you found the post, and be sure to use the vertical alphabet for the “Letter Runs” too… they’re so much fun!! I put the link in the answer to the first comment at the top :)

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  16. I am so glad I am subscribed to your blog so that I can find and appreciate programs like this. As a first year teacher, this information makes me see things in a new perspective. I would love the opportunity to use this program in my classroom for my students. I would love the opportunity to share this approach with others given the scientific research that has gone into this. Thanks so much to the developer(s) of this program and the difference it is going to make in teaching.

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  18. You’re so welcome, and as a new teacher, you would probably get a better perspective/ context if you watch the VLOGS, starting with #1 here….https://www.youtube.com/watch?v=ziT4bautiGk ……

    I am gearing up to make the next set before I have to leave town again for conference, with the focus being on “What to do when a “Secret” doesn’t work?!!” as that’s actually where the fun begins for learners with regard to their daily interactions with text becoming a virtual “playground” for critical thinking!!

    In the meantime, don’t hesitate to ask, should you have any questions, and thanks again for your comment!

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

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  21. I just discovered Secret Stories and the Better Alphabet Song today and I’m in love! I love how engaging it is and how it can meet so many different learning styles! I really like how you put so much thought into the position of the mouth when you did the action for short a on the you tube video. I’m always looking for new ways to make learning meaningful and fun for my kids (why I was on this blog) and feel like I have hit the jackpot with this find! I wish I could go back in time and could have done this with my class since day one. We review letter sounds and phonograms daily- and I’m embarrassed to admit but it b-o-r-i-n-g the way I’m doing it now and definitely something I want to improve on. This is just what I needed and will totally transform how I teach phonics. So excited to make something that was not so fun into something I know my kids will not only love doing but truly benefit from.

     

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    LoL…. I remember feeling the same way when I’d stumble upon something that would completely change the way I teach! I’d always feel SOOO badly for my previous classes, who I sometimes felt, learned ‘in spite’ of me….especially my very first year – ugh :(

    I remember wanting to buy my whole class t-shirts with- “I survived Mrs. Garner’s 1st Year Teaching!!” written across the front!! ;)

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  24. I think this sounds fabulous and I will be trying this out with my title students. I notice that my title students DO NOT know their alphabet-ever, nor their sounds. This should be the answer!

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  25.  

    It’s funny you mention this, as often readiness issues are more pervasive with Title I learners, for a variety of reasons.

    These ‘work-around’ strategies (i.e. motor/ muscle memory for individual letters and sounds; social/ emotive connections/ cues for complex pattern sound retrieval) are crucial for learners struggling with cognitive readiness.

    For these learners, in particular, the ability to GIVE these core reading and writing skills, rather than having to wait on ‘developmental readiness’ in order to TEACH them, truly makes all the difference!!

    So many of the problems that Title I learners face stem from the fact that in the first few years of school, they are ‘slaves’ to their own developmental readiness, resulting in their having to continually play on an uneven playing field!

    By using brain research findings to circumvent these pitfalls, we can actually avoid these deficit areas in the brain entirely, targeting the stronger, more capable areas instead!

    (Hope this makes sense…. have had glass of wine!!! :)

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  27. I think this sounds fabulous and I will be trying this out with my title students. I notice that my title students DO NOT know their alphabet-ever, nor their sounds. This should be the answer!

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  28. I am a HUGE Secret Stories fan….I use your very first Secret Stories set! Every year, my students amaze me with their writing and reading and they looove their “stories”.
    I am so glad to view your videos and your updates here. I learn something new everytime. Thanks so much !
    Denise

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  29.  

    Oh my! You HAVE been using them for a while then!!

    I’m so glad you found the videos and updated info on the Secret Stories website, as I’ve really been working hard to ‘flesh-out’ the basic strategy-base.

    I’m curious if you’ve been in the same grade level since you started using them or if you’ve moved around a bit?

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  31. I have only taught Kindergarten…30 years total. I can’t remember exactly how long I have had my set of Secret Stories…maybe since 2000/2001?? .they are just part of my routine. Like I said….my kids constantly amaze me with their progress.
    My best teacher friend went to your workshop …she was so impressed, she came back and told me all about this great new program. I was so excited I purchased the set with my own money and have been using it ever since.

     

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

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  34. Hello. I have a question. Why don’t you do all three A sounds– A as in apple, A as in gate, and A as in about? I have a chant that I made up years ago with the sounds, but it has all three common A sounds that beginning readers come across in their reading. Just wondered why three Y sounds, but not three As. Thanks for letting me know. Kathleen
  35.  

    Great question! And the answer actually lies in the ‘rule-of-thumb’ I used when creating the “Secrets” in the first place, which was to “avoid having too many cooks in the kitchen” when it came to identifying the most useful phonics rules!!
    (and by useful, I mean ‘only what’s necessary to be able to read and write,’ given that the goal is to give learners at the earliest grade level EVERYTHING they need to jump into working with text…. both reading and writing!!

    Because the brain will require an explanation for anything encountered on a fairly frequent basis in text- there could be ‘no stone left unturned’ when it comes to accounting for the various letter patter sound possibilities. This, however, is different from teaching “rules for rules’ sake” (i.e. the less useful and/ or less frequently occurring phonics rules/ sound patterns).

    My rule of thumb was to account for only those patterns/ sounds that occurred ‘5 times or more’ in text, given their likelihood to be encountered often enough by learners to require an explanation.

    Patterns/ sounds occurring LESS than five times would are either put in “Word Jail” OR ‘rehabilitated’ …. so as to avoid having an ‘overcrowded prison system’ / overcrowded word wall, both of which are equally ineffective ;)

    As for your specific question regarding the letter a and providing the ‘uh’ or ‘schwa sound’ being taught/ included in the “Better Alphabet Song” as an additional sound option…. this would be an example having ‘too many cooks in the kitchen,’ in that there is too little value/ purpose in teaching it.

    What I mean by this is, if a beginning learner knows the SECRETS, he will attack a word like ‘about’ or ‘around’ with a ‘short a’ sound, as he knows that Mommy e isn’t ‘one letter away’ and thus can’t make a ‘say its name.’ Attacking these words with the short a sound will STILL result in learners (even lower level Kindergartners!!) still being able to ‘get the word.’ In other words, they will still recognize that the word is ‘about’ or ‘around,’ regardless of the fact that they attacked it with the short a sound …… The presumption is that learners can and will apply at least a “grain of common sense” in recognizing the word, and my experience with the ‘lowest of the low’ kindergartners proves this out!!

    By taking into account the differences between how words can sound, depending upon how they are sounded out, I was able to determine which required SECRETS and which were, for lack of a better term….”figure-out-able!!” LoL!

    With the Sneaky Y, all THREE sounds had to be accounted for, as they are all vastly different (y as in yellow, y as in July, and y as in mommy) ….. Each are entirely different sounds and thus, each must be accounted for with logical explanations as to what / why causes each to occur.

    Again, with the ultimate goal being to GIVE learners EVERYTHING they need to read and write at the EARLIEST grade level, so as to allow EXPERIENCE to be the best teacher….. it was necessary to think in terms of training “ER Doctors” ….. preparing them for what’s ‘most likely’ to roll through the door, while spending less time preparing them to handle the “plague” ;)

    I hope this helps to clarify the basis for the SECRETS, and I promise to get into more detail about exactly this in upcoming posts…. you’re just one step ahead with your great question!!!!

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  37. Thanks for this. I get the frequency point. We could never teach beginning readers all the sounds that letters CAN make in this isolated way– look at the VERY many sounds that ‘o’ can make when paired with ‘h’ when ‘ho’ comes at the beginning of a word! :) The only reason I added the ‘a’ sound heard at the beginning of words like around and about as a third sound in my chant, was because my guys weren’t getting that kind of word by knowing just the first two possible ‘a’ sounds… but maybe it was not the isolated sound that ‘a’ makes in that case that was the issue, but the fact that they were saying “ar…” as the beginning ‘sound’, instead of the necessary two syllable “a-r…” When they kept saying ‘ar, ar, ar” instead of ‘a’ when starting words like around, they got stuck. They seemed to get it better when they had that third ‘a’ sound to try. Thanks for sharing why you do it this way– always more food for thought– I can teach 100 years and I’ll still be growing my own brain :)

     

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

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

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  41. This article really intrigued me! As I was reading the “why” of certain discrepancies, I was picturing specific students I’ve had along the way. thanks for sharing

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    Getting learners to ask “why” is actually our goal,
    as the “WHY” equals “CRITICAL-THINKING!”
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  44. I LOVE secret Stories! My students Love hearing the stories behind each letter or letter pair.

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It Takes More Than Individual Letter Sounds to Read and Write!

phonics posters

I sneakily took this pic at the end of snack the other day….
These 6 kids were engrossed in telling the Secrets (and trying to figure out the ones we haven’t learned yet!) The little guy in the stripes has become our unofficial “Word Jail Warden!” He can spot an ‘Outlaw Word’ a mile away! We will start ‘paroling’ some of them soon!”
Kjersti Johnson- Kindergarten Teacher

Phonics on Steroids: “Warp-Speed” Access
to the Reading & Writing Code in Kindergarten!

A Guest Post by Kindergarten Teacher Kjersti Johnson
Secret Stories® Phonics Secrets— Accelerating Access to the Code in Kinder!

As teachers, I think we have all had that moment when we sit down with one of our students and they completely knock our socks off! This post is all about one of those moments.

Yesterday, I had just gotten my afternoon class of kindergartners settled into our Dailies….they were spread around the room, some reading, some writing, some listening to books on iPod shuffles, and a few shopping for new books.

I looked around to see who I would confer with (one of my favorite times of the day, by the way!) I started with Abel.

Now let me tell you about a little kindergartner named Abel.

He is one of the sweetest little guys I know. He has an amazing smile, and he is also VERY excited about learning!

He is an English Language Learner who entered kindergarten knowing 7 letters and 0 sounds. He worked SO hard the first weeks of school to learn his ABC’s and by October, he knew ALL 52 upper and lowercase letters! (the Better Alphabet Song was a huge success!)

So back to yesterday……
I sat down next to him and asked him to read to me. That’s when he pulled out Arthur’s Halloween.

I looked at him and said, “Oh, this looks like a great picture read. Can you tell me a story to go with the pictures?” This is kindergarten after all, and it’s a tough book! He gave me a strange look, and then…….He was READING it!

Later in the day, I had him read it again so that I could video it, and here he is reading Marc Brown’s Arthur’s Halloween.


ELL Kindergarten in October—”Spotting Secrets” in Arthur’s Halloween 


“Was” …..?

No problem with the “head-bop” trick!
Secret Stories® Phonics "Head-Bop" Trick— No More Sight Words!
Secret Stories® Phonics Head-Bop Trick for Fickle Vowels


“Night”
….with its tricky /gh/?
Got it!

Secret Stories® Phonics — The "gh" Secret!
Secret Stories Phonics Secret— Positional Sounds of gh

“Before” ….?
Didn’t stump him. He saw that Babysitter Vowel® o telling e to say its name!  He also spotted /o/ and /r/ who can “never make up their minds when they get together,” and read it like a pro!

“Family” ….?
That Sneaky y® didn’t trick him!

Secret Stories Sneaky Y® Phonics Secret!
Sneaky Y® Phonics Secret

Then we got to “making”…. and guess who was able to use the Babysitter Vowels® Secret to figure out whether /a/ would be long or short?!
He knew it wasn’t right when he first read it, but then he remembered the Secret! (and please excuse me telling another student, TWICE, to go color their work! ;-)

ELL Kindergarten in October—Arthur’s Halloween with Babysitter Vowels®
Kinders Decoding Multi-Syllabic Words with Secret Stories® Babysitter Vowels®!
Secret Stories Babysitter Vowels®— How to Know Whether a Vowel Will Be Long or Short?

 

“House”….?
Rough-housing /ou/ and /ow/ saying “Owwwww!” No worries.

Secret Stories® Phonics — The "ou/ow" Secret!
Secret Stories® Phonics ou/ow Secret!

 

“Look and spooky”….?
Knowing the Secret, he switched sounds for /oo/ like a pro!

Secret Stories® Phonics — The "ou/ow" Secret!
Secret Stories® Phonics /oo/ Secret

I was BLOWN away! And so I made poor Abel read that page to everyone I could find! I was so proud of him! (and by the way, he is determined to read the whole book now, and I have no doubt that he will!)

This morning, I shared the video with my principal, our Dean of Students, and our LAP teacher. The question of how and when I use the Secret Stories in my class came up, and I thought to myself, “When don’t I use them???”

The Secrets aren’t limited just to “reading” time. We use them ALL DAY LONG,  which in half-day kindergarten, is only about 2 hours and 40 minutes. (Oh, did I forget to mention that I teach half-day kinder?!) That’s not very long, which is why getting the most bang for the buck in the short amount of time we have is critical. Secret Stories® makes what used to seem impossible EASY! (It’s like phonics on steroids!)

Literally not a moment that goes by that the kids aren’t spotting Secrets.

We look for Secrets in our poems…..

Secret Stories® Phonics Secrets — Spotting Secrets in Poems

We use yellow and blue for “popcorn” words. We “butter” the new ones and put blue dots under the ones that we already know. Then we use a green highlighter to find Secrets.

And honestly, I have to say, now that the kids know the Secrets, I spend almost no time at all on memorizing sight words, except for the small handful that really break the rules and have to go to jail, as most of the words the kids can just read.

We look for Secrets in Science….

How Secret Stories Babysitter Vowels® make reading BIG words EASY... even in kindergarten!

 

Look at the picture above to see how many variations of the word hibernate we found when reading our big book in our whole group Science lesson! One of the kids spotted the er Secret, then another spotted the /or/ and /ing/ Secrets, and we were off! Next came the Babysitter Vowels®, which they used to help them figure out whether the vowels would be long or short. Some students knew the Secret sounds immediately, and others had to check the posters first before sounding out each part, but they were all able to read all of the words— and write them!

No one was left out of the reading and writing fun because we all had one thing in common— we all knew the Secrets!  That day, we did more reading and writing in Science than in our designated reading and writing blocks, combined! What better way is there to show beginning learners what these Secret skills are actually for!

My favorite thing is what happened the following day when I was working with a small group and heard Abel yell from his seat across the room, “Mrs. Johnson! Mrs. Johnson! Look, I found the word hibernate in my book!”

And sure enough, he had.


Even for an ELL Kindergartner in October, sounding out the word hibernate with the Mommy E® was easy!

 

We use Secrets when we write…..

See the /ow/ and /ing/  in snowing and the /ou/ in mountains!

Secret Stories® Phonics Secrets in Writing
We look for Secrets when we read the directions on our math papers.

 

Words like draw and count with the “letters who love each other” (au/aw) and the “letters who don’t” (ou/ow) can’t fool us!

Secret Stories® Phonics Secrets in Math
Spotting Secret Stories® in Math!

 

My kids are OBSESSED with these Secret Stories! ......Secret Stories "ou/ow" Phonics Secret!
As usual, ou & ow are not getting along!
My kids are OBSESSED with these Secret Stories! ......Secret Stories "au/aw" Phonics Secret!
The “anniversary” of au & aw Valentine’s Day!

 

 

 

 

 

 

 

 

 

I almost never have to read the math story problems to my kids anymore because they can do it all by themselves using our Secrets!

Secret Stories® has opened up so many possibilities…..there seems to be no limit to what my kindergartners can do. It has really changed everything.

And while I do still have kids that are just chugging along at their own pace, like sweet little Abel, they are ALL sucking up the Secrets— even those who are not always ready to apply them. And that’s okay, because I know they have the “keys” in their pocket that they will need to unlock the words they want when they are ready, just like Abel did.

Secret Stories® Phonics Secrets— "Secrets Make Things Important!"
Transforming letters and sounds from skills they have to learn
into Secrets they want to know!

Thank you, Kjersti!

I can’t thank Kjersti enough for that deep dive into all of the wonderful things that she’s doing in her kindergarten classroom. I will be doing a part 2 “follow-up” to Kjersti’s post, so stay tuned! (You can catch another post by Kjertsti here!)

And if you haven’t tried the Secrets but would like to try sharing then with YOUR kiddos, you can download this mini-poster “appetizer” anchor pack FREE! 

 

Free Phonics Posters by Secret Stories

 

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

 

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

 
 
 

 

 
Until Next Time,
Katie Garner :-)

Katie Garner— Keynote/Featured Education Speaker and Literacy Consultant

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

 

Secret Stories® Phonics — The Brain Loves Novelty!

Using Music to Cement “Sound-to-Symbol” Connections in the Brain

I’m often asked why the Secret Stories® musical brainteaser exercises (on the musical download that’s included in the kits) aren’t exactly songs, as there is no instrumental accompaniment, no fun lyrics….just simple and instantly recognizable tunes with constantly changing “sound-symbol” manipulations! They are the fastest way to “glue” the sound-to-symbol (“speech to print”) connections together and build the automaticity needed for easy and effortless reading and writing!

If you use the Secrets in your daily reading and writing (phonics) instruction, you may have wondered why the Secret Stories® musical brain teaser “songs” sound so differently from other educational songs sung in early grade classrooms? Like everything else that is Secret Stories®, it’s about getting the maximum brain-BANG” for the instructional buck! 

phonics songs

Note that the previously included CD is now a music DOWNLOAD!

As teachers, we’ve all seen how easily and effortlessly students can sing through skills when they’re set in a song. Like, for example, the old “ABC Song,” assuming that you don’t mind the inclusion of that imaginary letter, “elemeno!” Kids sing daily songs as if on “autopilot,” which they are. The words literally roll off their tongue, and with no thinking required!

And this is good, right?
Not necessarily, as it depends what the skill is and how kids are going to need to use it.

Familiar and repetitive songs are perfect for fast mastery of “set” skills that are finite and sequential—in other words, skills that need only to be parroted back, “as is,” like the days of the week, months of the year, names of the planets, fifty nifty states, etc…  Such skills are easily acquired through song and stored in learners’ muscle memory, which works much like a  ‘read-only’ disc. This means that while the information is easily regurgitated, it cannot be altered or manipulated….which is fine for naming the days of the week, but not so helpful for manipulating letter sounds and phonics patterns to read and spell.

Letters and sounds exist for one reason—using them to read and spell words. The ability to sing through the letter names in order serves no practical purpose for reading and writing. Beginning learners must be able to actively manipulate these sounds and symbols in a “free-form” and flexible manner in order to use them as “tools” to read and write.
Unlike the “traditional” Alphabet Song, the Secret Stories Better Alphabet™ Song does empower beginning learners with this ability, taking approximately 2 weeks to 2 months for simultaneous mastery of BOTH letter names AND sounds—which are cemented together through muscle memory.  (For more on the Better Alphabet™, see links at bottom.)

The “Unfamiliar and Unexpected” are the Brain’s BEST Friends!  

Singing through the virtually endless letter sound combinations in a variety of constantly changing, musical exercises is the best way to ensure that learning not only remains novel, but that the stress-level is kept low, while the challenge remains high! It’s also the best way to forge critical “sound-symbol” connections in the brain and increase automaticity for using them in both reading and writing! 
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Following is an excerpt from an article written by Belle Beth Cooper on Novelty and the Brain.
Why Getting New Things Makes Us Feel So Good: Novelty and the Brain

We all like novelty! In fact, our brains are made to be attracted to novelty. And it turns out that it could actually improve our memory and learning capacity!

The Brain Loves Novelty for Phonics Instruction

It’s actually hardwired into my brain—and yours—to appreciate and seek out novelty. Anything that’s new, different or unusual… we can even be drawn to novelty without being conscious of it. Of course, this makes a lot of sense—we wouldn’t get much done if ordinary things captivated us constantly!

The cool thing about this is how intricately novelty seems to be associated with learning, which means we can use this knowledge to our advantage for learning new things and improving our memory.
It’s been thought before that novelty was a reward in itself, but, like dopamine, it seems to be more related to motivation. Our Dopamine pathways become activated whenever we are exposed to novelty, and only completely new things will activate our midbrain area. Studies show that the plasticity of the hippocampus (the ability to create new connections between neurons) was increased by the influence of novelty—both during the process of exploring a novel environment or stimuli and for 15–30 minutes afterward.
As well as increasing our brain’s plasticity—and therefore the potential for learning new concepts and facts—novelty has been shown to improve the memory of test subjects. Studies suggest that dopamine (a “reward” chemical in the brain) levels increase in the context of novelty. Each new stimuli gives you a little rush of motivation to go further, to find more new stimuli that will generate more dopamine rewards.

Here is a graph that shows activity in your brain on this:

Secret Stories® Phonics —"The Brain Loves Novelty"

According to a study conducted by Dr. Emrah Duzel from University College in London:
Subjects performed best when new information (i.e. constantly changing musical manipulations) was combined with familiar information  (i.e. letters/sounds) during learning. After a 20 minute delay, subjects’ memory for slightly familiar information (i.e. letters/sounds) was boosted by 19 per cent if it had been mixed with something new during learning sessions.

This research suggests that we use the brain’s increased plasticity wisely by setting aside time to learn right after novel stimuli, as learners’ brains are more open to making new connections during and right after this time. So why not take advantage!

Dr Düzel pointed out additional benefits that could come from his research:

“We hope that these findings will have an impact on those with poor memory. Current practice aims to improve memory through repeatedly exposing a person to information. This study shows that it’s more effective if you mix something new with the old. You actually learn better, even though your brain is also tied up with new information.
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So what does this mean for teachers? And how can it benefit our phonics instruction?
It means that you can significantly improve knowledge retention and make new ideas and concepts (like letter sounds and phonics skills) stick by introducing novelty into the learning process. And doing this is easier than you think!

Above is just one example of MANY research studies showing the significant impact that novelty has on the brain, and for purposes of teaching and learning, novelty can take many forms! Incorporating novel experiences into daily learning doesn’t mean having to continually add on new skills and information to what you’re already teaching!

Novelty can be easily achieved by simply framing “slightly-familiar” content in new and unique ways. This causes our brains to notice and recognize it more easily because it’s been offset by the new way in which it’s being presented. (In other words, it not only keeps it fresh, but makes it more exciting!)

A Novel Approach to Decoding and Encoding with Musical Practice and Play

If this sounds confusing, but I promise, it’s not once you see it in action.
And it’s not just the musical brain teaser exercises in the Secret Stories® that make use of this “novelty-effect,” but the Secrets, themselves! Transforming phonics skills kids have to learn into secrets they want to know makes them important to kids—marking them for memory and prioritized learning in the brain (Mary Helen Immordino-Yang, 2018). This is especially true when framing them as “Grown-up Reading and Writing Secrets” that kids must be “big enough” to hear!
phonics stories dyslexic
Every Secret is a new story about the “secret” behavior (or misbehavior!) of letters….and the higher the grade level, the more significant this “novelty-effect!” Older, struggling learners have had their share of disconnected and often confusing phonics instruction. Feeling as if they’ve already “been there and done that,” most have spent countless hours across multiple grade level  years trying and failing to acquire the phonics skills they need to read and write. For these struggling, upper grade learners, framing these seemingly boring and meaningless letter sound skills as novel “secrets” that explain all of the sounds letters make when they get together, sparks their natural curiosity and reignites their interest—motivating them to want to know and learn more as things finally start to make sense!
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Following are some short video clips showing the Secret Stories® Musical Brain Teasers in action for fun and novel phonics play and practice! These little brain-based ditties are best done in bits of downtime throughout the day (think “instantaneous singing!”) while waiting for the bus, or for the music teacher to come, or for the lunch line to move. (To access the musical download, find the code on the inside back cover of your Secret Stories® book.)
The Beethoven Blends AND Beethoven Blends ‘In-Reverse!’

Beethoven Blends Musical Phonics Practice

Click Here for the Digital Version of the Secret Stories® Beethoven Blends on Teachers Pay Teachers

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Apples & Bananas to the EXTREME!

The “Letter Runs” – Forward, Backward, Long & Short!

This song is almost never sung the same way twice, as you can do it backward AND forward, and even sing it to different tunes— from the Star-Spangled Banner to Happy Birthday—all while continually switching the vowel sounds back and forth, from long to short! (So many ways, so little time! ;-)


This class can even sing it “Jedi-Style!”
(Note: You can’t see from the way that the teacher is facing in the video, but she is pointing to each letter as it’s sung, so as to  ensure that kids always “SEE what SING and SING what they SEE!” This is key to forging the the letter-sound connections in the brain. However, when doing the rapid-paced Letter Runs forward and backward, it’s much easier when using a vertical alphabet. (The one pictured beneath the video is included is included in the Better Alphabet Anchor Pack, shown further down below.)
Secret Stories Letter Runs

Vertical Alphabet (in the Better Alphabet™ Anchor Pack below)

And then there’s the Better Alphabet™ Song for fast mastery of individual letter sounds in just 2 weeks to 2 months! (Video version below.) During this time, kids are also learning Secrets that explain WHY the letters aren’t always making the sounds they should!
Better Alphabet Song

Click Here for the “Video-Version” of the Better Alphabet® Song

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Better Alphabet Song Posters

Click Here for the Better Alphabet™ Classroom Anchors

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Better Alphabet Song Mini Mat Anchors

Click Here for the Better Alphabet™ Digital Mini-Mats for Individual Student Reference & Home Use

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And if you don’t already have the Secrets, but would like to try sharing them with your students to fast-track your phonics instruction, you can download this mini-sampler poster pack FREE! 
Free Secret Stories® Phonics Posters

Click Here to Download the FREE “Appetizer-Pack” of Secret Stories® Phonics Posters

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Katie Garner Secret Stories Linkedin pageSecret Stories BlogSecret Stories Facebook PageSecret Stories Youtube PageSecret Stories TwitterSecret Stories PinterestSecret Stories Instagram

 

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How To Decode “Non-Decodable” Words
So Kids Don’t Have to Memorize Them!

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.

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 and is not an exact science, and while phonics is the key to learning how to read, it’s often takes a binary form, with words either falling under the “rule” or the “exception.” However, by targeting instruction to earlier-developing, “feeling” based centers in the brain and aligning letter behavior with kid behavior, their most and next-most likely sounds become easily predictable, even for kinders….and even in those “so-called” exceptions!

A good word doctor who is armed with the Secrets can “treat” these so-called exceptions in much the same way that doctors treat their patients. And in doing so, a critical-thinking playground begins to emerge as beginning and struggling readers gain power over 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!”

Secret Stories® Brain Based Phonics

 

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 to Decode Words and So-Called “Exceptions!”

phonics exceptions

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 and ….. 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….

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.

oo phonics story

And of course, you can also pull out the handy “Head-Bop” Trick in a pinch to help kids easily figure out those otherwise non-decodable words, like: of, come, love, some, what, was, etc.. (You can read more about this trick here.)

sight word activities

thinking vowels head bop

 

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/critical-thinking) process that deep 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.

Secret Stories® Brain Based Phonics
 

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.

Secret Stories® Brain Based Phonics

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

Secret Stories® Brain Based Phonics

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 “figureoutable!” ( I know it’s not a word, but I really like it!)

First, we need to know another Secret…

Secret Stories® Brain Based Phonics
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”….

A Reading/ Phonics 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 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.

Secret Stories® Brain Based Phonics

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 Superhero Vowels® and their “Short & Lazy” Sound Disguises

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 and watch the video down below!

How to Read Words that are Exceptions

How to Decode “Undecodable” Words So Kids Don’t Have to MEMORIZE Them

For EVERYTHING Secret Stories®,  join the new Secret Support Group on Facebook!

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

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Katie Garner Secret Stories Reading Professional Development

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

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

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

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Secret Stories® Makes Phonics Make SENSE!
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Shhhhhh! The "Grown-Up" Reading & Writing Phonics Secrets!
What letters DO when they DON’T do what they should!

Have you ever wondered WHY letters make all of the crazy sounds that they do? Or how you could possibly make them make sense to a five-year-old who just wants to play with their shoe and lick the carpet?

 

Letters are like kids. 

They behave beautifully and do just what they should (i.e. make their proper sounds) when they are separated and can’t get a hold of each other…. like, for example, when they’re up on the wall.
Secret Stories® Phonics "Secrets!'— Individual Letter Sound Mastery in 2 weeks- 2 months!

But when they get together, all bets are off and the bad behavior begins!

phonics poster
Secret Stories® Phonics— Brain Based Reading
You Can’t Think Outside the Box Unless You Know What’s IN It!

But like us, letters also have “Secrets!” And knowing their Secrets makes it easy to understand their behavior. These are the “grown-up” reading and writing Secrets!

Phonics Posters
CLICK FOR FREE SAMPLER PACK

Teachers who know the Secrets never have to say to their students, “It just is….It just does…You just have to remember” when telling them how to sound out or spell a word. They just tell them its Secret! 

Secret Stories® Phonics "Secrets!" — Making Phonics Make SENSE!

However, these ‘grown-up’ reading and writing Secrets are SO big that students have to earn the right to hear them! (with creative/critical thinking, awesome answers, beautiful behavior, perfect patience, caring kindness, automatic attention, dynamic discussions, ready responsibility, keeping clean, collecting compliments, etc…)

Secret Stories® Phonics "Secrets!" — Brain Based Tools that Make Phonics Make SENSE!
Starting with the Secrets— An Introduction

Secret Stories®— An Introduction

When I used to teach kindergarten and first grade, I would often tell my kids that they were “too little” to hear the “BIG grown-up Secret” that they’d spotted in a word, and that if they ate lots of vegetables every night that week, then their brains might be big enough by Friday for me to tell them! Needless to say, the parents of my picky eaters (half my class) thought I was magic, as their kids never could explain clearly enough for them to understand why exactly they were gorging on vegetables every night! 

Secret Stories® Phonics — The "Grown-Up" Reading & Writing Secrets!
“What letters do when they don’t do what they should!”
By transforming letters and sounds from “skills they have to learn” into Secrets they want to know, we can align phonics instruction with learners “need-to-know” which marks the information for memory and prioritized learning in the brain. Doing so forges deeper learning connections for easier skill retrieval.
Secret Stories® Phonics Secrets— Prompting "Need-to-Know" for Prioritized Learning in the Brain!
Sparking a ‘Need-to-Know’ for Prioritized Learning!
Within this learner-driven context, the instructional-tables are turned, as students beg their teachers for more and more pieces of the reading and writing code!
Secret Stories® Phonics Secrets— Do YOUR kids know the "ph" Secret?
   Do YOUR kids know the “ph” Secret?

Shifting Phonics Instruction from Brain-Antagonistic to Brain-Compatible

And here begins the shift from “Brain Antagonistic” to “Brain-Compatible” instruction, allowing for twice the learning gain in half the time and with half the effort.

The result is an ongoing,  student-driven cycle of learning that is natural and seamless. Learners’ desire to know more Secrets catapults phonics skill introduction beyond traditional, grade level walls, empowering early learners with accelerated access to the “whole” reading and writing code.

Secret Stories® Phonics — Shifting Phonics Instruction from "Brain Antagonistic" to "Brain Compatible"

Breaking Down Grade Level Walls that Limit Learner Access to the Code





When I was teaching Kindergarten, I would always tell the Secret about au and aw on the very first day of school, during our first morning calendar time (and shortly after I’d finished calming my criers, yellers, screamers, and runners, etc..)

Phonics Posters
Click here to learn the au/aw Secret!
Au & aw have HUGE crushes on each other!
Whenever they have to stand right up against each, side-by-side in a word, 
they get so embarrassed that they always put their heads down and say—
 “Ahhhhhhhhhhhhh” 

 

After telling them the Secret, I would say— 

“Just look at all of the words that have this grown-up reading and writing Secret:Autumn, awful, awesome, Austin….  If you didn’t know the Secret, you wouldn’t be able to read these words, but now you know the grown-up reading & writing Secret!” 

 

Phonics Instruction
Admittedly, I taught this Secret knowing full well that virtually no one in my class knew the difference between a letter and a number and a squirrel, and most certainly wouldn’t have been able to recognize the letter A if it fell from the sky and landed on their head. (Fun Fact— I’ve actually had this happen before, as one day the letter A (from my wooden Pottery Barn Kids Alphabet Set) fell off the wall and hit a little guy on the top of his head, prompting him to yell, “Hey! That ‘number’ just hit me!” ;-)
Secret Stories® Phonics Secrets

So what was my reasoning for teaching the au/aw “second-grade skill” on the very first day of Kindergarten?  That’s easy.  Because it came up! And because it would keep coming up every single day, throughout the entire month of August (not to mention in a bunch of other words, too!)

The word August was written in big, bold letters at the top of our morning calendar, which we would be reading and talking about on a daily basis. Moreover, had any of my little guys actually known the letter A sound,  not explaining it would have been like tossing a giant monkey wrench into their existing pattern (i.e. what they thought they knew about the letter a).

Secret Stories® Phonics Secrets— "Teaching the READER, not the Reading!"
Not accounting for this obvious discrepancy would not only make me look like the world’s biggest liar every time we sing our BETTER Alphabet Song, but it defy the brain’s system for learning as a pattern-making machine.
Secret Stories® Phonics Secrets— The Brain is a "Pattern-Making" Machine
Patterning is the brain’s way of doing things. It is the essence of how we learn.

The brain is always seeking-put patterns and creating new ones. This is the learning process.  It is critical thinking at its most basic level. Patterning is, in a nutshell, the brain’s way of doing things!

And this is yet another example of how we can use the brain science to inform and enhance our teaching practices as we shift phonics instruction from brain-antagonistic to brain-compatible!

And so, having told them that they were “big enough” to hear this very important and very grown-up Secret on the very first day of school….

Then two things that happened on our way to lunch….

 

Secret Stories® Phonics Secrets— Accelerating Early Learner Access to the Code!
Gifted Gus

1. A little boy named Gus (who had come to school with a note pinned to his shirt, by mom, telling me he was gifted) pointed to a sign above the fire doors and yelled, “Look! The letters that are in love are in that word! Aaahhh-to-maaa-tik…… aah-to-maa-tik…… AUTOMATIC!  Hey, I can read that word!!!!”

Secret Stories® Phonics Secrets— Accelerating Early Learner Access to the Code!
Lu-Lu
2. A little girl (who thought her name was Lulu when it was actually Leslie) and had been playing with her shoes most of the morning) also yelled out, “Look teacher, look!” (pointing to the same sign above the fire doors) “Ahhhhhh…. ahhhhhhh…..We LOVE letters….ahhhhhh!” while simultaneously making the “in-love” gestures—arms to the side, head tilted, batting eyes—the whole works!

These two very different, yet equally awesome outbursts demonstrate why telling that particular Secret on that particular day was ABSOLUTELY the ideal, not to mention perfectly developmentally appropriate for both students— regardless upon which grade level scope and sequence the au/aw phonics skill officially falls.

High, medium or low…. the Secrets can be readily shared with ALL learners, with no harm and no fowl, as we’re not “teaching” skill, we’re giving them. It’s like food that’s been laid out on a buffet, ready for the taking, but without any expectations….just lots of modeling and use.

Both learners were “given” the same key to unlock text at the same time. One understands that it can be used to unlock words and one does not, but they both have the key, and that’s what counts! 

Secret Stories® Phonics Secrets— Accelerating Early Learner Access to the Code!
Accelerated Access to the WHOLE Reading & Writing Code!
Knowing the Secret gives Lu-Lu the same skill base that Gus has. She just doesn’t know quite what to do with it yet, which is why modeling of its use is key! Lower-level learners cannot afford to miss the bus and be left behind grade level skill for skill introduction,  as they need more time to incubate them, not less.

By giving Lu-Lu the same “keys” (i.e. Secrets) to unlock words that “Gifted Gus” has, we eliminate the learning curve and waiting time. That way, once her little light bulb pops on, she is ready to “hit the ground running” and start using the Secrets she already knows to read and to write.

Otherwise, learners like Lu-Lu often don’t acquire these critical pieces of the code to successfully cross over the instructional-hump that is learning to read in K-2, so as to be prepared to read to learn in 3rd and beyond.

Secret Stories® Phonics Secrets— Accelerating Early Learner Access to the Code!
Note the “instructional-hump” so clearly depicted (mid-page, left) in these awesome sketch notes!

 

“Back Door” vs. “Front Door” Instruction

The brain develops back to front, with the earlier-developing, affective “feeling” networks more primed for learning than the slower developing, higher level, processing centers. It’s through these backdoor learning channels that the au/aw Secret is so easily acquired by both Lu-Lu and Johnny.  And whereas Johnny is ready to take the next step and use it for a purpose (i.e. reading and writing), Lu-Lu is not… but she owns the Secret!
Secret Stories® Phonics Secrets— Do YOUR kids know the "au/aw" Secret?
“Awwwww, it’s Valentine’s Day!”

 

“It is literally neurobiologically impossible to think deeply about things you don’t care about. Deep understanding depends on making emotional connections between concepts. Emotion guides our learning. If something is emotionally stimulating, it is marked for memory and prioritized for learning in the brain.”

—Dr. Mary Helen Immordino-Yang 
Mary Helen Immordino Yang
And if you really want really want to see what engagement can look like in an “impromptu” phonics discussion,  check out these first graders from  Mrs. Mac’s First Grade Class.  It’s one of my all-time favorites!

Channeling phonics skills through the brain’s backdoor via social-emotional “feeling” domain makes learning easy and effortless. By embedding high-leverage, phonics skill concepts (like Superhero Vowels®, Sneaky Y®, Mommy E® and Babysitter Vowels®) into familiar, social and emotional “story-based” frameworks, inexperienced (and upper-grade, struggling learners) are easily able to predict the “most” and “next most” likely sound behaviors of letters in text— even in words they have never seen before.

Secret Stories Mommy E® and the Babysitter Vowels® for EASY decoding of BIG words!
Yep, it’s really THAT easy!!!
The Secret Stories Sneaky Y® Phonics Secret!
“The LIE About  Y”
Watch this quick clip to learn the Secretsof the Superhero Vowels®, Sneaky Y®, Mommy E® & the Babysitter Vowels® and start sharing them with YOUR class tomorrow!

Stories Put the Whole Brain to Work, and Act as “Memory-Enhancers” in the Brain

Secret Stories® Phonics Secrets— Stories act as "memory enhancers" in the brain
Stories put the whole brain to work and are the most effective way to activate multiple areas of the brain simultaneously for enhanced, multi-sensory learning.
Secret Stories® Phonics Secrets— Taking Advantage of "Learning Loopholes" in the Brain
That’s is not to say that all learners will immediately apply the Secrets they know to reading and writing, as doing so requires a certain level of developmental and cognitive readiness be attained, but like Lulu, learners can build the visual acuity needed to easily recognize the pattern (i.e. Secret) in text and the ability to instantly recall its sound. And these are the “keys” she will need to unlock text when she’s ready.
So don’t wait! The more tools that learners bring to the table each day, the more value they will be able to take away!

If you’re a kindergarten teacher, I bet I know what you’re thinking…
“Great! My kids will know the au/aw sound, but they still won’t be able to recognize the letter D!”  

Secret Stories® Phonics Secrets— Fast-Track Individual Letter Sound Mastery to 2 Weeks to 2 Months!
No worries, as that part is just as easy! We don’t even need any Secrets for the individual letter sounds, as when letters make the sounds that they’re supposed to, all is right with the world! That’s not to say that teaching the individual letters and sounds is easy—which is why we don’t teach them, we give them! Just like with the Secrets, we can follow the brain science to access a more easily-accessible “backdoor” route for skill mastery by way of muscle memory!

“How to Be More Interesting than a Shoe When Teaching Letters & Sounds”
The individual letters and sounds are easily acquired simultaneously with Secrets by tapping into muscle/motor memory via the BETTER Alphabet Song! For early (and ELL) learners, muscle memory is a far more reliable pathway for letter sound mastery than the traditional path of cognitive processing. Acquisition time is just two weeks to two months, and that’s for both preK AND kindergarten! And during this timeframe, you’re also tossing out Secrets (as they come up) throughout the instructional day—continually adding to learners’ ever-expanding reading and writing tool-boxes! Just watch the video below to see how it’s done!
“The BETTER Alphabet Song”
which is also used in the Letter Run video
Secret Stories® Phonics Secrets— The BETTER Alphabet "Vertical" Anchor
BETTER Alphabet “Vertical” Anchor 

Secret Stories® Phonics Secrets— The BETTER Alphabet "Vertical" Anchor

And when you’re ready to take it up a notch, you can try your hand at the Letter Runs! They can be sung backward and forward, and to ANY tune to keep that bar high! Click on the link under the picture below to hear the Letter Runs sung, “Jedi-style!”
Secret Stories® Phonics Secrets—  Mimicking Decoding and Encoding with Music!
For more free musical brainteasers, click here!

And don’t forget to grab the FREE Secret Stories® Sampling and start sharing the Secrets in your classroom!  You can also grab the FREE Common Core Literacy Posters with Secret Stories® phonics graphics-supports, as well as the FREE “made-to-match” Science Posters… all of which are pictured, below.

 

FREE Secret Stories® Phonics Secrets Mini-Anchor Posters
FREE SECRET STORIES® MINI-POSTER SAMPLE ANCHORS

 

FREE Common Core Literacy Posters Sets for PK-3rd Grade
CLICK FOR FREE COMMON CORE LITERACY POSTERS
(“made-to-match” Math & Essential Questions sets also available)
FREE Common Core Science Posters Sets for PK-3rd Grade
FREE PRE/KINDER COMMON CORE SCIENCE POSTERS

 

FREE Common Core Science Posters Sets for PK-3rd Grade
FREE FIRST GRADE COMMON CORE SCIENCE POSTERS

 

FREE Common Core Science Posters Sets for PK-3rd Grade
FREE SECOND GRADE COMMON CORE SCIENCE POSTERS
FREE Common Core Science Posters Sets for PK-3rd Grade
FREE THIRD GRADE COMMON CORE SCIENCE POSTERS

 

22 comments:

  1. My students refer to the Secret Stories posters constantly! They are BY FAR the most- used resource in my entire first grade classroom!! You and Deanna are both just so amazing!
    Thank you both so much…. what an inspiration this is!!!!!!
  2. Wow, thank you, that’s so wonderful to hear! And your students’ frequent and ongoing use of the SECRETS is actually a testament to YOUR teaching and the abundance of opportunities you obviously provide to engage with text!

    And the fact that your students DO take the time to reference the SECRETS when they read and write only further indicates that the literacy opportunities you provide are personally meaningful to them….. so congrats to you again!!!

  3.  

    Your stories are fabulous. I teach a group of 26 first graders with very diverse needs. Your program is both visual and auditory and the children “hook on” to the stories easily. They can imagine the t and the h that sticks out their tongues when they stand together because they have learned the story behind the sounds. My ESOL students love to retell the stories and feel excited to apply what they know when they are reading. Last year, I bought your program. I don’t have your new posters but they look great. Thank you for finding a method that reaches so many students.

     

     

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  5. And thank YOU for taking the time to post and let me know!!
    Building that excitement is more than half the battle so keep up the great work and definitely keep me posted here and/ or on the Secret Stories blog….. You might just be a monthly winner of a new Secret Stories kit!!! I’ll keep my fingers crossed for you!
    :)

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  7. I am so excited I just read your Secret Stories posting on Deanna Jump’s Blog! I can’t wait to get your program so I can use it in my Kindergarten classroom!! I’m always thrilled when I find one more piece to use in my room to add to the foundation of “bricks” they need while keeping them engaged and excited! Thank you to both of you!

     

     

  8.  

    I love the “foundation of bricks” analogy and you are so right!
    The SECRETS simply provide a way for learners to ‘own EVERYTHING yesterday’ when it comes to ALL that is necessary to read and write, thereby shifting focus to the REAL goal of the game….reading for meaning & writing for a purpose!

    Requiring learners to wait until the 3rd grade for comprehensive sound-skill ownership (especially when we’re requiring students to begin reading and writing in Kindergarten) just makes NO sense….. not if there’s a developmentally appropriate/ ‘backdoor-way’ for learners to own them all from the get-go!

    Prolonging introduction/ acquisition of these critical skills over a period of multiple YEARS is what causes learner-focus to remain on the ‘bricks’ rather than on getting ‘up and over the wall’ where the REAL fun begins!!!!!

    Okay, I’m jumping down from my soapbox now ;)

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  11. I teach preK (4 and 5 year old class) and my little guys just eat the Secrets up! I also used your Better Alphabet Song (from your CD) and honestly I was was blown away that the little ones were actually able to pick up the individual letter sounds so quickly! It’s just unbelievable what they can do with these and how much it changes everything you do in the way that you teach!

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  12. Sounds like you could write my next ‘Secret Session’ post!!
    That’s awesome to hear and I’m thrilled to hear that you’re using the SECRETS in preK, as so many times I will see preK teachers shy away everything but the music pieces on the CD and it just kills me!

    Telling SECRETS in preK & K is like taking your class to a buffet- those who are are hungry for them will eat them and those that aren’t will still enjoy going along for the ride, establishing a sort of “catcher’s mit in the brain” in preparation for future recognition & instruction!!

    Thanks so much again for posting and I hope you will share more about your experiences so as to inspire other preK teachers to take the leap in rethinking what’s possible at that level!

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  13. I have not seen your secrets before, but it looks like a wonderful way to teach how and why these blends make the sounds they do! I’ll certainly be using much of your intel! Thanks so much for sharing ~ I think my kids are really going to latch onto these tips and be much better readers for it!

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  14. I have not seen your secrets before, but it looks like a wonderful way to teach how and why these blends make the sounds they do! I’ll certainly be using much of your intel! Thanks so much for sharing ~ I think my kids are really going to latch onto these tips and be much better readers for it!

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  15. I have not seen your secrets before, but it looks like a wonderful way to teach how and why these blends make the sounds they do! I’ll certainly be using much of your intel! Thanks so much for sharing ~ I think my kids are really going to latch onto these tips and be much better readers for it!

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  16.  

    Thanks for the wonderful comment, and I hope you will keep in touch regarding use of what’s shared, as I would love feedback on your experience at your specific grade level in the classroom!! :)

     

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  18. I love this! What a great way to introduce/teach those pesky digraphs!

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      …. and vowel combos, and blends, etc..!! As we move forward with Secret Sessions I’ll be sharing the ‘secrets’ for EVERYTHING that happens in language at least ‘5 times or more’ so as to ensure learners have logical explanations for why letters do (or don’t!) make the sounds that they do… so stay tuned!

       

     

     

     

  19. So cute! All kids love secrets. Wonderful way for kids to remember this sound.

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    Thanks for posting! Would love to know what grade level you teach and for how long you’ve been using them?

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  22. I found you through Deanna jump and I am very intrigued by this!

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  23. That’s great, I’m so glad to hear it!! Things will only get ‘more intriguing’ from here… I promise ;)
    LoL…. so many new things to see when you take learners through the brain’s ‘backdoor’ rather of the traditional front ;)

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