secret stories sound wall posters

Crystalizing “speech to print” connections for independent reading and writing in a way that even kindergartners can easily understand.

 

I love watching the kids use our Secret posters on the wall to read and write whatever they want. It’s amazing what our youngest learners can do and how easily they can do it when we just give them the tools they need and let them ‘play!’

 

 

Sound Walls, Word Walls and the Science of Reading 

The purpose of a sound wall is to clearly represent the connections between speech and print in a way that students can easily understand and use as a source of reference to read and spell words. It is a way to organize and display the different sounds (phonemes) heard in speech and the spelling/phonics patterns (graphemes) that represent them in print.

With advancement of new research on the science of reading, there is a clearer understanding of the roles that phonetics and phonology (i.e. “symbol to sound” relationships) play in beginning reading and spelling. Because learning to speak happens long before learning to read, teaching the connections between the letters on the page and the sounds they represent in speech is critical.

Unlike a word wall, which organizes words in alphabetical order so that students can find and copy them, sound walls are organized by sounds alongside the letter patterns that represent them.

The biggest difference between the two is that word walls give learners access to only a limited number of words, whereas sounds walls empower them with ALL of the building blocks of the code, so as to read and spell ANY word. But this is only if the sound-symbol connections are obvious and easy to understand. (And I mean for a five-year old!)

kindergarten writing

And this is what the Secret Stories® do, with all 44 phonemes accounted for, though some of the phonemes are treated as sound “defaults” (i.e. next most likely sound options) in order to streamline and fast-track MORE of the phonics code, SOONER.

th phonics story

With one glance, learners can instantly connect the phonics patterns with their sounds. Rooted in brain science, the Secret Stories® target “universal” social-emotional understanding by connecting letter-behavior to kid-behavior, making sounds easily predictable — even for kindergartners. The Secret posters are a “ready-made” sound wall that even that earliest grade learners can independently reference to read, write and spell.

How to Work Smarter, Not Harder

“The Secrets are so versatile and work great with our district-required sound wall. The kids reference the Secret Stories posters constantly to figure out words. The Secrets are the ‘backdoor’ in for sure!”

Secret Stories Sound Wall PIc

Working Harder

The following excerpt is from leading literacy expert, Dr. Timothy Shanahan’s recent blog post on using articulation sound walls (which use mouth pictures showing the lips, tongue and teeth in varying positions) to depict the phonics sounds.
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“The (mouth picture/articulation) sound walls are proposed as memory supports, reminders to kids about how to articulate the proper phonemes (language sounds) for the proper graphemes (letters and letter combinations). …… as a practical memory aid, they’re weak (more useful for the teacher as a guide to presentation than to the kids as a guide to reading words).

I guess the idea would be that when a student comes to a challenging word, he/she could go to the word wall, find the right combination of graphemes and examine the pictures of the articulatory apparatus in the hopes that replicating that shape would lead to proper sounding out of that word.”

Articulation Sound Wall
“My take? That’s far too cumbersome as a memory aid — about as practically useful as the lists of 3-cueing clues that some teachers provide: If you come to a word you don’t know, look at the picture. If that doesn’t work, read to the end of the sentence….. The problem is that these steps are neither much like real reading nor practical as efficient scaffolds. Memory aids need to be easy to access or people just don’t use them.”  —Dr. Tim Shanahan  

Working Smarter

Alternatively, Dr. Shanahan confirms use of “embedded mnemonics,” or pictures to remind students of the phonics sounds actually improves learning, based on the research.

“Across various studies (Ehri, 2014; Ehri, Deffner, & Wilce, 1984; McNamara, 2012; Schmidman & Ehri, 2010) it has been found that such embedded mnemonic pictures can reduce the amount of repetition needed for kids to learn the letters and sounds, with less confusion, better long-term memory, and greater ability to transfer or apply this knowledge in reading and spelling.

If one relies on data – rather than reasoning – the answer is kind of a no-brainer — it is a good idea to use embedded mnemonics. It looks like, at least with regard to this feature, your previous program was better than the new one.”

SCIENCE OF READIN GSOUND WALL

“When it comes to teaching letters and sounds, no question about it, use embedded mnemonics. They work.”  —Dr. Tim Shanahan

Targeting “Backdoor” Routes for Accelerated Learning

Aligning Phonics Skills with “Universal” Frameworks of Experience and Understanding

While the Secret Stories® posters on their own are an ideal sound wall, they can also be used in-tandem with any existing sound wall or reading/phonics anchor charts, helping to simplify and streamline the sound-symbol connections. This is because the Secrets align with what kids already know, providing a faster and more efficient route for learners.

au aw phonics stories

…..rather than relying on “underdeveloped” auditory and cognitive processing centers for skill mastery.

sound wall lips

This is especially true for teaching vowel sounds. They can be easily prompted with emotion-based cues that literally “land” learners in the correct sound — as opposed to relying on inherently weak areas for early (and struggling) learners, which include: developmental/cognitive readiness, language processing, auditory discrimination and articulation capability. It’s so much easier and faster to just sneak these skills through the brain’s social-emotional “backdoor” and avoid these learning “landmines” entirely. (The same goes for accelerating mastery of the individual letter-sounds with the Better Alphabet® Song — which uses earlier-developing, muscle memory to fast-track mastery in 2 weeks to 2 months, while at the same time, telling Secrets!)

Superhero Vowels - Brain Based Phonics

superhero vowels
Likewise, incorporating the Secrets with sound wall displays that use picture cues for words (rather than sounds) is also extremely helpful. For example, the picture of a saw on the card below depicts the sound of the au/aw spelling pattern. The picture of a girl on the card further down below depicts the sound for the  er/ir/ur spelling patterns. These “word-based” picture cues are commonly found on most phonics posters and sound wall displays, yet they add extra and unnecessary steps that can be difficult for some learners — especially very young learners and non-native English-speaking (ELL/ESL) learners.

This is because using them requires students to first recognize what the object in the picture is, and second, have the vocabulary to name it. Third, they must understand the alphabetic principle of letters coming together to represent sounds in words. Only then will they be able to properly segment the sounds that they hear (step 4) so as to successfully identify which sound actually corresponds with the letters/ phonics patterns on the card (step 5).
Similar to vowel sound acquisition (above), each of these additional steps rely on inherently weak areas for early (and struggling) readers: developmental readiness, cognitive processing, auditory discrimination, articulation capability, etc..
sound wall au aw
Additionally, there is the added spelling confusion that can arise for learners when seeing all three sounds — er, ir and ur — alongside the picture of a girl, as only one actually represents the correct spelling of the word girl.  Likewise, the same visual confusion would arise with learners seeing both au and aw to represent the sound heard in the word saw.
bad sound wall
And then there’s the problem of learners knowing which sound the picture actually represents — the initial, medial or ending sound. This can be especially difficult for beginning readers and ESL students who are often still learning individual letters and sounds and focusing more attention on initial and ending sounds. All of these reasons help to explain why, with traditional reading instruction, it takes 3-4 grade level years before learners acquire the “whole” phonics code needed to read and write.

Fast-Tracking Phonics Pieces of the Reading Puzzle

The pieces of the phonics code are like the pieces of a puzzle. Every piece is important. The more pieces you have, the easier it is to see how those pieces fit together and make sense.  The fewer pieces you have, the harder it is to see how they are connected, and the less it makes sense. Not to mention that it’s no fun to play with a puzzle that’s missing half the pieces! Seriously, what would be the point?
science of reading brain
Like the pieces of a puzzle, each piece of the phonics code is important. The more pieces kids have, the easier they can put them together and actually use them to read and write — and the more motivated they will be to do it! That’s why it’s actually harder to go slow when teaching phonics for real reading and writing! And with the Secrets, you don’t have to.
Kids need as much of the phonics code as possible, as soon as possible to “power-up” skill-transfer to daily reading and writing — the ideal place to hone them! Only then can learners begin to make sense of text that’s all around them across the instructional day. That’s why it’s critical to hang up ALL of the Secret Stories® posters on Day 1, as this ensures a comprehensive sound wall with access to ALL the code kids need to read and write!

The Secrets work with any existing reading curriculum or phonics program to fast-track more of the code kids NEED to read and write. Taking advantage of early developing, social-emotional centers in the brain, Secret Stories® crystalizes the connections between sound and print to empower beginning readers and writers. t’s a simple formula really….. the more phonics Secrets kids know, the more words they can read and write!

er ir ur phonics story

R-controlled vowels are traditionally taught at the end of first grade or beginning of second, but shared as a Secret, kids can have it in the first week of kindergarten!

I started teaching The Better Alphabet™ Song on Day 2 of school in August. I put all of the Secret Stories Posters up on Day 5.
On Day 6 my life changed.

I told a Secret, and from that moment on, my kindergartners wanted to know more and more and more. They were finding those Secrets everywhere! I had a student who entered into our class with no real gusto for learning letters or to read, according to his parents. This student became obsessed with looking for Secrets on the wall, finding those patterns in text, and writing them down. He would literally get a blank piece of paper and copy all of the Secrets he knew from the posters on the wall.

Kindergarten Writing

He would ask everyday if we could learn a new Secret, and if he saw any letter patterns in words that were on a Secret poster,  watch out! He had to learn it. I would have been impressed had he been the only one, but it was every student in the class! They all wanted to know the Secrets!

Writing is where I began seeing the most notable change. Students were drawing speech bubbles for an animal writing project in late September. Inside the speech bubbles were the words “meow” for cats, “hoot” for owls and “nay” for horses. Those tricky phonics sounds that my students typically did not even hear in words were now being incorporated into their writing using the Secret posters on our wall. They referenced them constantly to read and spell. My students didn’t just “know” the secrets, they were owning them!

In reading, we assess students three times a year using FastBridge to determine which need reading interventions. My students were tested and I did not have one student qualify as needing intervention. The Reading Team was curious and wanted to know more about the Secrets. We’ve just completed the second round of testing, and again, none of my students were in need of intervention help. I have taught kindergarten for 14 years and this has never happened.

My students continue to excel in reading and writing, and I am happy to report that all of my students know 100% of upper and lowercase letters, as well as the sounds associated with each letter symbol, thanks to the Better Alphabet™ Song  (even the child who came in knowing no letters and only yelled at me when I met him).  And it’s only January!

During parent teacher conferences, the Secrets were a conversation that kept coming up. Parents wanted to let me know how impressed they were that their child already knew about blends and digraphs. They wanted to tell me how often their child comes home and shares the latest Secret. The parents were loving the progress that they were seeing just as much as I was.

Today they earned a celebration, and the idea that my students came up with (on their own) was to eat a popsicle, watch a Curious George Episode, and dress up as a Secret Story.

ou ow phonics story

I am attaching a picture of me as “Mommy E” and a group photo that we took!

You can see a real joy for learning on the faces of these children, who are better because of your passion to make the reading and brain science accessible to teachers, and applying a creativity to make strategies that work!

Phonics Fun with Secret StoriesSecret Stories Mommy E to teach Silent E

Angela Wolfe, Kindergarten Teacher

Sound Wall = A Brain Based Phonics “Buffet” 

Imagine going to a buffet, only to be told that items would be served one at a time, with the waiter deciding “what” you can have and “when” you can have it.  This would effectively turn your buffet into a restaurant, defeating the whole purpose of why you go to a buffet in the first place, which is to take what you need with no waiting! At a restaurant, you’re at the mercy of the waiter or waitress who gets to decide “what” you can have and “when” you can have it.

systematic explicit phonics instruction
Reading & Writing Across the Entire Instructional Day
Text is everywhere, which means so are Secrets! With a Secret Stories® Sound Wall, students have access to whatever they need to read and spell words across the instructional day. That means that kindergarten and first grade students don’t have to memorize all of the sight words with phonics patterns in them they haven’t been taught. Instead, they can learn the Secrets they need to easily decode them, regardless of which grade level scope and sequence they’re “supposed” to be on!
sight words brain study

And with virtual learning, kids need access to the Secrets/ Sound Wall outside the physical classroom — wherever and whenever they are reading and writing. The Porta-Pics are an easy and inexpensive “portable” sound wall that kids can reference at home or anywhere outside of the regular classroom or resource classroom.

 

Phonics Sound Wall for Writing

Porta Pics Phonics for Reading

Prompting the “Need to Know” for Learner-Driven Instruction 

Secrets make things important to kids, fostering a “need to know” for prioritized learning and marking information for memory in the brain. Secret Stories® transform the phonics skills kids have to learn into “secrets” they want to know! And the more they know, the more they want to know….and they’re all on the Secret Stories® Sound Wall, just waiting to be discovered!

Phonics Connections

Secrets are like the piece of cake on a buffet that you don’t know you want until you see it! That’s why they should ALL be up on Day 1!

 

phonics posters

Kindergartners “Stalking” the Secret Sound Wall


For more Secret Stories® Word Wall displays and ideas, check out this post, and for answers to all of your Secret Stories® questions, free teacher-made resources and REAL teacher-talk, join the new Secret Stories® Support Group for “Teaching Phonics with the Brain in Mind” on Facebook! 

 

 

Phonics Fun

A guest post by first grade teacher, Karrie Kehrig.

Teacher Overwhelm

It was the first week of October, and even though school hadn’t started until the end of August, I was already feeling overwhelmed and exhausted.

As a hybrid classroom for distance learning, I have 22 students in person and 7 online, and teaching both groups well is anything but easy. We were only a few weeks into this school year when I experienced one of those special “teacher-moments” when you know that you’re doing something that is perfectly right and you can’t help but to smile! I’ll come back to this in just a bit, but first, a little background…..

This year is my 21st year teaching, though I took ten years off in the middle of my career to raise my three children. I began teaching in the late 1980s when whole language was all the rage, though I had grown up in Catholic schools where phonics was the focus. I have seen and lived through both sides of the teaching debate and the resulting “Reading Wars” over what works best when it comes to teaching reading.

Fast forward to the 2012 State Reading Conference….
If you’ve never been to a reading conference before, then you should know that you’re usually just hoping for a few nights away to clear your mind, and maybe one or two good ideas that you can bring back to use in your classroom. However that year, the Michigan Reading Conference changed my life forever.

If They Don’t Know the Phonics Secrets, How Can They Read the Words?

I will never forget that day. I was walking around trying to decide what speaker to go see, when I noticed a room jam-packed with people. I told my friend that we needed to go and see what all the excitement was about.

I walked in and Katie Garner was on the stage, talking about how au & aw were “in love,” and how they got so embarrassed when they had to stand together in words, they always put their heads down and said, “Awwwwww….” (as in:  saw, paw, cause, August, etc…) Katie further explained that this was a “grown-up reading secret,” and then she said something that really struck me, which was “If kids don’t know the phonics secrets, how can they read the words?”

phonics stories dyslexic

The more Katie talked, the more everything made sense to me. I just kept listening as she shared information about early brain development, and how the earlier-developing, emotional part of the brain could be easily accessed and “tricked” into remembering phonics skills through social-emotional (feeling-based) stories, especially “secret” stories!  This was really intriguing to me, as was the idea of being able to make sense of letter sounds and phonics for my students.

Everyone in Katie’s session was given a free download pack with the anchor posters and activities used in the session. That was great, but I wanted all of it, so as soon as I got home, I immediately bought the Secret Stories Kit so that I could start using it in my classroom.

Looking at Words vs. Reading Them

When I first started using Secret Stories, I’m embarrassed to say that I didn’t listen to Katie and only put up a few posters, as I just didn’t think that I would have time to teach them all. We have a reading series AND a phonics program, as well as writing, math, science and social studies curriculums that we have to follow, so my initial plan was to just use the Secret Stories as yet another curriculum. Oh boy, was I ever wrong!!

Secret Stories Phonics Posters

I quickly realized that the more Secrets I shared, the more words my kids could read and write on their own, and that the more they knew, the more they wanted to know! This was eye-opening for me, as I now understood why Katie was so adamant in the book about putting up ALL of the posters up on Day 1. We are working with words all day long across all areas of the curriculum, and the Secrets are IN those words! If kids don’t know the Secrets, how can they read the words?!

Typically in kindergarten and first grade, we just look at the words and say them, as we don’t actually expecting the kids to read them.

For example, we look at and say the words on our daily calendar every day, but kids aren’t actually reading them. How could they when in words like August, the letter /A/ is making the short /o/ sound, or in words like: January, May, July and Monday, the letter /y/ is making every sound other than the one that kids actually know? And so, we just point to the words and say them.

But where’s the instructional value in just looking at words day in and day out, or even worse, in all of the time we spend memorizing words because kids don’t know how to read them? When you can’t read the words, looking and memorizing are the only options, especially for beginning grade learners who don’t even know all of the letter sounds.

Phonics Instruction that Makes Sense

But with the Secrets, I can just tell a story about au/aw being in love in the word August, or about Sneaky Y® and the sounds he makes when he’s at the end of a word (as in: July, May & January) and thinks no one will see him!

All I have to do is tell a Secret and my five and six year olds instantly understand WHY the letter /y/ makes the many different sounds that it does, and not just on our calendar, but in every other word that they see….all day long!

Why wouldn’t I tell them the Secrets?
Especially since our daily calendar provides a perfect “built-in” opportunity to practice using them in a familiar context, so it’s a win-win! And likewise in math, social studies, and even at lunch! Text is everywhere….and so are the Secrets!

Once you start seeing them, you can’t stop….and your students can’t either! They will start finding them everywhere in every subject area across the entire instructional day and even at home! My kids point them out all the time– in math problems, science and social studies lessons, and even religious studies (as I teach at a Catholic School). We find Secrets in everything we do ALL day long.

Check out some of the Sneaky Y® words that one student found in his story with (which can be with any text).

Don’t Wait for the Reading Series or Phonics Program to Teach It

By putting up ALL of the posters, I was able to explain the sounds of letters in words that we see everyday, long before our reading series formally introduced them. This was a huge timesaver, especially since words like play and they were on our Week #1 sight word list, but the ey/ay phonics skill needed to read them wasn’t supposed to be introduced (by our reading series) until mid-January. That meant countless hours, weeks, and months of instructional time that would have typically been spent memorizing these words was now spent reading them….plus many more!

This realization that I didn’t have to “wait” until mid-January to teach the ey/ay Secret that my kids needed now was huge! By not waiting on the reading series to teach the Secret, my students were actually able to make better use of it—as now they could actually read it! They were finding the Secrets in every story, and they were so excited!

I really enjoy using Secret Stories with our reading series, not only because kids could actually read the stories that were in it, but because it provided endless opportunities to introduce more Secrets while reinforcing the ones they already knew. It also allowed me to shift instructional focus to comprehension strategies, as students were no longer overwhelmed with memorizing and decoding.

More than anything, I began to realize what a huge disservice I’d done to my students that first year by holding back so many Secrets and waiting for my reading series to introduce them. But we live and learn, and when we know better, we do better….which brings me back to October.

long a phonics sound

This is Cecilia’s writing from October, which was only about one month into the school year. It not only made me smile, but it showed me that despite all of the overwhelming stress I was feeling, there was at least ONE thing I was doing perfectly right!

The Phonics Code Kids Need to Read and Write

We were working on the short /e/ sound, and Cecilia needed to write a sentence with a short /e/ word in it. She did that, and so much more!

Not only did she spell the word wet correctly (Thank you Better Alphabet™ Song!), she was able to use the ey/ay Secret (these letters are just too cool, like Fonzie, and always stick up their thumbs and say, “Ayyyyyyyeeeee!“) to build the word rayn, too!

Even though the spelling isn’t technically correct (as she didn’t know the Secret for /ai/ yet), Cecilia “owned” enough of the phonics code to write the word that she wanted….and this was so much more exciting to me than the fact that she spelled the word wet correctly!

You see, my class learned about the ey/ay Secret in the first week of school when the word “play” came up in a story. Unlike my first year, I didn’t wait to tell it until mid-January when our reading series introduced it. Instead, I took advantage of the first opportunity I had, and I used that teachable moment to give my students a valuable piece of the code they would need to read and write every day. And use it they did.

Cecilia’s writing shows that she is starting to “play” with the critical sound-symbol (“speech to print”) connections that are the foundation for all reading and writing. She hears the long /a/ sound in the word rain, and she knows a Secret that she can use to convert that sound to print. With each new Secret she learns, her power as a reader and writer grows. She is able to make sense of the sounds letter make in words all around her, in books and on billboards. Text is everywhere, and she’s reading it!

This is such a tremendous accomplishment for a first grader at the beginning of October, and there is no doubt in my mind that as Cecilia learns more Secrets and gains more text experience, she will spell rain with /ai/ and not /ay/…… but for now though, I am smiling!  When kids know the phonics Secrets, they CAN read the words!

Karrie Kehrig is a first grade teacher at St. Lawrence Catholic School in Utica, Michigan. She has an MA in Early Childhood Education from Oakland University and a BS in Science from Siena Heights College. (Connect with Karrie in NEW Secret Stories® Support Group on Facebook here.)


I am so grateful to Karrie for taking the time to share this post and provide a glimpse into what hybrid learning looks like in her classroom this year!

And to “run” with Karrie’s point about just how powerful early ownership of the phonics code can be for beginning grade learners, I wanted to share some “end of year” kindergarten writing samples, along with some first grade writing samples further down, below. The Secrets are everywhere throughout their writing, as they are the tools they use to write about dolphins, kings and queens! For more on how to fast-track phonics for beginning writing, check out the video below, and subscribe on Youtube for more.

You can also download the FREE Secret Stories® Fairy Tale Writing Pack (used in some of the writing samples below) here or by clicking on the pic below.

Kindergarten Writing Phonics

kindergarten writingKindergarten Fairy Tale Writingkindergarten writing
Kindergarten Writing spring

Kindergarten Writingkindergarten writingkindergarten writing


To see more kindergarten writing samples click here, and to see the compounded skill progression of the Secrets in first grade, click here.

first grade writing

First Grade Writing

If kids don’t know the Secrets, how can they write the words?


How to Know if Your Phonics Instruction is Really Working

by Kristina Weller​, author of Writing and Laughing Blog


Yeah, I know. Super sexy blog title!
You’re probably here because of that burning question: How do I know if my phonics instruction is actually working?

Well, I have two answers for you, but first, a little background….

Teachers College Reading, Writing & Phonics Workshop Model

I am an extremely lucky teacher. I have the autonomy to choose my curricular materials based on what I know works for kids. I know how fortunate I am to be sitting in this seat, and I am grateful for it every single day.

As a collective group of educators, our school took a long, hard look at available phonics programs before making our choices a couple of years ago. As a grade level guide, we chose the TCRWP (Teachers College Reading Writing Workshop) for K-2 Phonics by Lucy Calkins. We were already using the Units of Study for Reading and Writing K-6, were familiar with the workshop format, and relished how the Units of Study frameworks instilled a love and appreciation of rich and meaningful text in young readers and writers.

While attending the Colorado Reading Conference (I’m a big fan of CCIRA!) a few years ago, I attended a featured session by Katie Garner and was super intrigued by her backdoor approach to fast-tracking phonics skills by teaching them in a way that is solidified through social-emotional centers in the brain. Even writing that sentence now makes me smile! And remember… this is phonics I’m talking about!

Phonics: that one little piece of the reading puzzle that has the power to completely derail everything if it’s not internalized and transferred.

Yeah. No pressure.

I could write multiple blog posts to further expand upon why the Secret Stories® are so amazing, so feel free to reach out for more information if you’re curious. I promise you – it’s a game changer.

How I Knew My Core Phonics Program Wasn’t Enough

The reason why I sought supplemental support for my core phonics program, and specifically, more information about the Secret Stories, is that I kept coming across “disconnects” between the rich and meaningful text that my first graders were interacting with all day long, and the pacing of my TCRWP phonics program.

Days of the week are pretty common words in early books. In the book that my first graders are reading in the video clip above, they came across the word Saturday. Now, here’s the thing about Saturday… according to the TCRWP Phonics Program Scope and Sequence, my first graders wouldn’t be learning the phonics lesson for the sound of /ay/ until Unit 3, Session 4, and they wouldn’t be introduced to the “r-controlled” vowels (specifically the /ur/ option) until Unit 5, Session 3, which is more than halfway through the school year.

If you’re a first grader who is working hard to decode the word Saturday in a level 8 text at the beginning of October, and you want to keep your momentum and confidence up, then you need to know those two phonics rules! You can’t spare the time to wait around until they happen to come up in your phonics program.

With Secret Stories, kids don’t need to wait, nor should they have to! Not only would these two little “secrets” be needed to decode the word Saturday, but just think about how many other words they unlock: her, were, turn, bird, birthday, way, play, they, etc…

Secrets are just little, easy to remember, brain based stories that explain the sounds letters make when they get together, with posters to help kids remember for independent reading and writing. Below are a couple of videos that explain these two “secrets” mentioned above.

ey ay phonics story
phonics story ER, IR, UR

Katie’s description of Secret Stories’ “dual track” approach to phonics instruction really materialized for me this year. It’s a systematic and explicit approach to teaching phonics. It’s also sequential, yet nothing is off limits or held back from kids when they need it. There is a recommended order of what to teach when, which is weighted by the highest frequency phonics rules, but there are no “walls” to delay access to what kids need, when they need it.

I am the Teacher, Not My Phonics Program

The beauty of this dual-track approach is its acknowledgement that I am the teacher, not the “program!” I can give my kids more of the code they need to read and write faster. My hands aren’t tied by a scripted, yet random order of skill introduction. With the Secrets, I have an easy way to immediately give my kids what they need, the moment they need it, with no designated waiting time just because the book says so. I am their teacher, not the program.

The long and short of it is that I have used the Secret Stories in my classroom from the very first day of school this year, and each and every day that’s followed—whenever and wherever they are needed.

Yep. I’m playing it fast and loose over here. Whenever a student needs it, I provide it. How cool is that?! This is a very different approach to the traditional idea of just following each lesson in the order it appears in the book and doling-out the phonics rules across each grade level trajectory. Seriously, why wait?!

Advancements in brain science have carved an accelerated path for phonics skill acquisition that leads straight through the social-emotional “backdoor,” so why not take it? The truth of the matter is that despite how it might sound, my phonics instruction isn’t loosey-goosey, but research-based and incredibly intentional.

By posing phonics skills as grown-up secrets, I naturally activate my students’ need to know, marking the information for memory and prioritized learning in the brain. In that moment, their brains are fully firing and ready to grasp onto this new information. And because it’s delivered through stories that are anchored in already understood social-emotional constructs, it sticks!

Supplementing My Phonics Instruction with Secret Stories

I teach my core phonics program—the TCRWP Phonics Units of Study with fidelity, and I love how child-friendly and full of joy each lesson is. Then I use the Secret Stories to fast-track, support and supplement this core instruction. This blended approach is the perfect mix for my students.

So how do I know that this unique approach is actually working?
Besides seeing the evidence of what my kids can do, here are those previously-promised answers:

Answer #1:
When we got to the “silent e” lesson in our TCRWP book, which was the first session of the second unit, my first graders already knew about it! That Secret had already been needed, given, and used. They’d known about it, identified it in other texts, and had been using it in their writing for weeks.

In fact, we had to put headphones on Rasheed (our TCRWP stuffed lion phonics guide… #joyfulphonics) so that we could secretly make a plan to pretend NOT to know the rule. That way, Rasheed could still “teach” it to us and it wouldn’t hurt his feelings that we already knew the “secret” about Mommy E®. Talk about feeling empowered!

Mommy E and Silent E and Babysitter Vowels

Those first graders “allowed” Rasheed to talk them through that lesson as if it were something they’d never ever heard about before. They were on top of the world and so proud of their knowledge…..and I had absolute proof that what I taught STUCK. Not to mention that I’d been able to give it to them months sooner, when it was needed to access the text in front of them.

Answer #2:
While at a parent-teacher conferences at the beginning of November, I heard another teacher tell a parent that she wasn’t surprised that her student couldn’t read words with the “ou/ow” sound (like: now, how, our, hour, slow, blow, etc…), as she hadn’t taught it yet. According to the scope & sequence, that phonics rule wasn’t supposed to be taught yet.

Phonics Story Poster for OU OW

Understand that this is in no way a bash against another teacher. It is simply an example of evidence that struck directly into my heart and confirmed that I had made the right choice for my students by shifting my instructional approach.

Secrets in Daily Reading & Writing

I am not the “gatekeeper” of phonics skills and my program shouldn’t be either. To think of it another way, I am not the waitress who holds back the dessert until you’ve eaten all of your greens. The Secret Stories provide for a “banquet-style” availability without having to “eat” this before that. You don’t have to “wait” to teach the /th/ Secret until the fall of first grade, as you tell the Secret to kindergartners on the very first day of school. (It’s not like they don’t already know to how to stick their tongues out at each other….and it’s not like they won’t need it to read and spell words like: the, they, them, those, etc….)

secret stories th digraph

Your name ends with a /y/ and you don’t understand why it makes a long /e/ or a long /i/ sound? (Like in Lily, Lily, Ely or Ty?) Let me tell you the Secret about Sneaky Y®.… (Remember when I said that I could talk about the secrets forever? I’m serious. Just ask me questions!)

I know that I am incredibly fortunate as classroom teacher, as I get to choose a curricular resource like the TCRWP Units of Study as my Tier 1, core instructional guide. The lessons are fabulous mixes of joy and knowledge, and my students are pumped when it’s time to learn with Rasheed! I love that.

AND….. I am beyond thrilled that I’ve found the Secret Stories to use as my “secret sauce” to offer-up MORE of the phonics code sooner! With the Secrets, I can focus my instruction on teaching the READER, not the reading. And the more Secrets my kids know, the more they want to know! My days at school are filled with examples of this learner-driven instruction. Engagement is sky-high, with my students continuously finding and wondering about more Secrets in the words in their books. They’re accessing the rich and meaningful text that fills our classroom and our core curricular materials, and they’re able to maximize the value of our time with that text because they can actually READ it! The phonics rules are already embedded in their brains—though they don’t see them as rules. To kids, they are simply the tools they need to read and write. And they love them. (Seriously? I could keep going on like this for pages!)

So, that’s how I know that my phonics instruction is working.

P.S. If you’re curious why “ou/ow” might end up in the hospital, then just reach out and ask, as you shouldn’t have to wait until Unit 4 to learn the sound that those guys make! ;-)
Kristina Weller – Writing and Laughing Blog

Phonics Story OU OW

Pics by @HappyChatterClassroom and @RoarKallie on Instagram.


Special thanks to Kristina Weller for sharing this post, and if you have questions for Kristina, or would just like to know more, you can find her in the new Secret Stories® Support Group on Facebook!

Secret Stories Facebook Group

I will be compiling several of the creative teaching ideas, pics and videos that have been shared in the new group over this past week to send out in the next Secret email, including this teaser below! However, if you can’t wait, you can dive in now by clicking above, or on the picture below! :-)

And if you’re not subscribed, you can do so here!

Phonics Reward Bucks

Until Next Time,

 

Website

 

For more on how to teach your child to read at home, watch Secret Stories® author, Katie Garner’s one hour parent video, below.  

A Guest Post By Melissa Gregory
—Kindergarten Teacher at Title I School in Ohio

Kindergarten- End of October

Who says kindergartners can’t have access to ALL of the code needed to read and write in a short amount of time????
By the end of the FIRST NINE WEEKS, these cuties are taking off in reading AND writing, and are so excited to be word detectives finding ‘secrets’ in every word they see!!!

Kindergarten Writing in Mid-November


I shared the above videos and comment with Katie back in October. It was my first year teaching kindergarten, and having taught first grade for the past ten years, I was just floored by what the kids were able to do. They loved for me to take the ‘Secret’ book and go through all of the grown-up reading and writing sounds that they know. They begged to do it every morning, and were the first ones to get mad and remind me if I got busy and forgot. They loved to pretend to be the Superhero Vowels when they were playing in the drama center (so cute!) On the 100th day of school, I asked them to write about their favorite part of  kindergarten, and almost all of my kids said it was learning the Secret Stories! They had such ownership of their learning and were so proud!

My Journey from First Grade to Kindergarten

My name is Melissa Gregory, and I am a kindergarten teacher at a Title I School near Cincinnati, Ohio. This year was my first year teaching kindergarten, though I’d taught first grade for many years. I sent Katie the video of my class in late October, as I wanted her to see how fast my kindergartners were soaking-up all of the Secrets! These little kindergartners knew ALL of the them by the end of October, even though they were still learning their individual letter sounds with the Better Alphabet Song.

Having only taught first grade before, I had no preconceived notions about what kindergartners were “supposed” to do, and so we just “played” with the Secrets all the time. The Secrets were not only their favorite stories, but also their favorite “toys.” They didn’t just “know” them, they were actively using them to read and spell words! With every day came new growth and discovery, and being new to kindergarten, I felt like I was learning right along with them. I was just so excited that I had to share it, and from the moment that Katie posted our little video back in October on Facebook, we both began receiving so many comments and questions. Most wanted to know if the Secrets they knew in the video actually transferred to their reading and writing, and if so, how?  So, Katie asked me to track of all of this year’s data and write this post.

This comment, in particular, sums up what many who saw the video back in October were curious to learn—

Hi Melissa,

I am not understanding how this transfers into their reading & writing since it is done in isolation.  Is there any assessment data showing how well kids can actually read? I show my students many videos and we sing many songs too, but I don’t see all kids accessing the information later in their reading and writing.

Thanks for any insight you can provide!

My background in first grade….
Having taught first grade in a large school district for the past ten years, this past year was to be my first ever teaching kindergarten. Our district had expanded from four Early Childhood Schools to six, and I was moved to a new building and placed in kindergarten. My new school was a Title 1 and Title 3 school, with both ESL and free and reduced lunch population.

I had been using Secret Stories in first grade for the past seven years, alongside the Lucy Caulkins Reading and Writing Workshop Model, which our district had adopted several years back. Secret Stories was a game-changer for me, as it gave my first graders more of the phonics “code” they needed to actually do reading and writing workshop! As a result, my students had always shown unbelievable growth—not just in their reading, but in their writing, as well. Knowing the Secrets gave them confidence to tackle new words in reading, write more complicated words in their stories, and even figure-out unknown words in their story problems for math.

As early grade teachers, our students are just learning how to “do” school, and so testing is not what is most important, nor should it define them. However, data is extremely important to principals, as well as to district and state-level administrators, as it provides a “snap-shot” of current student performance. If you were to look at my data from seven years ago and compare it to my data now, you would see a huge difference. Yes, I am sure that I have become a better teacher over time, but the truth is, I didn’t have my secret weapon, and so I couldn’t give it to my students. That’s what the Secret Stories are to me and my students. They are our secret reading weapon, and they continue to be the BEST gift I could ever give my kids!

Before I discovered Secret Stories, I had to do weekly word practice and a phonics focus, and so my calendar looked like this…

Sight Words, Word Families, and Phonics Rules (a.k.a. “Before Secrets”)

gregory- weekly words and phonics focus

Everything was taught in isolation and nothing was authentic….or fun. Students would learn the sight words, word families and phonics rules for the week, and then we would move on with hope that they could retain those words and rules. There was no spiral-teaching, except for the weeks we reviewed, and those were only for the sight words, not the word families or phonics rules. I look back now and wonder how my class ever reached the levels required by the end of each school year? During the week, I would use rainbow word worksheets, word sorts, letter tiles and magnetic letters to practice the sight words, and I had a block of time set aside for word study each day.

Becoming Secret Word Detectives

The first thing that you notice when you start telling Secrets is how they naturally integrate with everything that you are already doing. They are literally everywhere! I no longer needed to set aside time for word practice or phonics “kill and drill,” as the kids were naturally using them ALL DAY LONG—in reading, in math, at lunch, in art…..anywhere and everywhere there were words, they found Secrets! Skill-reinforcement was “baked-in” to everything that we were already doing—across all subject areas, as the kids were constantly using them to read and write words. They loved being word detectives and spotting Secrets wherever they were hiding! My teaching became more authentic, which made learning easier and more natural for my students.

From day one, I had all of the Secret Stories posters hung in my room, and I started showing my kids how to use them. I explained that the Secrets were the “keys” they needed to “unlock” words, and I modeled using them for this purpose constantly. Whenever we came to a word that they couldn’t read or spell, I told them the Secret, and then showed them the poster and reminded them how they could use it to read and spell other words on their own. And off they went! During free choice time, they pretended to be the teacher, using the pointers to show and tell the Secret Stories, and then calling on their friends to make the sounds and show the motions. They referred to the posters constantly, sometimes to actually read or spell a word, and sometimes, just to “play” with telling their story and making their sound. I actually have the posters hung on both sides of my classroom so they can easily see them from anywhere, which just goes to show how much the kids use them!

Phonics Posters for Reading

Digraph Posters - Phonics

Letters Behave Like Kids

The day I told them the first Secret Story, my teaching changed forever. Having a way to make phonics make sense just made everything we were already doing so much easier! Five and six-year-olds may not understand (or care about) letter sounds, but they do understand that letters behave differently when they are together with different friends, just like they behaved differently with different friends. In the Secret Stories, kids saw their own feelings and behaviors reflected back, which is why they loved hearing and telling them so much. The Secrets come from a place that kids can easily identify with and understand, like, for example: how a line leader is supposed to behave, when to (and when not to) be sneaky, not getting along with your classmate, being left out of a group, having to listen to your mom (or your babysitter!), and even what it would be like to have super powers! The Secrets make kids wonder. They made them curious. They make them think. But most of all, the Secrets make them want to know more Secrets!

Teaching Kindergarten…

My first graders had always learned the Secrets quickly, which is what made our Reading and Writing Workshop take off, but when I moved to kindergarten, I wasn’t sure how this would go. At curriculum night, I shared with parents that I was unsure about how kindergartners would do with Secret Stories, since I’d only used them in first grade. But I also told them that if their kids were going to be reading and writing in kindergarten, then they were going to need them!

Our end-of-year standard for kindergarten was mastery of: individual letter sounds, 25 sight words, and three digraphs- /sh/, /th/ and /wh/….and that was it. My first grade teacher-brain couldn’t help but wonder what in the world kids were actually supposed to be able to do with that?! However, I knew that, as a kindergarten teacher, I would be spending a lot of time on individual letters and sounds, and would need to focus on those first. I was even concerned that giving them the Secrets might be too much…..oh boy was I wrong!

Word Work Playground

The Daily Calendar

At the early grade levels, the entire day is a playground of word exploration and play! I actually shared the first Secret before I’d even introduced any of the individual letters and sounds. It was the Secret about au/aw, which I told them on the first day of school during calendar time. (I remembered seeing Katie doing this in a kindergarten YouTube video and so I thought I would do the same.) I asked the kids how many of them knew what a “secret” was. I told them that there were special secrets that could only be told to very special kindergartners, and that these secrets would help them to become better readers and writers. I also made sure to let them know that they could tell their parents (or loved ones), and that when they go home, they could pretend to be the teacher and teach the Secret Story to them.

School starts in early August, and we do Calendar Time every day, so since we would be “reading” the word August on a daily basis, it made sense to explain why the /A/ wasn’t making the sound it was supposed to (based on the sounds it makes in the Better Alphabet Song, which we also sang every morning and afternoon). To understand why, the kids would need to know the Secret about au/aw.

The picture below is not of me or my class, but I found it on one of Katie’s blogs, and it gives you the idea.

Secret Stories® Phonics au/aw

Whenever I told them a Secret, I would make a huge deal about how they were ‘grown-up’ reading and writing secrets, and that no other kids were allowed to know them! Then throughout the rest of the day, I would introduce other Secrets, as we needed them to read and spell words that we would frequently use or encounter (i.e. student names, high-frequency sight words, color words, math words, etc…). Then we could use these Secrets to crack even more words that we came across. Once you begin telling Secrets, there is a sort of  “snowball-effect,” which quickly takes on a life of its own, as the kids start to drive their own learning!

Over the next two weeks, I had introduced them all authentically. I purposefully searched for ways to introduce them to the class that would be meaningful.

Student Names

I introduced Secrets to help us read and write the names of students in our class. Kids love to talk about, explore and “play” with their own names, as well as their friends’ names. They especially loved keeping track of whose names had which Secrets in them, often alerting visitors to our class that they had a Secret in their name, but then refusing to tell them what it was….because of course, it’s a “secret!”

Phonics in Kindergarten

Read-Alouds 

I introduced Secrets that we found in our read-aloud mini-lessons. And while I don’t have a picture of this from my own classroom, I did find this video of Katie doing the same.

Word Study in Math 

When talking about Math Workshop, I introduced the Secrets that we needed to read those words (/th/ and /sh/). I really wanted the kids to see the Secrets as their own, personal keys to unlock any word—not something that was confined to our reading lesson. The video below demonstrates this point.

Environmental Print 

As we practiced walking around our building, trying to learn where places were located, I would point out the Secrets in words that we saw on the walls. I asked parents to send in environmental print, and we would use the words they brought in each day to teach more Secrets. For example, to read the store name, Target, we learned the Secret about /ar/. Kindergarten Writing

When we saw the word Walmart, we needed the /al/ Secret to crack it, along with the previously learned Secret about /ar/. Learning was authentic and continually spiraling. Secrets were shared and re-shared, with the kids never tiring of re-telling old Secrets and learning new ones. And all this was happing simultaneously to picking up the individual letters and sounds with muscle memory, via our Better Alphabet Song (sung twice a day, every day!) I actually caught one of my little guys, who was obsessed with this song, singing it to himself at recess, and I recorded it, as he was just so cute! It’s the video below.

Now I’ll admit that teaching all of the Secrets in the first two weeks of kindergarten isn’t what Katie says to do in her book, but my kids were so hungry to hear more Secrets, that I thought, why not? After all, they’re just stories….and who worries about telling kids too many stories??

Phonics Flashcards

I know what you’re thinking (especially if you teach kindergarten), but before you judge, just remember that I wasn’t “teaching” skills, I was telling stories! Stories that they loved and would beg to hear! Also, having never taught kindergarten before, I had no preconceived notions about what kindergartners could and couldn’t do. All I knew was that they kept begging me to tell them just “one more Secret”….and so I did! And every one that I told came back to me like a boomerang in our daily reading and writing—which would only motivate me to tell more! (I literally could not keep a secret- Lol!)

The more Secrets I told them, the more they wanted. The more Secrets they had, the more words they could read and write. Secret skill transfer to reading and writing was easy and natural, as it is only for these purposes that Secrets were shared, so kids automatically made this connection, unlike with an isolated phonics skill lesson. And unlike a phonics “program,” Secrets aren’t grade-specific, and there are no scripted lessons to follow, making it easy to work them into everything you do—any time, any where, and for any purpose….without any prep!

Non-Conscious Learning 

One of the first things that I discovered in kindergarten was that five-year-olds were just as excited to hear the Secrets as I was to tell them! The more excitement I showed, the more they showed, and the more they were learning without even knowing! Without any prompting, they were finding Secrets everywhere, and then telling each other their “secret” sounds. I was constantly amazed at how their little eyes lit up every time they spotted Secrets that they knew in words—from reading passages, to the cafeteria menu, to signs in the hallway. I was even told by parents that “Secret-spottings” were happening at home on newspapers, magazine covers, and even on signs! These little kindergartners were quickly realizing that everywhere there were words, there were Secrets, and that they had the keys to unlock them.

phonics program kids love

My “original” Secret Stories book….well-loved and well-used! Kids loved to play with it at centers.

On the 100th day of school, I asked my kids to write about their favorite part of kindergarten, and almost all them said it was learning Secret Stories! These kids were on fire, absorbing and learning everything they could about this ‘grown-up’ world of reading and writing! All day long, they were pointing them out, and I would tell them that we were “stamping our brains” with new Secrets each time we found them in text.

If my kindergarten journey this year has taught me anything, it’s that the most powerful learning occurs when we don’t even realize it’s happening—when learning and fun become one! From the moment that I told the first Secret, my kindergartners were hooked, just like my first graders were.

If we were reading poems, they wanted to circle the Secrets. In read-aloud, they wanted to come up and put highlighter tape on the Secrets. Even in math, science and social studies, they were always “on the hunt” for Secrets. They were obsessed, and it was wonderful! It was so much fun watching their excited conversations about what the Superhero Vowels® were doing, and whether they would “say their name” or be “short and lazy” (if Mommy E® or the Babysitter Vowels® weren’t around). Both their reading AND writing just soared!

To see just how obsessed they were with the Secrets, check out this video that was sent to me by one of my parents of their child’s birthday party. In the caption, the father wrote, “The secrets really ARE everywhere!”

Secret Stories to Sound Out Words for Reading

When my students are reading and come upon an unknown word, I don’t tell them what it is. Instead, I tell them to look for the Secrets.

Several years ago, when I started teaching first grade and hadn’t yet discovered Secret Stories, my kids were usually unsuccessful when attempting to sound out most words, unless they were simple C-V-C words, like cat, bed, cut, etc… Now that my kids know the Secrets, they wouldn’t even start sounding out a word without first noticing the Secrets that are in it. For example, before they knew the Secrets, my first graders might try to sound out the word first like this, “ff-ih-ruh-ss-tuh,” making each letter sound individually. With the Secrets, even my kindergartners will automatically say, “f-ir-st,” because they immediately notice the Secrets and blends.

This is another reason why it is so important that all of the Secret Stories posters are up on your wall where kids can easily see them, as it’s the first place they’ll look when they can’t read or spell a word. It’s also important to encourage them to use the motions or action that naturally goes along with each story sound. Unlike a “program” (i.e. Zoo Phonics, Letterland, Jolly Phonics, etc…) the Secret Stories motions aren’t arbitrary actions that you have to know and remember, but just the natural physical response of engaging in the action/making the sound, like holding the steering wheel and slamming on the pretend brakes when saying, “Errrrrrrrrr” (for er/ir/ur) or sticking your tongue out and making a mean face when saying “thhhhhhhhhh”  (for /th/).

We don’t just “stamp our brains” with the pictures, but with the sounds and actions as well! All children learn differently, and the more modalities we can incorporate in our learning, the more connections we make in our brains! Secret Stories’ multi-sensory instruction activates all of the senses—see it, say it, do it and even FEEL it— for deep learning, which is why the Secrets “stick” so easily, even for kindergartners. The visual below is actually from Katie’s session handout, but I wanted to add it here to show how a multi-sensory approach to instruction (especially for phonics) helps to forge deeper learning connections in the brain.

Multisensory Phonics Instruction

Kindergarten in December

The following videos are of students in my class, who you will see looking up at the wall behind them to find the Secrets they need to decode the words they’re trying to read. I always give them a little time before asking what Secret (or Secrets) they see. These clips are from early December, back when they were still learning how to actively decode new words. As their decoding ability improved, we were able to focus more on fluency, which you will see in later videos further down below.

*Note that these are “cold” readings of instructional-level text, which means that it offers some challenges, based on their current reading level, which of course, is different for each child. Most often, in guided reading, I intentionally select more challenging text (rather than easier books) so as to give them words that they might struggle with a bit, so as to help them stretch and grow as readers.

“alarm”

“fire”

“wait”

“made”

Teaching the Reader, Not the Reading

The Secret Stories reach every child. My ESL students and little ones on IEPs were able to pick them up just as easily as the rest of my kids. No matter how a child learns, the Secrets just make sense. Kids who aren’t yet developmentally ready to read still love to hear and tell the stories—talking about them like they would their favorite TV or video game characters. But for kids who are ready, these simple stories open up a whole new world of reading and writing for them to explore! Because the Secrets apply to everything we do in kindergarten, reinforcing them is easy and can be done with high, medium and low-level learners, simultaneously. While higher-level learners are able to transfer knowledge of the story to the sounds and letter patterns they need for reading and writing, lower-level learners are simply enjoying knowing and telling the story, not yet realizing the power that it holds.

The first time that I did a Running Record on a child in kindergarten after having introduced all the Secret Stories, I was in shock! Our reading was off the charts, and so were our scores. Once my kindergartners had successfully gotten me to spill all of the Secrets (yes, I blame them!) they were unstoppable. The best part of teaching kindergarten was watching the extreme progression from kids knowing little-to-no letter sounds to becoming full-fledged readers! The transformation was incredible.  The second best part was seeing their excitement as they evolved as readers and writers. I only wish that I would have recorded this child at the beginning of the year when he still didn’t know all of his letters or sounds!

Kindergarten Reading Level – Late Fall

Kindergarten Reading Level – Winter

It was around this time in mid-December, just before the holiday break, that I sent Katie the following update….

I just completed our F&P (Fountas & Pinnell) assessments yesterday and today on my kindergarten class! Our kids have to be at a level D by the END of the year, and more than half of my kids are already there, with 10 reading between levels F-I! And most didn’t even know their letters and sounds at the beginning of the year!

Not having ever taught kindergarten before, I am just floored by their progress! I was in first grade for the past 11 years, so I was not sure how quickly kindergartners would learn the sounds and put it together in order to read fluently. Well, by December, they were reading and comprehending!!!!♥️If anyone ever wonders if the Secrets work in Kindergarten, they should hear these angels read and comprehend. I myself am amazed! Sorry, but had to brag about Secret Stories! I know all of the teachers out there who use it will get it! 🙂

PS We also do Maps Testing, and I can’t wait to see the difference in overall growth from September to December! I will share that when I get it.
—Melissa

Below is my kindergarten F&P data showing where we were in December, as well as their overall growth by the end of the school year.

“Fountas & Pinnell” Reading Level Assessments

Note that by the end of the school year, 50% were reading at “end of first grade” level, having passed level J (the highest level-assessment allowed for kindergarten by the district). This is compared to 6% of kindergartners, district-wide (including students from non-Title I schools).

Fountas & Pinnell Kindergarten Reading Level

Our district also uses MAP Testing with a projected RIT score to show where kids should be by the end of the year. Those who use NWEA MAP will better understand the data below. For those who don’t, the projected RIT score is for Spring. As you can imagine, several students had already surpassed the projected RIT score by Winter testing. Our administration looks at the percent of projected growth met, which should be around 100% by the end of the year. Anything above that indicates how much more a student grew than was expected from their RIT score.

On average, there should be about a 10-point growth from Fall to Spring. The assessment data below shows growth from both winter and spring. Keep in mind that these assessments are just a snapshot of the entire child, and do not inform what is good overall growth. They are most useful to ensure that all students are continuing to move—from the lowest to the highest. Average student growth on this assessment is traditionally between 80%-120% percent. My average student this year in kindergarten was over 200%.

Kindergarten “Map” Testing – Reading

Kindergarten Map Testing

As I stated above, while data is important, it provides only a snapshot of the whole child, especially in kindergarten. Secret Stories have improved my scores immensely over the years, so I no longer worry about testing, as we are always way ahead of where we need to be, midway through the year. Not having to worry about teaching the “reading” means that I can focus more on teaching the reader. That’s where I can invest my time and energy, not on sight word lists and reading “practice!”

Word Work Activities and Phonics Play

Midway through kindergarten, my class had become highly-skilled word detectives, and our “word work” was never limited to our reading block! We circled and highlighted Secrets in the stories and poems we read, put highlighting tape on our big books, and were always on the look-out for Secrets hiding both in and outside of our classroom! Reading and writing was never limited to an isolated “phonics” or “word work” time; it was immersed into every part of our day! Whenever Secret phonics patterns were spotted, we would circle or highlight them. Then we tap out the word, chunking each Secret Story sound together (instead of saying the letters sounds individually). For example, if we came across the word thirds in Math, we would highlight the letters /th/ and /ir/, and then tap and sound it out as, it out as “th-ir-d-s” (as opposed to “t-h-i-r-d-s”). We would even use a large magnifying glass to show how the Secret letter patterns should jump out at you before you start reading them!

word detective word work

Using a document camera, we would look at poems, like the one about leprechauns, below. We would then circle all of the Secrets we could find and read it aloud, together. If you walked into my room, you would see that no matter what paper I put in front of them, they would all find and circle the Secrets before I even mentioned looking for them.kindergarten writing

Secret Stories Hunts

Another fun opportunity for phonics play is going on Secret Story “Hunts,” as this is a great way to strengthen beginning learners’ visual acuity to quickly recognize letter patterns in text. While we often do this at guided reading with our little books, we also like to “hunt” for Secrets in words all around our classroom. We can hunt for words that contain a specific Secret Story pattern,  or for words with any Secret Stories patterns! We can also use a timer to make it into a contest to see who can find the most—although to win, they have to be able to READ all of the words that they “captured!” Another fun twist is to extend the hunt to the hallway, the cafeteria, the principal’s office, or even the entire school! The picture below shows the kids going on a Secret Stories Hunt around our classroom.

Phonics Patterns in Text

“Sentence of the Day” and Focus Words 

We also have a “Sentence of the Day” book, which we make and do together every day. The students start at the carpet with me, and I introduce the sentence and our focus word.

For example, in the video below, the sentence was, “She is not in school today?” with the focus word, not. At the beginning of the year, I would have to read the sentence to them a few times, but at this point, they are doing a cold read of the sentences to me. We literally take apart the sentence. The students look for Secret Stories, punctuation, capitalization, plus anything else they happen to notice, and then we pull out one word, and think of more words that rhyme with it.

This is a great way to reinforce awareness that if they know how to read and spell the word not, then they can also read and spell the words lot, hot, rot, shot, etc… or, as in the next clip below, if they know how to read and spell the word will, they can also read and spell words like: hill, pill, fill, chill, etc… This activity is a powerful one, as it reinforces everything they know about reading and writing, and  provides an easy to way to informally assess their ability to apply the Secrets. It’s also a great way to increase phonemic awareness, as well as recognition of word families for both reading and spelling, but without causing confusion between simple word letter patterns (like -op, -at, -it, etc…) with Secrets (which are the sounds letters make when they don’t do what they should!)

Once we have finished, we then read the sentences three or four times (or more at the beginning of the year). Then the kids go back to their seats, write the word four times, and then write the sentence in their very best handwriting. When finished, students will raise their hands and read it to me. When first starting to read, I have them point to each word as they are reading it so that they can practice one-to-one correspondence, which some students continue doing through the year.

kindergarten writing

Merry-Go-Round Phonics Instruction

I can’t stress enough the importance of activating all of the modalities in learning practice—the visual, the auditory and the kinesthetic. Whenever we would spot Secrets, we would always reference the poster (visual) while making the sound (auditory) and doing the motion (kinesthetic). By presenting information to the brain from as many angles as possible, Secret Stories fosters deep connections that learners can’t forget. Katie talks about how Secret Stories offers kids a “merry-go-round” for learning that just keeps spinning, giving kids who need it more time “jump on,” and giving them never-ending opportunities to do so. We keep our merry-go-round spinning by always taking the time to re-tell the story, reference to the poster, and engage in the action with the sound. This constant reinforcement of what the Secret is, where it lives (on the wall), and the sound (or sounds) it makes helps to ensure that our merry-go-round never leaves anyone behind—regardless of where they are in the learning process.

Reading “Hop-Scotch” 

Whenever we stand in line before leaving the classroom, one student gets to take my pointer and be the teacher, pointing to the different Secret Stories posters (or words on other posters) hanging in the room. Whatever words were pointed to, the kids would have to read as quickly as they could. This simple game actually had a big impact on their learning, and was well worth the extra five minutes it took to line up. It was during these short, little 3-5 minute windows that I first began to see them evolving into readers before my eyes! Their writing was also improving with each passing day, as they got better and better at using the the posters to transcribe the sounds they heard into readable words.

Using Secret Stories with the Reading and Writing Workshop Model

Our district has used Lucy Calkins’ Reading and Writing Workshop Model for the past 15 years. Before the Secrets, I would follow the Readers/Writers Workshop books like they were my Bible!

I was teaching first grade when I first heard about the Secret Stories from my sister, who was also a first grade teacher, as her school had just purchased them. She would rave and rave about them, telling me all about her school’s success. I was intrigued, but as with any new “program,” I was a little apprehensive. The last thing I needed was something else to teach, and I didn’t really want another book with more lessons that I would have to squeeze into my already overstuffed day. But once she explained how easy it was, and that it really wasn’t a “program” at all, I was all in!

I decided to purchase it with my own money and immediately begin introducing it to my first grade class. Some of my first graders at the time were already reading, while others were still working on letter sounds and sight words, though all of them were captivated by these little “secret” stories. A wave of learning began to rise across the different levels in my classroom, with everyone taking something away from each Secret that I told.

I could write a big word on the board, like for example, vacation or assumption, and while my stronger readers would use the Secrets to silently sound out the word, my lower-level readers would be equally excited to just look for the Secrets and tell their stories while acting out their sounds. Despite the different levels, we could all go back and blend the letter sounds and Secrets together to read the word aloud. To me, this is the epitome of what Katie refers to as, “Buffet-Style” Instruction, with all level learners able to come to the table and “eat” what they’re ready for! The result was a no-prep “multi-tiered” word work activity that not only reinforced the Secrets, but also that no matter our age or grade level, if we knew the Secrets, we could figure out 99% of the words we encounter! (And if you’re wondering how this would work with words that don’t follow phonics rules, that’s actually the most fun part….getting to be “Word Doctors,” which you can read more about here.)

Phonics Units of Study /Phonics Workshop Model

This school year, our district adopted the new Lucy Calkins TCRWP Phonics Units of Study/Phonics Workshop for kindergarten and first grade. This was another thing that I was concerned about when moving to Kindergarten, as I was unsure how to incorporate Secret Stories with a phonics program.

We didn’t receive our TCRWP Phonics Units Teacher Kits until October, so during a professional development on how to use them, we were told to begin on book 2. given that book 1 was geared toward the very first few weeks of kindergarten and we were now two months in. Once I got started, I quickly realized that my students already knew all the concepts—not only book 2, but in book 3, as well. So I had to jump ahead to book 4, and even then, I was able to skip several more lessons that my kids were already able to do.

The reason I was able to skip so many books was not just because we’d already learned all of the skills presented, but because we had been using them daily in everything we do. And while this might seem as though it would present a conflict, it’s actually quite the opposite! Because we didn’t need to engage in any of the phonics skill introduction or practice work in the program, we were able to take full advantage of the open-ended, extension activities for authentic reading and writing that the program offered. The Phonics Units turned out to be a perfect “playground” on which we could flex our Secret Stories “muscles” in a variety of ways for reading and writing!

In the Phonics Units of Study, Lucy Caulkins stresses that in order for beginning learners to be able to transfer phonics skills to reading and writing, they need faster access to them. But unlike the Phonics Units, which deliver phonics skills by grade level across kindergarten, first and second, Secret Stories fast-tracks the WHOLE code in kindergarten by giving kids a way to understand letter sound behavior—so they don’t need to memorize everything, or learn through rote practice. So then, why wait?  The more tools we bring to the table, the more value we can take away….and that goes for any reading series or program!

Sight Words

Prior to adopting the Phonics Units of Study, our district required kindergarten students to know 25 sight words by the end of the school year, while first graders had to know 115 before moving on to second grade. In December, I decided to go ahead and test those students who were ready on all of the first grade words, even though our district only requires the 25.  Suffice it to say that I actually had to contact our central office and complain (in a nice way) that the online entry system would not allow me to enter anything above a “99” in the field for kindergarten because it only registered two-digit numbers. (They changed it for me! :-)

So here we were, barely half way through kindergarten, and most of the kids could already read all of the 115 first grade words or more! (You can imagine how cocky they were, especially the ones with first grade siblings!)

Kindergarten Sight Word Mastery (Baseline & Mid-Year Assessment)

Kindergarten Sight Word Mastery

Writers Workshop 

I’ve always loved using Secret Stories with Writers Workshop, as the two really do go hand-in-hand!  Each day I do a mini-lesson and I model, model, model! Then, before students go back to their seats to begin their own writing, we spend a few minutes discussing what they notice in my writing—highlighting, circling, or using highlighting tape to mark all of the Secret Stories that they see. When they are doing their own writing, they are using the Secret Stories posters constantly.

Phonics Cards

As they tap their arm to segment the sounds that they hear in each word, they know which Secrets make each sound, and can refer to the posters to see how to write it, or just to self-check. Each student also has a Porta-Pic in in their desk folders for easy access that they can refer to anytime they are reading or writing. Kids can take them home for reading and writing there (since they won’t have access to the posters) as well as to their resource/pull-out classrooms (for those who go).

The following video clips show our Writers Workshop time at the beginning of the school, as well as midway through the year. You will notice that at the beginning of the year, students focus more on drawing the pictures and just trying to get some letters down on the page, whereas by the end of the year, they are writing books.

Kindergarten Writing Workshop – Fall

Kindergarten Writing Workshop – Winter

Play-Based Learning & Phonics Fun

During center choice time, my students love to use the puppets and pretend to be the teacher teaching the Secrets. Recently, one student asked if we could make Superhero Vowel puppets. This led to an entire STEAM lesson, and ended with our making puppets for all of the Secrets, and even putting on our own puppet shows!

phonics posters - vowels

I divided students into groups of four, and each group had to design and create their own puppets using supplies from our classroom, and then create a skit. Once they made their puppets, they worked with their partners to rehearse their skits. Then each group presented their puppet show to the class. Once all of the skits were finished, students sat and shared their puppets and the sounds that they made.

kindergarten writing

Play-based, cooperative learning is so much more valuable than any scripted lesson, not to mention a lot more fun! With the Secrets, kids already own the skills, so the real learning lies in their discovery of how to use them.  In early grade classrooms, there are endless opportunities to “play” as readers and writers! And I believe that this is why the kids love learning the Secrets so much—because they give them more to play with! They associate the Secrets with fun, play, and stories!

Here are some short clips from our Secret Stories puppet-play—

/th/

/ch/ and /ed/

Digraphs

Short and Long Vowel Sounds (a.k.a. Superhero Vowels & their ‘Short & Lazy’ Sounds)

The 3 Sounds for Y (a.k.a. Sneaky Y®)

Reading Fluency

Reading fluency is key as phonics skills become second nature, and one way to encourage it is through song! We love to read, write and SING our way to fluency! First, we read a book about our favorite animal, then we write about it, and then we sing about it! Check out this talented little one sharing her “All About Animals” writing about raccoons, to the tune of “Party in the USA!” It’s adorable!!

As a teacher in a Primary K-1 building for over 13 years, when students would leave, I wouldn’t get to see them again unless they come back to visit. When they did, I would always ask them to read to us, and then I would let my little ones ask them questions. Once question that they always ask is, “What did you learn that helped you the most?” and the response is almost always, “Secret Stories.” I love knowing that I have given them a gift that continues to help them grow as readers and writers, long after they leave my classroom.

Teacher Expertise in Phonics Secret Stories

The best way to start Secret Stories is to jump right in and don’t overthink it!

Secret Stories give beginning grade learners easy access to all of the code they need to read and write long-before they will be formally introduced by your reading series or phonics program (as per traditional grade level scope and sequences). THIS IS NOT A PROBLEM—it’s a gift!

All you have to do is tell the story and then plug in its sound (for reading) or the letter patterns (for spelling/writing). Telling a Secret to explain strange letter behavior will never (I repeat, NEVER!) conflict with anything else you are doing—no matter what reading series or even phonics “program” you are using! It’s simply giving meaning to letters and sounds that would otherwise have none—and thus, would need to be repeatedly practiced as “skills” (instead of stories).

While Secret Stories is systematic and explicit with introduction of “most-needed” (highest-frequency) first, you can also share and use Secrets as you need them throughout the instructional day! Never limit them to just language arts time, because remember, they’re not a “program,” they’re tools for both you and your students! Secrets should never be taught in isolation, but immersed into everything that you do, and talked about everywhere you go (which kids will naturally do anyway whenever they see words!)

Remember to take advantage of every opportunity to make your students’ learning authentic, but don’t wait too long to introduce all the Secrets. And to all my fellow kindergarten teachers out there, DO NOT WAIT for kids to know the individual letter sounds before you start telling them Secrets! That’s like waiting for kids to learn Bob’s name before introducing them to Tabitha, just because her name has a /th/ in it!

With the Secrets, you can teach them together by singing the Better Alphabet Song (twice a day, every day, with “eye glue” and “muscle mouth!”) while simultaneously sharing Secrets! My class actually knew all of the Secret Stories before they’d mastered all of the individual letter sounds! This is because there is no learning curve for the Secrets, as kids get the stories (and their sounds) instantly, whereas the individual sounds are acquired through muscle memory, which can take anywhere from 2 weeks to 2 months with the Better Alphabet Song,

And most important of all, GET EXCITED! If you’re excited, then your kids will be excited! (This is actually the easiest part, as you won’t be able to help yourself!)

Children are like sponges, soaking up everything around them to grow. And my little sponges grew beyond my wildest expectations! All I had to do was feed them the Secrets, and then watch them grow into real-life readers and writers!

Melissa Gregory
Kindergarten Teacher
Melissajg24@gmail.com

PS  Please leave any comments or questions below, and never miss a Secret (or a Secret-freebie surprise!) by subscribing to the Secret email blast here!

secret stories phonics song

 

 

 

 

 

 

 

 

 

 

 

 

 

phonics program

Phonics “Secrets” to Support Reading and Writing at Home

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

Phonics for Guided Reading

Tara Settle – 1st Grade Title I Teacher 

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

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

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

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

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

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

We actually used these in our classroom, but we call them “Code Crackers,” or our “Code-Cracking Cards!” I had been pondering what holiday gift to give my first graders, and it suddenly hit me….I could give them the entire “Secret Phonics Code” to take and keep at home! This would literally be the BEST GIFT I could ever give my kids!

Code-Cracker Cards - Porta-Pics for Phonics Games

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

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

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

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

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

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

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

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

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

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

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

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

Free Phonics Posters by Secret Stories

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

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

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


A Post-Script….

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

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

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

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

Phonics Activities

phonics games

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

Phonics Games with Secret Stories Posters

Phonics Flashcard Games

Secret Stories Phonics Instruction Program

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

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



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

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

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

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

 

 

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

Secret Sundays - Episode 2

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

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

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

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

Posted by Secret Stories Cracking the Reading Code on Wednesday, December 12, 2018

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

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

Secret Stories Phonics Kit

Secret Stories® Phonics Flashcards

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

Secret Stories® Phonics Phonics for Homeschool

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

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

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

When Kids Can’t READ the Reading Program

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

Journeys Reading Program

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

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

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

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

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

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

Secret Stories Phonics Flashcards

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


phonics workshop training

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

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

Enter Secret Stories….

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

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

Journeys Reading Series/ Phonics Program

Week 1-  Sight Words: play, the, with

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

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

Secret Stories Phonics AY/EY Secret Pig

 

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

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

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

Secret Stories Phonics Apron


Journeys Reading Series/ Phonics Program

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

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

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

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

Secret Stories® Phonics Means NO MORE SIGHT WORDS

Journeys Reading Series/ Phonics Program

Week 3- Level B Reader, Curious George

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

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

Secret Stories Phonics Secrets in Curious George

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

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

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

Teaching Sight Words


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

Secret Stories Phonics Makes Teaching Sight Words Easy

Journeys Reading Series/ Phonics Program

Week 4- Level C Reader, Lucia’s Neighborhood

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

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


Secret Stories Phonics and Journeys Reading Program

 

 

 

 

 

 

 

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

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

Secret Stories Phonics and Journeys Reading Program

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

Secret Stories Phonics Flashcards and Journeys Reading Curriculum


Teaching Reading & Writing Connections with Secret Stories

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

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

First Grade Word Word with Secret Stories Phonics

First Grade Word Word with Secret Stories Phonics

First Grade Word Word with Secret Stories Phonics


Journeys Reading Series/ Phonics Program

End of Week 4

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

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


Secret Stories Phonics Secrets that We Know


Journeys Reading Series/Phonics Program

Week 5- Level D Reader, Gus Takes the Train

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

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

Secret Stories Phonics Poster for tion, sion, ation Secret

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

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

Secret Stories Phonics and Journeys Reading Curriculum

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

Secret Stories Phonics and Journeys Reading Program Lesson 5

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

Secret Stories Phonics and Teaching Sight Words

 

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

Teaching Sight Words is Easy with Secret Stories Phonics Program

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

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

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

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

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

The NEW “Decorative Squares” Phonics Posters

Secret Stories Phonics Poster with ch Secret Story

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

Secret Stories Phonics Flash Cards with Picture and Story

Secret Stories Phonics Flashcards 

Secret Stories Phonics Flash Cards with Picture and Story

 

 

 

 

 

 

 

 

 

 

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

Secret Stories Phonics Flash Cards with Picture and Story

Hands-On Learning with the Secrets

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

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

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

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

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

Reading Intervention Isn’t Just for Struggling Readers

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

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

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

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

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

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


Secret Stories Phonics Posters— The ous Secret Story

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

 

 

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

 

 

 

 


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

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

Secret Stories Phonics Instruction with Journeys Reading Program

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

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

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

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

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

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

Secret Stories Phonics Posters— The Sneaky Y® Secret Story

 

 

Secret Stories Phonics Posters— The Superhero Vowels®


Until Next Time,
Katie Garner :-)

Kids don’t need MORE reading instruction, they need better reading instruction… and taught with the brain in mind!

Happy Summer to All of My Dear Teacher (and Principal) Friends!

I know it’s been a long time since you’ve heard from me, but like many of you, I haven’t stopped running, and feel like I am still waiting for my summer to start! That said, my mental “laundry list” of things I need to tell you has now grown SO BIG that my brain simply can’t hold any more! And on top of that, there is one that I have been bursting to tell you, but I wanted to make sure that we had all of the kinks worked out first. If you follow on FaceBook or Instagram, you have probably heard about it.

There is a new Secret Stories® website! And it is AWESOME!!! I am not just saying this because it’s my website, because it’s not…I actually made it for you! It spotlights real kids in real classrooms with real teachers, and it is my hope that it will help to shift the traditional mindsets about what kids can do and how easily they can do it when you follow the brain science!

I have heard from so many teachers and administrators (who consider themselves long-standing members of the Secret Stories “tribe”) who say how difficult it can be to explain to those who don’t know how Secret Stories takes half the time, but gets kids twice as far…. and how the Secrets “live” in between the reading and writing that you’re already doing each and every day. How its always there, always teaching.

This new website makes it easy by “showing,” rather than telling— juxtaposing traditional curriculum-based scope and sequences and sight words lists with video of actual kids, pics of their writing and real teacher commentary. This site was created by teachers, for teachers (and for their principals), and most importantly, for our kids… because they can’t wait.

To give you an idea, here is one of my favorite examples from the homepage, which is actually just a snippet from one of my favorite pages, that happens to have the same name as the title of this email— “Not More, Just Better“….


The above screen shot is actually from the homepage, so to watch the video clips, you need to access it directly, here. From there, you can dig into the scope and sequences for phonics skill introduction of the major reading series and phonics programs (incl. Wonders, Journeys, Fundations, Letterland, Zoo Phonics, etc..) through 3rd grade, and then watch preK, kinder and first graders not only using the so-called 2nd and 3rd grade skills (a.k.a. “Secrets”) to read and write, but actually teachingthem, begging the question….Why Wait?



Again, the videos above will only play from the page directly, here.

All around the site, you can explore brain science research, strategies and methods, student writing, videos, teacher and administrator perspectives, and even access free posters and other downloads, with lots more to come soon! You can also check out reasons #2 and #3 for this email, which are both new products that have been the most highly requested over the years…. flashcards with the stories printed on the back AND multi-colored posters!

So here’s a sneak peek at both, but you can see lots more on the site in the product section, which is now so well organized that it’s super easy to find exactly what you are looking for, and see lots more pics!

Secret Stories® Flashcards with Stories on the Back!

The 6×6 inch flash cards have the pictures on the front and the stories on the back, and are made from the heaviest card stock, but with a beautiful “magazine” coating finish that “little fingers” will love!

Secret Stories "Decorative Squares" Kit/ Posters

The 12×12 inch decorative square posters are printed in whimsical colors of blue, pink, green, lavender an yellow— which many of you actually helped to pick out on social media!

They have so many uses beyond just display, and are the perfect size for whole group Secret games and play (which you will soon be able to read more about on my blog, which is now on the new site as well, but in need of a little tweaking after the move from Blogger to WordPress.)

And for those who have older posters sets and are considering upgrading, all of the Secret Stories® poster sets can be ordered separately (as well as with the kit, which includes the book & CD). And so you know, your old posters make an awesome “big book” that kids will beg to take home and share with parents. When I was in the classroom, one of my best student incentives was my “Big Book of Secrets” (made from my old poster set) that my best “Secret-Spotter” got to take home as a reward each week. And my parents loved it too, as they got to learn all of our Secrets!


I also wanted to share my other favorite page, which I think is equally eye-opening, especially for those who don’t understand how Secret Stories® makes use of brain science to fast-track early (and struggling) learner access to the “whole” code that kids need to read and to write. It’s called “What About Sight Words?” and here’s just a bit…


The Brain on Sight Words

Stanford Brain Study on Sight Words

Dolch Words- Don't Memorize What You Can READ

 

Secret Stories® Phonics vs. Sight Words


I promise that there’s a whole lot more that I can’t even begin to share here, and so much more for you to explore! I hope that you will not only visit the site, but that you will kick your shoes off and stay a while, as there is so much inspiration there from so many amazing teachers and kids! And for those who’ve been a part of the Secret Stories Tribe for a while now and sent me pics or vids from their classrooms over the years, don’t be surprised if you find yourself there, as well! And if you don’t, I’m still posting, so you will soon- Lol!

And for those who are relatively new to Secret Stories, or just haven’t gotten around to sharing your Secret Stories “stories” (i.e. pics, vids, writing, etc…) now you can! I’ve made it super simple with automatic upload directly through the site, and you could win a prize! You can even use this feature to spotlight your very own Secret Stories Student STARS! I would love to share Secrets Stories moments from your classroom, so click here and join the tribe!

Finally, reason #4 for this email is to let everyone know (albeit totally last minute) that I will be speaking at the ILA (International Reading Conference) in Austin, Texas on Saturday ….as in the day after tomorrow! If anyone reading this is planning to attend (or is already there!) please shoot me an email and let me know, as I would love to meet up tomorrow night! You can check out my other speaking dates here, although many school PD and conference dates haven’t yet been posted. And if you can’t make a conference or school workshop, you can still access my interactive handout download, which you can find here. It’s the next best thing to being there! ,

Wow, that was a whole lot to share, but I feel much better now you’re all up to speed!

And hopefully, I got this out in time to actually catch some of you at ILA this weekend. If so, we will be sure to take pics and post them on Instagram, which you will be able to see (even if you’re not on Instagram) at the bottom of the homepage…. pretty cool, huh!

Secret Stories Instagram


With Warm Wishes for a Happy & Healthy Summer!Katie

PS For those who have emailed about using Secret Stories® with your existing reading curriculum, or even a supplemental phonics program, please know that this is the ideal, as Secret Stories® is not a program, but simply puts meaning where there otherwise wouldn’t be to speed up learner-access to the code and makes the learning go “warp-speed!”

And more specifically, for those who have asked about using Secret Stories® with the Orton-Gillingham Approach (as well as with Dyslexic Learners) there will be a three-part blog post/newsletter coming out soon (hopefully late next week) on these topics, as well as one on Secret Stories® classroom games, and even a Bingo download that I know you will love, so stay tuned! And to make sure that nothing gets lost in your spam/junk folder, be sure to add me to your contact list—  Katie@KatieGarner.com

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

Does it ever feel like every day is a new day in Johnny’s head?
What I mean is, have you ever spent an entire week teaching something, only to have some kids look at you like they have NEVER seen it before on the following Monday? With so many skills to cover in so little time, teachers have to ensure that what they teach actually sticks.
Imagine that you are a bus driver and that the skill you are teaching is a stop along your route. Some of your students make it to the stop in time to catch the bus; others do not and so they are left behind. So what happens to the kids who miss the bus? Will there be another bus coming up behind it that they can catch? And what happens if they’re still not ready? How many more chances will they have to get on board?

Now instead of a bus driver, imagine that you are a merry-go-round operator, and the skill you are teaching is one of those pretty horses on the merry-go-round that keeps on spinning round and round. Opportunities to jump on are constant and ongoing, as it’s literally impossible to “miss” the merry-go-round!

Secret Stories® Phonics "Merry-Go-Round" Memories for Phonics Skills that Stick
Consider this same merry-go-round analogy as a framework for what brain science tells us makes memories stick, which is to provide spaced repetition at designated intervals (see below) so that the newly learned information just “keeps coming back,” and can therefore be more easily transferred into learners’ long-term memory. Once there, the information is theirs forever—never to be forgotten or fall prey to the “summer-slide!”
Skills that are traditionally introduced in a linear fashion over multiple grade level years (like letter sounds and phonics patterns) can be the most challenging to “bake” using the above recipe. With so many skills to cover, so little time to teach them, and so many students who are not developmentally ready to learn them in kindergarten, teachers in first and second grade are often trying to reinforce skills that many learners don’t even have.

If teachers in preK or kindergarten introduce a letter of the week, what happens when a student misses “D” week because he’s out sick? Worse yet, what if he is out for two weeks and misses both “D” and “E” weeks?  What if a learner isn’t developmentally ready for kindergarten and hardly picks up any of letter sounds the letter sounds introduced that year?

Click on the video above for individual letter sound mastery 
in 2 weeks to 2 months via early learners’ muscle memory.
Will the first grade bus have time to circle back around through each of those individual letter sound “stops” that he missed in kindergarten? If it does, will it be at the expense of making all of the necessary first grade stops— th, sh, ch, ph, wh, gh, etc..? And as he gets further and further behind having missed so many stops, how will he compensate for the skills he doesn’t have? Will he have to memorize even more sight words in order to make up for all of the skills he didn’t get that are in all of the words he can’t read?

When it comes to reading and writing and the skills kids need to do it, this conversation becomes critical. Traditionally, the “code” that’s needed to read and write— from the individual letter soundsblends and long and short vowels,  to the silent e/Mommy e®), Sneaky Y®digraphs, vowel combinations and VCCV/VCV/Babysitter Vowels®— are all “chopped-up and divvied-out” for formal introduction across multiple grade level years (PreK-2nd), which means that kids simply cannot afford to miss even ONE bus along the way….not if they’re supposed to be done “learning to read” by the end of second grade and ready to “read to learn” by third.

Closing the distance on all of the “missed stops” (i.e. phonics skills) in such a short amount of time is extremely difficult and rarely happens with traditional methods of instruction. Instead, kids who missed buses along the way must learn to compensate for the “holes” in their skill ability by memorizing more sight words and becoming better guessers, as the instructional focus is no longer on teaching the reader, but on teaching the reading. Struggling readers will carry these gaping holes with them through subsequent grade levels, where they become stuck on the instructional hump between learning to read and reading to learn.

The critical skills that kids need to read and write must be banned from the bus. They belong on the merry-go-round! And if you are using Secret Stories® to underscore your existing reading curriculum and instruction, then the merry-go-round is already spinning around in your classroom, though you probably didn’t even notice it. 

Secret Stories® Phonics Secret "AU/AW"

Every time you tell or retell a Secret, you are giving students another opportunity to jump on! 

Secret Stories® Phonics Secret "ER, IR, UR"

Each time you ask if there is a Secret in a word they are trying to read, or if they hear a Secret sound in a word they can’t spell, the merry-go-round is spinning…. solidifying a “deep-in-the-gut” level of skill-ownership for those who have already jumped on, while continually circling back for those not quite ready.

Secret Stories® Phonics Secret "EU/EW"

Using Secret Stories® to underscore existing core reading instruction makes it impossible for anyone to miss the bus because the Secrets just keep coming back— shared and re-shared, told and re-told, used and re-used— as students read and write across all content areas and throughout the entire instructional day.

Secret Stories® Phonics Secret "TH"
The Secrets are the ‘life-blood of our classroom, always within reach and ready for use, whenever and wherever they are needed”  (Thank you, Tara Settle, for that great description!)
Underscoring core reading curriculum and instruction with the Secrets naturally provides for the spaced repetition and staggered reinforcement that research shows “makes skills stick.”  It’s not intentional, but automatic, and it continues with each subsequent grade level at which the Secrets are needed. The code doesn’t change with each grade level year, nor do the phonics skills kids need to crack it! Kinders are expected to read and write words like the, she, now, girl, boy, play, etc… even though they contain phonics skills that sit on the scope and sequence for first and second grade. Three to four grade level years is just TOO LONG to make learners wait for access to the whole code!
Secret Stories® Phonics Secret "OUS"

By targeting phonics skills to the earlier developing, affective “feeling” domain, Secret Stories® empowers learners as young as kindergarten with high-leverage phonics skills, like  Mommy E® and the Babysitter Vowels®, providing the much-needed “trigger” for determining whether a vowel will be long or short. And the same Babysitter Vowel® Secret that beginning readers need in order to decode words like making or motor, upper-grade readers can use to crack words in higher level text hibernating or migration

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

And that merry-go-round just keeps on spinning— providing ongoing and never-ending opportunities for all kids to hop on when they’re ready!  And hop on, they will because Secret Stories® transform the code from skills they have to learn into “secrets” they WANT to know!

 

FREE Secret Stories® Phonics Mini-Poster Sampler Pack

Teaching phonics is not intuitive, but many things that great teachers naturally do are! Today’s educators can take advantage of the advancements in new technology and brain science to hone their teacher-instincts and streamline instructional practice.

An awareness and understanding of the brain science as it relates to best teaching and learning practices calls into question not only what we do, but also how, why, and even when we do it. It empowers us to go further— to be better, stronger and faster (think the Bionic Man!) and to hone our best teaching tools to perfection! “Neuroscience speaks loud and clear to educators, but it is up to us to heed its message!” (Dr. Kurt Fischer, Harvard University)

Secret Stories® Phonics— Cracking the Reading Code with the Brain in Mind!
If you would like to dive deeper into the research behind Secret Stories® and the process of targeting phonics skill instruction to the affective domain for accelerated mastery, you can download the white paper by Dr. Jill Buchan, here.  (Dr. Buchan is also the author of the 2 Sisters Daily CAFE / Daily5 white paper.)

Finally, I want to let everyone know that I have dragged myself out of my comfort zone to learn about and become more active on Instagram. If you’re already on Instagram, you can find me @TheSecretStories, and if you’re not, you can get started with me! I’ve learned (and posted!) there every day over this past week, and have really enjoyed the more personal level of engagement and interaction that Instagram offers. I will continue to post there daily (cuz it’s a lot easier than composing a semi-well worded blog post— Lol!) sharing the latest research, live videos, YOURS and other teachers classroom pics and vids, as well as some behind-the-scenes conference and PD fun!

My hope is to create a special space where we can communicate, collaborate, grow and share as a Secret Stories® tribe, as well as continue discussions started in emails like this one. I really hope that you will join me! (And if you do, be sure to use the hashtag #SecretStoriesReading and #BrainRead in your post so that I see it.

Until Next Time,
Katie :-)

PS I will be doing multiple featured sessions at the Michigan Reading Conference next weekend, and the North Carolina Reading Conference the weekend after that, followed by the Montana State Title I Conference, where I’ll be doing a morning keynote and multiple breakouts. And if you would like to check out my spring/summer speaking dates, or schedule a school or district PD/workshop, just click here.

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Secret Stories® Makes Phonics Make SENSE!
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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 Education Keynote Speaker and Secret Stories® Phonics Author
For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here. 

 


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

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