Teaching Sight Words— Never Make Kids MEMORIZE Words They Can READ!

“The Secret Stories are the life-blood of our classroom. They are always in view, always in our whole and small group conversations. We couldn’t read words without them. They are our best friends. They are always there, always teaching. They are the tools that students will take with them to the next grade!”       —Tara Settle/1st Grade Teacher 
Secret Stories Phonics Superhero Vowels®
Kids who know the Secrets understand why letters behave the way they do when they get together. For example, they know that the Superhero Vowels® have a power that no other letter in the alphabet has—they can “SAY THEIR NAMES!” (like /i/ in hike or /a/ in hate). But like all superheroes who don’t want to be recognized, they don’t want to be recognized, and so they will use short and lazy” sound disguises to keep from being noticed (like /i/ in hit or /a/ in hat).  To learn more about the Superhero Vowel® Secrets, check out this vlog post on the  Secret Stories® Youtube Channel. 
Secret Stories Superhero Vowels

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

Once kids know the Secrets about the Superhero Vowels®, they’ll need to know what “triggers” them to be long or short. That means letting them in on a couple of other “Secrets” about   Mommy E® and the Babysitter Vowel® which are so easy you can teach them to kindergartners! You can learn about both in the video below. 

So what about words in which vowels don’t make the sounds that they should? 
Like those pesky, high-frequency, one syllable sight words: of, was, come, love, what, some, want, etc… Well thanks to Tara Settle and her brilliant “Head-Bop/Thinking Vowels” trick, we can become even better Word Doctors, while at the same time, clear out some of the most frequent offenders that would otherwise have to be sentenced to Word Jail! (Note that in the “Word Jail” video was made before Tara had shared her trick with me, and so you will see many of the above word-offenders serving out their time!)
How to Teach Sight Words with Secret Stories Phonics Tricks

How to Decode “Undecodable” Words (So Kids Don’t Have to Memorize Them!)

Sometimes a vowel just can’t make up his mind which sound to make… “Should I be long?… Should I be short?…. I just can’t make up my mind— Uhhhhhhhhhhh?”  (And here is where you give yourself a big BOP ON THE HEAD while making the “uhhhhh” sound, while prompting the kids to do the same!)

This handy “action-based” cue easily prompts kids to try the schwa, or “uhhh,” which is the MOST LIKELY sound-alternative for vowels that “stray” from their original sounds, allowing them to now easily decode: of, was, some, come, done, want, from, love, nothing, brother, again, around, among,  another, something, etc…  (For more tricks like this, as well as how to know when words really do have to be sentenced to jail time, you can check out this post.)

So here’s the trick for helping kids easily decode those seemingly “undecodable” words!

 

 

What I love about this trick is the power that it gives learners over text, minimizing the need to memorize words that can now be read! Plus, look at how many words can now be “paroled” from Word Jail!

How to Teach and READ Sight Words

Thanks to Tara and her student word doctors who who identified this tricky vowel-shifting patternkids all across the country now have a lot less sight words to memorize! 

Thinking Outside the Box is Easy Once Kids Know What’s In It

It is also important to keep in mind when working with your own student word doctors, that thinking outside the box is much easier when you know what’s IN it!  And that’s what a Secret is—everything that’s “in the box” when it comes to a letter/phonics pattern and the sounds it can make. For more on how to get kids to think outside the box when working their way through unfamiliar text, watch the video clip below.

For more on “teaching the READER, not teaching the reading,” as well as insight into the brain on memorizing sight words vs. decoding text, click here or on the pictures below!

How to Decode Text with Best Betting Odds in Las Vegas!

Stanford University Brain Study on Sight Words and Secret Stories Phonics Program

You can also check out Tara’s most recent post for more on how she doesn’t teach sight words, here!

You Don't Have to Teach Sight Words with Secret Stories!

Secret Stories Phonics for Teaching Sight Words

 

 

 

 

 

 

 

 

 

 

 

 

 

Join in the discussion in the new Facebook Group, and check out Tara’s original post, or her awesome blog with lots of oodles of ALL FREE resources for teachers! It’s called Settle On In and you can find it here.

NEW Secret Stories Phonics Flashcards

Here’s Tara with not one, but TWO sets of the new flashcards!


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Secret Stories® Makes Phonics Make SENSE!
Try a “taste” of the Secrets with YOUR class and see the difference they make!
Click to download the FREE Secret Stories® “Appetizer” Phonics Poster Anchor Pack!

Free Secret Stories Phonics Posters Anchor Posters

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Sight Words…. Friend or Foe?

Stanford Brain Study on Sight Words

Stanford University Brain Study on Sight Words

And the Research Says…..

Research shows that teaching kids to decode, or “sound out” words sparks far more optimal brain circuitry than instructing them to memorize them. 

Stanford University’s study on brain waves shows how different teaching methods affect reading development…

“Beginning readers who focus on letter-sound relationships, or phonics, instead of trying to learn whole words, increase activity in the area of their brains best wired for reading. In other words, to develop reading skills, teaching students to sound out “C-A-T” sparks more optimal brain circuitry than instructing them to memorize the word ‘cat,’ and the study found these teaching induced differences show up even on future encounters with the word. This groundbreaking study provides some of the first evidence that a specific teaching strategy for reading has direct neural impact.”
—Dr. Bruce McCandlss (Click here to access the study.)

In other words, never MEMORIZE what you can READ!
So why do beginning grade learners have to memorize so many sight words?

That’s easy.
It’s because they can’t read them.

The Science of Reading: Decoding Sight Words vs. Memorizing Them

Most kindergartners spend the entire grade level year learning the individual letters and sounds, which means that they whole year they’re in kindergarten, they can effectively read almost nothing. Even once they do master the individual letters and sounds, most still can’t read almost anything.

That’s because when letters get together in words, they most often make entirely different sounds than the ones they make by themselves. These letter sound patterns are called phonics skills and traditionally take between three to four grade level years to acquire, from prek to 3rd grade. That’s a long time to make kids wait for the whole code needed to read and write—especially since they’re doing both every day, beginning in kindergarten!

But how do beginning grade learners read words like: the, they, my, she, or, are, how, saw, too, day, girl, boy, more, etc.. when the letters they know aren’t making the sounds they should?

The answer is they don’t. They just have to memorize them.

Why Sight Words Don't Work

 

 

 

 

 

 

 

 

 

Early grade teachers often rely on sight word memorization to help beginning and struggling readers pass grade level text assessments. It’s meant to help compensate for all of the phonics skills not yet taught, and yet needed in order to read the words. The result, however, is that even “easy to read” words like those above are added on to an already overwhelming list of required sight words that kids have to memorize—not because they not decodable, but because they don’t yet have the code-based skills they need to read them.

Most districts across the U.S. currently require first grade students to “know” (not read) 300 words in order to pass on to second grade, which only serves to shift the instructional focus from teaching the reader to teaching the reading (i.e. the words). Not only is word memorization ineffective and potentially harmful as a reading strategy (as per the above research done by Stanford University and that related to the Science of Reading on Dyslexia)  but it’s also highly inefficient and developmentally inappropriate. With so much instructional time spent on memorizing words, there’s little left over to help learners develop the skills they actually need to read them. Not to mention that, for young children, the most meaningful learning occurs through movement, play, questioning and exploration.

Fast-Tracking Phonics through the Brain’s Backdoor

The Stanford study shows why it’s so important to underscore the traditionally slow pace of phonics instruction with Secret Stories®, particularly at the earliest grade levels where “daily reading and writing time” holds little value for students who haven’t yet learned the phonics skills needed to actually read or write.

The Secrets give very young, as well as struggling upper grade learners, to make sense of letter sound behavior, in the same way they make sense of their own behavior, and that of their classmates….who doesn’t get along, who has crushes on each other, who always gets hurt, who is sneaky (and where they are likely to get away with it!), doing what your mom or babysitter says tells you to (but only if they are close enough to make you!) etc.

sound wall au aw

Social Emotional “Superhighways” for Accelerated Learning

Brain science carves-out a perfect “backdoor” pathway for learning, one that’s rooted in the earlier developing, affective, or “feeling” domain.  Our brain develops from back to front, and the earlier-developing “feeling-based” networks offer a more easily accessible and reliable pathway for learning than the later-to-develop, “higher level” cognitive processing centers.

This is especially true for very young learners, who often experience issues with developmental readiness, language delays, etc., as well as for older, struggling readers with different language backgrounds/deficits, cognitive processing delays, including dyslexic learners.

 

phonics for dyslexia

 

Taking advantage of the brain’s “backdoor” systems for learning by aligning phonics skill concepts with already familiar, social-emotional experiences and understanding empowers even very young and inexperienced learners to easily predict the “most” and “next-most” likely sounds of letters in words—even those they have never seen before.

The Secrets put meaning where there would otherwise be none (i.e. letters/sounds), giving teachers a way to make phonics make sense to kids! The more Secrets they know, the more words they can read…..and the less words they have to memorize!

“A Secret’s Worth a Thousand Words”

Knowing the Secrets empowers kids to decode approximately 95% of the most commonly memorized sight words, which means they can be crossed off the list of 300 words to memorize, and instead, be add to the ever-growing number of  words that they can just read.

 

decoding sight words

 

The Secrets work with any existing reading curriculum or phonics program to fast-track learner access to the code they need to read and write, with no grade level “walls” and no designated waiting times.

 

 

And to decode those seemingly “undecodable” words, like: of, was, want, what, some, come, love, done, etc., check out the  “Thinking Vowels/ Head Bop” strategy in the video below.

 

Secret Stories® is not a program, but works with any existing reading series and/or phonics curriculum to give teachers an easy way to fast-track more of the phonics skills kids need to read and write—with no “grade level” walls and no designated waiting times.

 

 

These little brain based stories explain the sounds letter make when they get together, with posters to help kids remember for independent reading and writing. Together, they help to cement the critical sound-symbol (i.e. speech to print) connections in the brain, and to empower even the youngest learners with the tools they need to read and write, instead of just copying words and memorizing them. 

A Secret Stories® Sound Wall crystalizes “speech to print” connections for reading and writing in a way that all learners can easily understand, even kindergartners!

 

secret stories sound wall posters

 

For a deeper dive into how we can use brain science as a road map to fast-track phonics skills for reading, check out this video clip, and continue the conversation in the NEW Secret Stories® “Teaching Phonics with the Brain in Mind!” Support Group on Facebook!


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Secret Stories® Phonics Cracking the Reading Code with the Brain in Mind #BrainREAD

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Too Many Phonics Rules, Too Little Time

Secret Stories® Phonics "oo" Secret!
Dear Katie,
I have been a Reading Specialist for thirty years, as well as an adjunct university professor. I have enjoyed great success with the Secret Stories, and my kindergarten through fifth grade students have had such an easy time mastering them and their reading levels have soared! Have you ever thought about adding more Secrets? For example, what about for these patterns, below?
—dge (as in edge)
—tch (as in catch)
—que (as in question)
—old (as in hold)
—ost (as in most)
—ind (as in kind)
—ink (as in link)
—ild (as in wild)
—ture (as in adventure)
—one (as in honk)
—unk (as in trunk)
—olt (as in bolt)
—stle (as in whistle)
—ank (as in bank)
—ive (as in give)
And finally, what are some good books and/or materials to use with, as well as to reinforce the Secret Stories? 
Best,
Laura B., Reading Specialist
Laura also send a little note from Ella, who asked me to write more stories, and also let me know that her favorite Secret Story was the secret about /th/, which is just too cute!
We had fun learning the Secret Stories.
Can you write (more) stories? My favorite is TH!”
From Ella 
I LOVE questions like these, so thank you to Laura and Ella for reaching out to ask them! Questions like this provide the perfect opportunity for me to open up a big can of worms when it comes to the way we traditionally think about phonics and reading instruction, in general.

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

Secret Stories Phonics — Accelerated Access to the Phonics Code

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

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

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

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

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

 

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

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

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

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

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

Activating Social-Emotional Learning Channels for Higher Level Thinking

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

exceptions to phonics rules

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

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

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

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

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

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

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

Next up— 
-tch (as in: scratch, itch, crutch, etc…)
Same as above.  

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

-que (as in: question, delinquents, frequency, queen, etc…)
Secret Stories® Phonics— QU
Secret Stories® QU

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

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

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

decoding exception words

-old (as in: bold, cold, mold, etc…)

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

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

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

Same as above.  

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

Secret Stories® Phonics— Superhero Vowels®
Superhero O and his “short and lazy” disguise!

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

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

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

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

Secret Stories® Phonics— "Head-Bop" Trick for Fickle Vowels/ Easy Sight Word Reading
Click here to learn the “Thinking Vowels/Head-Bop” Trick for Fickle Vowels

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

How to Read Words that are Exceptions

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

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

Secret Stories® Phonics— "I tries E on for size"
Secret Stories® “I tries E on for Size”
-ture (as in: future, mature, lecture, etc…)
This one’s easily taken care of with the ER, IR & UR- Secret, as the t just makes its regular sound, and like some of the other patterns above, Mommy E® is just hanging out at the end, doing nothing!
Secret Stories® Phonics— ER IR UR
Secret Stories® ER, IR, UR
It’s so easy that not only can kindergartners do it, they can TEACH it!

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

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

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

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

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

Former early grade teacher turned Harvard University Neuroscientist, Dr. Mary Helen Immordino-Yang sums up what is evident in the short video clip above, which is that, “It is neurobiologically impossible to think deeply about things you don’t care about.”  These kids really care! Not about long and short vowels, but about mommies, babysitters, vacations, the behavior of other kids, etc… all of which are woven into the Secret that they are passionately debating in the word light.  
Secret Stories® Phonics— Apathy to Engagement
Now for the final part of Laura’s question regarding what books are best to use with Secret Stories®. That one’s easy— anything and everything! Books, magazines, posters, road signs, cafeteria menus, logos, etc…. literally everything with text is fair game!
The daily course of your instruction will dictate much of what kids are reading and writing each day, as Secrets are introduced in context of daily instruction across the course of the entire instructional day— whenever and wherever they are needed! From hallway signs to cafeteria menus to math books, Secrets are everywhere, just waiting to be discovered!
Secrets are easily introduced and reinforced with any text, and are especially helpful during guided reading. I have created a limited set of Secret Stories® Guided Readers to help teachers when working with guided groups and helping learners use the Secrets to decode text. These are especially helpful as they include an additional version with the Secrets in the text to help build learners’ visual acuity for easier pattern recognition, as well as teacher notes for added insights (similar to those made in this post) to help guide teachers through the process of helping learners when decoding trickier words.  It’s as if I were sitting right beside you and your students at the guided reading table! :-)
Secret Stories® Phonics Guided Readers
Access the Complete Set in the Guided Reader Description 
Try a “taste” of the Secrets with YOUR class 
and see the difference they make!
Click to Download the FREE Secret Stories® “Appetizer” Anchor Phonics Posters!

Free Phonics Posters by Secret Stories

Until Next Time,
Katie :-)

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Dear Katie,
I love reading your blog! I’ve used your free Zoo Keeper Writing Strategies with my kinder class and the children really related, always showing me “how many animals (i.e. sounds) they caught” in their words!

I’ve taught both 1st and 2nd grades for years, and now am in my seventh year of teaching kindergarten. As many of your letter pattern stories are, of course, geared toward 1st and 2nd, I was wondering if you had some that were more geared more toward kinder?

Also, at what point would you begin introducing the Secret Stories in kinder… after the majority know most of their letters?

Gratefully,
Marian M.
Kindergarten Teacher

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

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

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

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

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

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

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

sight word don't work

And the sight word “parade” begins…

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

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

Moreover, the less skills kids bring to the table, the less value they take away from daily reading and writing experiences in the classroom.

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

But there’s a problem.

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

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

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

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

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

Secret Stories® Phonics Brain Research
Click here to learn more

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

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

Individual Letter Sound Mastery in 2 weeks to 2 months!

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

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

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

 

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

 

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

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

So to answer Marian’s questions…

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

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

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

 

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

 


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Comments:

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

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    Katie GarnerApril 1, 2014 at 2:34 PM

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

     

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

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

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

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

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

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

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

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

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  8.  

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

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

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

    Looking forward to meeting you in July,
    Katie

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

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

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

     

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

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

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

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

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

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

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

     

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

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

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

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  25.  

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

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

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

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

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

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

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

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

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  29.  

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

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

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

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

     

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

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

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

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

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

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

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

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

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

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

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

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

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

     

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

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

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

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

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Teaching Reading & Writing in Kindergarten

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

I received this adorable picture and description from kindergarten teacher, Kjersti Johnson, along with the following email…

I teach two sessions of half-day Kindergarten, with my morning class tied to our Intensive Support Class (4-8 fully inclusive kiddos) and my afternoon class with half ELL, plus a few in the am too!)

I knew the Secret Stories was a keeper last year when one of my Intensive Needs kids, who was really struggling with speech and connecting letters and sounds, pointed to his name and said, “Those letters are bad. They always stick out their tongues!” and then proceeded to make their sound! Or, when my little guy, who moved to my class mid-year knowing ZERO letters or sounds, was able to read through ALL the letter sounds mixed up, singing “____ says ______, ___-___-___!” after just a couple weeks of doing the “Secret Stories® Better Alphabet Song!”

With regard to the frustration over the controversy over what our youngest learners can and can’t do, I’ve always had high expectations for my kinders, and they have always risen to meet them, often soaring far beyond!

It has been a fight to pull Kindergarten into this century. I boxed up our basal six years ago when I started using Daily 5/Cafe in my literacy blocks. My students just took off! (It’s amazing what they can do when you put the right book in their hands.) But it was Secret Stories that really allowed me to take my kids to the next level!

I love when we sit down to read something and I ask what strategies we should use, as they always yell out, “Look for the Secrets!” They amaze me every day with the new words they can read and write! Oh, and I love how they are starting to revise their own writing! I put a binder clip on their writing notebooks so they can’t fill it all in in one sitting. When they want their clip moved, they have to look back and make revisions to show that they’re ready. They will tell me, “When I wrote this, I didn’t know the Secret about this word, but now I do!”

I loved reading Kjersti email about how she uses Secret Stories® in her kindergarten classroom so much that I asked her if she would be willing to share more in a guest post, and she agreed! (She has since written another guest post on how she uses the  Secrets for reading, which you can find here.) 

A Class of Kindergartners
A Guest Post by Kjersti Johnson

I have always believed that there is a strong tie between reading and writing. It is one of the reasons that we spend so much time doing both in my Kindergarten class. Usually, students are free to choose their writing topic, but once in a while I give them a prompt.

This past month, we began a Gingerbread unit. In it, we have a class Gingerbread Man that decides to travel the world. While he is on his trip, he sends us many different versions of Gingerbread stories to read. At the end of the unit, he returns to our class and asks the kids to write about their favorite story.

In past years, my kindergartners would have to rely on “kid-spelling” or I would have to take a lot of dictation, but not this year! Thanks to the Secret Stories, my kids were able to write like the big kids! The only help I gave was a word bank of words they might need, but I didn’t spell them….. they did!

They helped me spell words like: gingerbread, favorite, girl, cowboy, and because, and the rest of the words they spelled themselves! They were even able to write about why they liked the story! I was so proud of my kindergartners (not to mention blow away!) that I wanted to share a couple samples, as well as some Secrets used to spell some of the words they wrote!

Secret Stories® Phonics in Kindergarten Writing
Note the eu/ew Secret in the word crew! (plus the Sneaky Y®, Babysitter Vowels®, Mommy e®, or, oo, th, er/ir/ur, au/aw, & ou/ow Secrets!)

 

Secret Stories Phonics— Kindergarten Writing

Note the er/ir/ur Secret in the words “girl” and “her” (plus the Sneaky Y®, Babysitter Vowels®, Mommy e®, or, oo, th, ea, au/aw, sh, & ed Secrets!)

Transforming skills kids have to learn into Secrets they want to know!

Secret Stories® Phonics Secret "ER/IR/UR"
A future kindergarten teacher….

Secret Stories Phonics— Kindergarten Writing

Note the au/aw Secret in the word because (plus the Mommy e®, th, er/ir/ur, ea, Babysitter Vowels®, ey/ay, & sh Secrets!)

We also wrote about How I Ate My Gingerbread Man (after eating them of course!) Once again, I was blown away by how they used the Secret Stories they knew to figure spellings for words they wanted to use in their writing… not just “word wall” and “word family” words, but ANY words! I loved watching them stop and look at (or even walk over to) our Secret Wall!

This next paper was written by one of my ELL students. When assessed in September, he knew seven letter names and zero sounds. Thanks to Secret Stories Better Alphabet Song, he was able to identify all of the upper and lower case letters, as well as their sounds by October!

He now also knows all of the Secrets and is using them to read and write! (On a side note, I had taken a leap of faith and done as Katie suggested, which was to begin telling the Secrets from Day 1, so as to acquire them simultaneously with the individual letters and sounds and though I’d never done that before with kinders, I am now a BELIEVER!!!

Teaching Phonics for Beginning Writing

To write the stories they want to tell, kids need access to the “whole” code, not just bits and pieces of it!

Here is what he wrote….. independently! (And yes, I was in tears when he showed me!)Secret Stories Phonics— Kindergarten Writing

If you look carefully, you can see where he had erased and added more sounds after re-reading it, and then realized that it didn’t make sense. He also went back and changed “hed” to “head” because he said it “didn’t look right.”

As Katie often says, “experience is the best teacher,” and because this little guy knew lots of Secrets, he was reading up a storm, which is how he knew that the word didn’t “look right.”

And I especially love how this next little guy added a “crunch, crunch, crunch” at the end!

Secret Stories Phonics— Kindergarten Writing

 

 

 

 

 

 

 

 

 

 

 

I am just so proud of my kindergartners, I could burst, which is why I wrote to Katie! And with only HALF of the school year under our belt so far, I can’t wait to see where we by the end of this year!

We are so thankful to Katie Garner for sharing the Secrets with us!
Kjersti Johnson/ Kindergarten Teacher

You can read Kjersti’s second guest post on Secret Stories® for  reading, here.


Secret Stories® Phonics for Teaching Beginning Writing

“Kindergarten Writing on STEROIDS!” 
If you would like to start sharing the Secrets with your class, you can download this free mini-poster sample set, along with the “Write Like They Read” Zoo Keeper Strategies, which is like a magic trick for helping beginning learners understand that they need to “capture” as many sounds as they can in words they want to write. (Watch two short clips about the ZooKeeper Strategies for beginning writers here and here.)
Free Secret Stories Phonics Posters Sampling Set
FREE Secret Stories® Phonics Mini-Poster Sample Pack
FREE Secret Stories® Phonics Mini-Poster Sample Pack
FREE Secret Stories® Phonics Mini-Poster Sample Pack
FREE Secret Stories® Phonics Mini-Poster Sample Pack
FREE Secret Stories® Phonics Mini-Poster Sample Pack
Download the FREE Mini-Poster Sample Pack and Start Sharing Secrets Tomorrow!
FREE Secret Stories® Phonics Writing Strategy Pack—"Zoo Keeper and M&M Quizzes"
Click here to download the FREE ZooKeeper Beginning Writing Strategy Pack!
And to all subscribers, you should have received a free download link in your email for the Secret Stories® Guided Reader, My Class, so be sure to grab it fast before it expires!
Secret Stories® Phonics Guided Reader— My Class
Secret Stories® Phonics Guided Reader “My Class”
Secret Stories® Phonics Guided Reader— My Class
Secret Stories® Phonics Guided Reader— My Class
Secret Stories® Phonics Guided Reader— My Class
Until Next Time, 
Katie :-)
Katie Garner Literacy Consultant— Secret Stories® Author

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Secret Stories® Phonics — Cracking the Reading Code with the Brain in Mind!
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The New SECRET STORIES® Guided Reader Series- In the Fall

SECRET STORIES® READER- In the Fall
I’m so excited about this that I couldn’t wait to share it!
I sometimes feel like a broken record when I say that the SECRET STORIES® is not a program, but easily accessible, reading and writing tools to be used throughout the instructional day, and across all content areas. In a nutshell, the Secrets™ simply provide learners with logical explanations where otherwise there would be none!
That said, it’s rare that I create something specifically for their use, since pretty much anything kids can read or write will work just fine!
However, there are times when shining a spotlight on specific skills, or groups of related skills can be extremely helpful- especially for targeted reinforcement and assessment-  and there’s no better time or place to do this than in small, guided groups!
With the help of some amazing teachers from Stonewall Elementary in Virginia,  I’m releasing a new series of SECRET STORIES® Guided Readers with highlighted SECRET STORIES® sound patterns!
The SECRET STORIES® are in RED and OUTLAW WORDS are in “prison-garb” font!
In addition to the targeted phonics Secrets™, the Outlaw Words words are also identified within the text and printed in “prison-garb” font!
The outlaw words are the “SECRET STORIES® equivalent” of traditional sight words, with the only difference being that they can’t be sounded-out! And so they must go to Jail! (Word Jail, that is!)
The Word Jail is similar to a typical Word Wall, except that it houses only the worst rule-breaking offenders!  We put these ‘worst-of-the-worst’ words in Word Jail so that we can “remember what they so that they don’t get by us again” when we’re reading or writing!
For more details on how to create a Word Jail for Outlaw Words captured in your classroom,  check out the series about them on my VLOG, or click below to watch the video below!
Each reader includes three different version of the story: a highlighted color version, a black and white ‘easy-print’ version, and a teacher copy- which has all Secrets™ highlighted (not just those targeted) for quick and easy visual reference when introducing new Secrets™and reinforcing older ones during guided group time.
 
Notice the “Mommy e” in PINK, as well as the vowel that she’s telling to “say its name!” 
This first reader, In the Fall, will be followed by additional readers to be posted by the end of this week, so stay tuned!
Okay, so back on track….
While it is critical that learners are equipped with the reading and writing tools they need to “crack the codes” in text, it’s equally important to realize that the Secrets™ are simply the “keys” that unlock the door to world of reading and writing.
Making meaning is the true goal of the game!
We read and write for a purpose… and that purpose is not to accurately decode words on a page! While learners do need to know the Secrets™ to gain easy and early access to text, what develops them into fluent readers and writers is what happens after that!
Teachers spend so much time trying to teach kids HOW to read, that often there’s not enough time left over for thinking about WHAT they’re reading… which pretty much defeats the purpose of WHY we read in the first place!
Below is an example of Deanna Jump’s Guided Reading 101 (from my guest post on her blog) with some key SECRET STORIES® posters to show how easy it is to help kids sound out words with those tricky letter and phonics sounds….even in Kinder! Download the free poster SECRET™ phonics poster sample set and see for yourself!

Until Next Time, Katie

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How To Teach Those “So-Called” Exceptions
to the Phonics Rules (and Easily Decode “Non-Decodable” Words!)

Did you know that if you had a fever and cough, it could be the plague,
or pneumonia…
or maybe just the flu?
Actually, it could be a lot of things.

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

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

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

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

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

Secret Stories® Brain Based Phonics

 

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

 

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

Thinking Outside the Box to Decode Words and So-Called “Exceptions!”

phonics exceptions

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

The ou/ow Secret….

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

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

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

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

“O! O! O!” 

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

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

 

 

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

Now let’s consider a word like you

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

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

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

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

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

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

3.  Try the sounds of other Secret Stories patterns with o or  u, like the Secrets for oo, oi/oy or ous. For example, in the word could, the ou is making the default-sound for oo (as in book) and kids who know the oo Secret might try that sound as one more possible option.

oo phonics story

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

sight word activities

thinking vowels head bop

 

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

Why Not Just Memorize Tricky Sight Words?

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

Secret Stories® Brain Based Phonics
 

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

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

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

The Brain is a Pattern-Making Machine

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

Secret Stories® Brain Based Phonics

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

 

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

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

Now before you read any further, watch this video.


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

Secret Stories® Brain Based Phonics

 

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

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

First, we need to know another Secret…

Secret Stories® Brain Based Phonics
Click Here to Learn the gh Secret

The gh Secret

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

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

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

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

(ghost, ghoul, ghastly, etc…)

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

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

(sight, thought, straight, etc…)

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

Here, they make the fff sound, saying….

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

(rough, enough, cough, etc…) 

Now let’s play “Word Doctor”….

A Reading/ Phonics Word Doctor

bough

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

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

 

rough

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

cough

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

enough

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

through

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

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

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

Secret Stories® Brain Based Phonics

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


Patterning IS Thinking

Brain Based Reading

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

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

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


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

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

Secret Stories Phonics Posters

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

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

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

How to Read Words that are Exceptions

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

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

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Katie Garner Secret Stories Reading Professional Development

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

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

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

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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