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

Secret Sundays - Episode 2

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

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

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

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

Posted by Secret Stories- Cracking the Reading/Phonics Code with the Brain in Mind on Wednesday, December 12, 2018

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

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

Secret Stories Phonics Kit

Secret Stories® Phonics Flashcards

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

Secret Stories® Phonics Phonics for Homeschool

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

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

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

Title I Teacher (a.k.a. “Secret Agent” Amy Mitchel) Goes Undercover…. and takes her “student detectives” with her!


My name is Amy Mitchell. I am a reading specialist and Title I teacher in Wyoming County, West Virginia. In all the years that I’ve been working with kids, I have never had more fun or more success than I’m having now, and neither have my kids! What’s the difference? I have discovered the Secret Stories!

I teach struggling learners, and sometimes it can be difficult to get them to pay attention, to learn, and to use that learning at the appropriate time. They do not always understand that a letter with two humps is an /m/, nor do they often care.  We “teach” them and we “tell” them, “This is a /m/ and it says “mmmm,” or this is an /l/ and it says “llllll,” and then we assess them and they have little to no recall of these “randomly appearing” symbols and sounds.

One such kindergartener was in my class last year. She was just adorable, but had such trouble focusing on lessons and attending to tasks, and knew only one letter on her first assessment…the letter /s/.  We taught and taught and taught….letters of the week and high frequency words, as per our scope and sequence in Journeys, along with every other creative way to practice letter sound skills you can think of.  By November, she had picked up a couple letter names and sounds, but really wasn’t getting it.

Enter the Secret Stories…
I met Katie Garner at our state reading conference in November where she was doing the keynote and some break-out sessions. In the breakout, Katie showed us “The Better Alphabet Song” which is supposed to “give” (not “teach”) all of the individual letter sounds using  muscle memory, so as to take just 2 weeks to 2 months to acquire, both for kindergartners and preK (which I also teach). Katie also shared some “Secrets,” which explained the sounds letters make when they get together. She explained that the Secrets should be “tossed out” as needed, so that kids understood why letters weren’t always making the sounds that they should, and that this should happen in conjunction with kids learning the individual letters, via the “Better Alphabet.”  That way, kids would be able to make sense of what they were seeing in text throughout the day.

The Better Alphabet Song

Secret Stories Phonics Better Alphabet Song

When I got back from the conference, I found and watched every video I could (some many times) that Katie had online, and on my first day back, I just jumped in! It was the last week before Thanksgiving, so feeling that I had nothing to lose, I took right off implementing it in my classroom visits,  I started singing “The Better Alphabet Song” twice a day, just like Katie said to, and  I made sure that they were using their “muscle mouths” (were REALLY working their lips, tongue and teeth when singing, so as to “cement in” the sounds)…..

 

Secret Stories Phonics Program Better Alphabet Song- Mouth Muscles

…..AND that they were using their “eye glue” (i.e. keeping their eyes “glued” to the letters that I was pointing to as they were singing them. Katie had stressed over and over that to really forge the connection between the symbol and sound, kids had to “see what they sing” and “sing what they see,” as otherwise, they’ll be able to sing all the sounds but won’t be able to use them for reading and writing. 

I also started sharing some Secrets, even though I honestly didn’t think it would make much difference kids who still didn’t even know their basic letter sounds.

I went into class for a 45 minute time slot daily and told them Secret Stories and sang “The Better Alphabet Song” twice in that time slot. I showed them Secrets in their sight words, and we found other words with the same Secret. That’s all I did differently.

The SECRETS to Teaching Sight Words

Secret Stories Phonics Makes Teaching Sight Words Easy

The regular teacher of the little girl about whom I was so worried was out on maternity leave, and they had had substitute after substitute, so aside from my daily 45 minute visits, there was no stability. But when I came in, she would lean in to hear the Secret Stories I told. She LOVED the Secrets. Despite not yet knowing their individual sounds, she obsessed with their “secrets!”

Fast-forward to the week before Christmas break when it was time to assess again and this sweet little girl now know 14 letters and sounds! Growth!!! And it had barely been three full weeks— one week before Thanksgiving and these two weeks before Christmas!

Phonics Screening Assessment/ Phonics Check

So back to the assessment…
What I found most surprising when testing this little girl, beyond the fact that she now had 14 letter sounds, was what she said when I asked her about the letter /y/.  She didn’t know the name of the letter, but when I asked her about its sound, she answered in a profound way that shows the power of the Secret Stories for any learner, especially those who are struggling.

She said, “I know when it’s the line leader it says ‘yuh, yuh, yuh’ cuz it’s being good, but when it’s at the end, it says ‘e’ or ‘i’ cuz it’s being sneaky.” She couldn’t remember the letter name, and yet its three positional sounds, which aren’t aren’t even supposed to be taught until second grade! I was amazed. (If you don’t know the Secret Stories, and aren’t yet privy to who Sneaky Y® is, click here!)

Secret Stories Sneaky Y® Phonics Poster

When you teach reading to early grade learners, it’s so easy to lose sight of the big picture, given the grade-specific phonics skills and their incremental assessments, but ultimately, what really matters is that kids are able to sound out words for reading and writing. Knowing what the letter /y/ is called doesn’t help you read or write words, but knowing the different sounds it’s likely to make depending on where it is in a word, does.

The “story” part of the Secret Stories appeals to a different part of the brain, a part that develops much earlier. It gives them a place for the letter sounds to “stick” and a different pathway for recall. It’s just incredible how it works.

Secret Stories Brain Based Phonics Instruction

At the year’s end, that child knew ALL of the letter names and sounds….and some Secrets!!! I was sold completely. Soon the Secrets were spreading with such success that our school board came to observe the Secret Stories in action during a meeting in our building. They loved it! News spread fast and soon other schools were wanting it, so Katie came and trained our whole district.

Phonics Workshop/ Phonics Training

Katie Garner Phonics Workshop

Now that it’s county-wide and everyone loves it, it’s spreading even more! We are adding our PreK and Head Start classes!

Fun Phonics Lessons with Secret Agent Mitchell

With inspiration from a friend and Pinterest, I decided that I would develop the theme of the “Secret” stories and made myself into a “Secret” Agent. When I first went into each classroom to introduce myself (and the Secret Stories), I dressed up in my Sherlock Holmes costume, trench coat, and had an oversized magnifying glass, all while the “Pink Panther” theme song played!

Since I traveled from room to room, I even decorated the cart that I pull with signs that said, “Top Secret” and “Keep Out” signs, with caution tape around it! I told the kids that all the Secrets I have inside are TOP SECRET and can only be accessed by me, or someone who is granted “clearance!”

We talked about what secret agents do, and how they must be trained to watch out for bad guys who try to trick them into doing things they aren’t supposed to do. Then I told them that letters sometimes try to trick us, and that it’s usually the vowels that try to do this, but that if we were good detectives, we can catch them, find out what they’re up to (i.e. discover their “Secret”) and unlock the hard word.

I read them a story of a trickster letter named Sneaky Y®, who was guilty of “breaking and entering,” as well as stealing and then impersonating others.

We even used a magnifying glass to find that sneaky guy when he was hiding behind a tree with a spy glass (telescope) and spotted him in lots of words as well. They LOVED it! (You can find the story that I’m reading to them about Sneaky Y® here.)

Of course, I had to mention that sometimes, letters are caught not doing what they are supposed to, and even breaking the “Secret” rules, so then they must go straight to jail!

I’ve told them about the “Thinking Vowels/Head Bop” trick, which allows some words to be “re-habilitated” (i.e. decoded) and not have to go to jail. I love that idea and so did they!

Even my classroom requires the highest level of security clearance, and may be accessed only by a scanned image of my handprint! No one else’s handprint will unlock the door, since I am the “Top Secret Agent!” (Not that they don’t love trying to “scan” their own handprints for unauthorized entry!)

Secret Stories Program "Detectives"

Of course, the walls are covered in Secret Stories® posters, but I also hung silhouettes of secret agents to “guard” all the Secrets in my room. One can be seen “guarding” the Secret Stories® Better Alphabet Chart, keeping safe “every letter, every sound, every day.”

Our Secret Phonics Posters

Another one of my agents is always keeping an eye on our Secret Stories phonics posters.

Secret Stories Phonics Program Detective Classroom

I have other agents watching our “Keys to Comprehension” (Zimmerman and Hutchins) and writing charts because decoding leads to “cracking text” for reading and writing. which only build upon one another. All of this leads to even more phonics fun and “Secrecy!”

I even transformed my big storage cabinet into a “secret vault” with a safe lock that can be accessed only with a “secret code” and scanned fingerprint!

I tell the kids that inside the vault are lots of ways to practice our Secrets with reading and writing. In truth, it contains all of my existing  reading resources—different learning games for phonics practice, sentence building, and sight word practice —all of which leads us to discover more Secrets! And that’s another thing I love, which is that Secret Stories work with anything and everything because they are teacher tools, as opposed to another phonics “program.”  

A Scope and Sequence for Phonics Programs and Instruction

As a Title I teacher, I do classroom visits, as well as “pull-out” groups. I bring kids to my “Secret Agent” room and tell them they are now “commissioned” as detectives to find “Secrets” in words, so as to unlock their sounds and read them. Our reading program refers to our secret mission simply as “decoding,” which doesn’t exactly excite kids. If we just stick to the script of our reading series and follow its slow scope and sequence for phonics skill introduction, kids in kindergarten and first grade would have to wait years for the “keys” to the code (i.e. Secrets) to unlock the words they see every day!

Secret Stories Phonics- NO MORE SIGHT WORDS

And upper grade, struggling readers might never get them, as they often missed the boat (or as Katie says, the “bus”) at the earlier grade levels when these critical code-skills were introduced.

In fact, the sounds that letters are actually the most likely to make (when they come together in words) aren’t even introduced in the scope and sequence until late first or even late second grade! How tragic! Especially when we have kindergartners easily unlocking words that would have been challenging to our second graders in previous years. It’s just amazing.

First Grade Phonics Programs— Scope and Sequence

Teaching Beginning Writers

And Secrets aren’t just for reading. They are equally useful in getting secret agents to WRITE, as this only increases their fluency and automaticity. Katie talks about the inherent connection between reading and writing in brain, particularly at the beginning grade levels.  The same Secret Stories posters we use to identify the sounds we need in reading are equally helpful for writing, as kids know that they can find any sound they need and just copy down the corresponding Secret pattern.

I use white boards often to build words and play with phonemes and letter/sound substitutions while making it fun and fast to practice letter formation and encoding to the point of automaticity. To kick it up a notch, and keep with my Secret Agent/Detectives theme, I use “invisible ink” tablets so that we don’t leave any clues behind about our Secrets! (Of course we really WANT the Secrets out! Everywhere! But the idea that they are OUR Secrets just makes kids want them MORE, and adds to the fun and secrecy!)

Secret Stories Phonics Lesson with Mommy E®

The Dollar Store has these little tablets that you can scribble on with a plastic stylus and pull up to make the writing disappear, and these work GREAT for this type of writing and word building practice. That is the same tablet outside my door that when pressed firmly with a hand leaves the perfect “scanned image” of a handprint. So much fun!

When my kids see me in the hallways, at lunch, or even out in town, they love to blow my “secret” cover as they point, giggle and say, “She’s a Secret Agent!”  They are sure to tell me any new Secrets they’ve learned in their classroom, or any new words that they’ve found with a new Secret in them. (And putting some Secret Stories phonics posters up around the school, in the hallways, etc… is a great way to spur conversations about Secrets!)

Secret Stories Phonics Posters in the Hallways

Secret Stories Phonics Posters- TH

SECRET STORIES Phonics Posters ER, IR, UR

Secret Stories Phonics Posters ING, ANG, ONG, UNG

SECRET STORIES PHONICS POSTER EU/EW

SECRET STORIES Phonics Poster "Blends"

 

 

 

 

In the lunchroom, kids even sing the “Better Alphabet Song” at the lunch tables! One kindergarten classroom sang “Happy Birthday” to their teacher on her actual birthday with the letter sounds instead of the real lyrics! (You can see the “Letter Runs” song here sung to the tune of Star Wars, as you can sing it to any tune the kids like!) Secrets are always there, always teaching.

Secret Stories Phonics Program Letter Runs to Happy Birthday!

To close, I thought I might share some of the messages I received after Katie came and trained our teachers to get them started. We have had a few collaboration sessions on how to implement what she taught us, and since then, I’ve received some of the following messages from other teachers in other schools in my county who I’ve helped implement this amazing tool….

“You can hear Secret Stories all over our building!”

“Everybody has embraced the Secret Stories and they use them every single day….singing ‘The Better Alphabet Song’ and sharing Secrets, decoding their names and every word they see. They love it!”

“I’m so thankful you introduced this [Secret Stories] to us! Thank you!”

“They [Secret Stories] are so easily incorporated!”

“I love it so much! Thank you!”

“When I’ve been testing my kids on letter sounds, they use the sound cues to remember the short vowel sounds (short & lazy) and their [superhero] arms for the long vowel sounds.”

“Best part of my day is walking down the K-2 hallway and hearing the kids singing ‘The Better Alphabet Song!” Thank you so much for bringing this to our county!” –Principal

And my absolute favorite was from a collaboration session with teachers about how using Secret Stories is going in their classrooms, now that they’ve had a chance to get started, and it’s from veteran kindergarten teacher, Deanna Bailey:

“When Katie came and showed us those writing samples, I was really intimidated! I’m just going to be honest. I thought, there is no way I am going to get my kids there by the end of kindergarten! BUT…after using them in my room with my students, I can now say to anyone who feels this way…. The intimidation needs to go down and the expectations need to rise up…a lot!’

What a testament to the power of backdoor learning with the Secret Stories! Expectations are rising in Wyoming County, and with them, our reading levels, test scores, and most importantly, our enthusiasm for reading and writing!


THANK YOU THANK YOU THANK YOU Amy Mitchell!
I have nothing at all to add to your wonderful post, except to share a the two videos, below. They were taken at the district workshop that you mentioned, and I wanted to include them with your post because they bring to much the excitement that you shared about working with your students. I loved watching them, and I especially loved reading about all of the wonderful things that are happening in your district, particularly the point Deanna in regard to shifting our mindset about what kids can do, and when they can do it! That’s really the only “tricky” part of using Secret Stories®…..to change the way you think and allow the brain to do what it does best…. which is to MAKE SENSE of what being learned. Simply put, that’s all Secret Stories® do— they make PHONICS make SENSE, so that you can get on with the real reading and writing FUN!

Until Next Time,
Katie
www.KatieGarner.com
www.TheSecretStories.com

PS There are LOTS of great reading conferences coming up in November where I’ll be speaking, so if you’re interested in going to one, please check my schedule, as I would love to meet you in person!

PSS I just had to share this creative way that another teacher, Jessica Granada, a second grade teacher from Los Fresnos, Texas, found to display her new Secret Stories® “Decorative Squares” phonics posters….

Secret Stories Decorative Squares Phonics Posters

HOW COOL IS THAT??
Decorate your classroom ceiling with this FREE “appetizer-pack” of Secret Stories Phonics Posters!

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

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

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

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

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

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

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

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

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

Secret Stories® Phonics Secret "AU/AW"

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

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

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

Secret Stories® Phonics Secret "EU/EW"

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

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

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

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

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

 

FREE Secret Stories® Phonics Mini-Poster Sampler Pack

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

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

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

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

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

Until Next Time,
Katie :-)

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

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

 

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

 


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Teaching Sight Words— Never Make Kids MEMORIZE What 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 make the many different sounds that they do. 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). However, like all superheroes, 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 the Superhero Vowel® Secrets, check out the video vlog below, and watch the rest in this sequence on the Secret Stories® Youtube Channel. 
Secret Stories Superhero Vowels
Knowing the Secrets of the vowels also means knowing what triggers them to be long (i.e. use their superpowers to say their name) or short (i.e. be short & lazy). These are the Mommy E® and Babysitter Vowel® Secrets, which are high-leverage phonics skills, and yet easy to teach to preK and kindergartners! You can learn both in the video, below. 

How to Be a Good Word Doctor

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

So here is Tara’s “Head-Bop” Word Doctor Strategy that you can start sharing with your kiddos!
(Keep in mind that this strategy is of much more value to kids who know the Secrets, given that they can decode almost everything except these words; whereas those who don’t know the Secrets, especially those in kindergarten and first grade, are likely unable to decode so many words that these are just the tip of the iceberg. This is due to the incredibly slow pace of phonics skill introduction, as per the grade level “scope & sequence” in common reading series and/or phonics programs.)

The “Thinking” Vowels— 
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.)

What I love about Tara’s trick is that, like the Secrets, it gives beginning and struggling readers even more power over text, minimizing the need to memorize words that can actually be read! Plus, look at how many words can now be “paroled” from Word Jail!
How to Teach and READ Sight WordsThanks 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! 

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 on Facebook! Check out the original post by clicking the image on the left, below! And thank you so much to Tara, who actually has her own interactive blog with lots of oodles of 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!

The Scoop on Summer Reading Conferences!
Did you know that the summer is jam-packed with some of the most awesome teacher conferences? It’s true! And one of the best one of all is the International Literacy Association Conference in Orlando on July 15-17!
For those who have never been, it’s an incredible experience.  And for those who have, well you know how hard it can sometimes be to squeeze into the sessions that you reeeeeeallllly want to see— even just to sit on the floor, which teachers are usually more than happy to do!
Unfortunately, those pesky fire marshals don’t like floor-sitters too much, and will often ask them to leave, which is why I personally prefer to take cover underneath a nearby tablecloth (and out of fire marshal view) if it’s a session that I really want to hear and it’s full.  Otherwise, I’ll just hang outside of the session room door and strain to listen, which is a lot less fun!
But for those planning to attend my session at ILA, I have great news! It’s going to be in a BIG session room!!!  So, unlike last year, it’s highly unlikely that you’ll have to resort to hiding under a tablecloth to get in!  If you would like session details or information on registering, click here.
Another great one is the National Charter School Conference on June 11-14 in  Washington, D.C., but don’t let the name fool you, as this conference is great for ALL educators, not just those who work with charter schools. It’s a big as ILA, but includes all subject areas, not just reading. And the best part (for me, anyway) is that my sessions are two and a half hours long instead of one…and there is a repeat for those unable to get into the first one, which means that once again, the chances of having your view obstructed by a tablecloth is minimal! For more information on this conference, you can click here.
And while this one isn’t a national conference, I want to mention it for all of my PK-2 teaching friends out there in South Dakota, as I’ll be in Beresford for the South Dakota Kindergarten Academy June 19-22 for two 2-day workshops! (The first 2-day session is already full and the other is almost capped, so register now if you want to go!) You can obtain more information here, including how to get college credit through the University of South Dakota for attending.

And for those who just can’t get away this summer, no worries! The National Title I Association brings the speakers to you with their Video On Demand series! There are so many amazing sessions, and now you can watch them all from home!

Katie Garner Education Keynote Speaker and Literacy Consultant National Title I Conference

You can watch highlights from my featured  Title I presented here, or by clicking directly on the video below. The full-length presentation is also available as part of Title I’s subscription series, but you can view it free in its entirety here, along with lots of other video clips from conferences, school and district PD Workshopsvideo blogs and more on the Secret Stories® YouTube Channel.

That’s all for now! 
So until next time… HAPPY “ALMOST” SUMMER!

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