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
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)…..
…..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
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!)
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.
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
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!)
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.
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!
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.
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!)
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!)
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.
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!
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….
HOW COOL IS THAT??
Decorate your classroom ceiling with this FREE “appetizer-pack” of Secret Stories Phonics Posters!
Secret Stories® is the Brain-Based “Gas” that Makes Learning Go Warp-Speed!
If you’re frustrated with your reading program and the intractably slow-pace of phonics skill instruction, or if you are feeling overwhelmed by all of the sight words that kids are required to learn each week, then you are in for a real treat!
I want to introduce you to one of my favorite teacher-friends, who happens to teach in my home state of West Virginia—and who I met while doing a phonics workshop for the Wood County School District in Parkersburg, WV. If you follow my blog, Facebook Page, Instagram, or Twitter, her name is likely to sound familiar. Tara and her students came up with a nifty trick to help Secret Stories® Word Doctors when the vowels weren’t making the sounds that they should (as per their Superhero and “short & lazy” sounds). This add-on Secret is known as the“Head-Bop” (aka “Thinking Vowels”) strategy, which helps kids decode otherwise non-decodable sight words in our Journeys Reading Program, like: of, was, what, want, love, come, done, some, around, among, about nothing, etc…
Since our first meeting, we have remained in contact in one form or another, via Facebook posts, messenger, and even email—which is something that I LOVE to do with teachers that I meet IRL (and online!) so that I can see AND hear about all about the creative ways they use Secret Stories® in their classrooms! Then, during pre-school week at the beginning of this school year, I was asked to do a week-long “digging deeper” phonics workshop with each of the grade levels at Tara’s school. Since then, Tara has been kind enough to keep me in the learning loop by sending me pics from from daily lessons, student work, and even running commentary, which I love, as it really paints a picture of not only of what she does, but WHY she’s doing it! (If you know me, you know that this is the key to everything for us, as teachers!)
So, without further ado, here’s a quick intro from Tara, followed by some of the Secret “golden nuggets” from her classroom. And for those who teach first grade and are currently using Journeys Reading Series and Phonics Program, you are really in luck, as her lessons will be “in-synch” with the timing of yours. For everyone else, you will see that while the reading series or phonics program that you use may not “teach” all of the phonics patterns kids need when they need them, it does provide the perfect “playground” for students to exercise their reading and writing muscles!
And that’s where the Secret Stories® come in…
This is Tara, with not one, but TWO sets of Secret Stories® Flashcards…..which as you read on, you will see why!
My name is Tara Settle. I live in Parkersburg, West Virginia, and have taught for a total of 29 years. Having the privilege of being a stay-at-home mother for my four children, I chose to educate them through homeschooling. It was an wonderful adventure for all of us! This was an important time for me because my two sons had reading disabilities. I searched high and low for ways to help them become more proficient in this overwhelming process. We persisted, they overcame, and today they are successful readers. Fast forward to teaching first grade in a 90% low-socioeconomic status, Title 1 school. I encountered so many of the same struggling readers as my sons. And so I began my online search one summer, determined that there had to be something “out there” that could help my students.
Enter Secret Stories….
They have changed my teaching career and the reading lives of all my students. My students often come from homes with no previous help or reading “lap time.” The first year I used Secret Stories, I realized that it wasn’t your typical “phonics program,” and it worked like nothing I’d ever seen before. When my students understood that Sneaky Y® made 3 sounds, and thus could read those words that the class the year before had trouble with, I was convinced that this multi-sensory, neuroscience based way of “cracking the reading code” was exactly what I had been searching for my entire teaching career. Every year, Secret Stories continues to prove that this approach works for all readers!
One more thing…If you use Journey’s Reading Program and phonics program and have found the online interactive “Settle On In” Blog for your students, you have already met me and some of my work! Be sure to search for your weekly story + “Settle on In” to find free, safe resources for your class.
Following are the pics and commentary Tara sent, along with my comments in red.
Journeys Reading Series/Phonics Program— Week 1 Sight Words— play, the, with
I borrowed your ladies sunglasses idea that was posted on the Secret Stories Facebook Page yesterday when introducing “ey/ay” with our Journey’s Reading Series/Phonics Program week 1 sight word, play. I sent the pig picture out to all my parents in a platform called Seesaw so they could have a (fingers crossed) dinner time conversation about our new Secret. I wouldn’t normally include a picture of the Secret, as per copyright, but I thought this might be a good way to introduce Secret Stories to my parents, as usually I will say, “Ask your child to tell you the Secret about ay/ey that we learned today, and see if they can tell you some words that it’s in.” (I thought that this one should be okay since it has a cute pig in front of the picture— Lol!)
I love the way Tara includes her parents by letting them know to ask to hear a Secret! This is a great way to keep parents in the learning-loop while at the same time, establishing kids’ “ownership” of the Secrets. And while you can’t copy or reproduce any of the Secret graphics or text to send home, you can use the Porta-Pics to give kids access to the Secrets at-home, as well as for individual use in the classroom. They are a little over $2 a piece, and when laminated, they should last 2-3 years, so they can be checked out to each new class. You can also get more ideas on how to share Secrets with parents here.
This is the Facebook picture that Tara referenced. It was sent to me by Nicole Loftis from Ida Burns Elementary in Conway, Arkansas and taken during a professional development on Secret Stories®…..and really is too cute!
I got out my apron so that I was ready to greet my class today. They have to tell me the Secrets and read the words to enter the classroom! Luckily, they all remember the Secrets!!
The small cards seen in Tara’s apron (which she had specially made) are the cut-apart cards from the back of the Secret Stories® Book, although she also uses flashcards in the top pocket, which you will see a bit further down.
Journeys Reading Series/Phonics Program— Week 2
Below is a pic of my sight word review/follow up for today. These are words from our first grade Journeys reading series.
It’s ironic that Journeys scope and sequence for first grade (like most all other reading series/phonics programs) doesn’t introduce the phonics patterns that are needed to actually read these words until the end of first and/or second grade! And yet, when using brain science as a road map to tap into the backdoor learning channels, kids can have them in preK! Don’t believe it? Click here!
Here is a picture of today’s sight word review. These are words from the our Journeys series. Knowing the Secrets means that we don’t have to waste time memorizing sight words, as we can just read them. Note that the words find and do require kids to think like word doctors, which you can read more about here.
Journeys Reading Series/Phonics Program— Week 3 Level B Reader “Curious George”
Curious George is the Journeys Lesson 3, Level B Reader, and it contained 17 words that my students couldn’t read without Secret Stories. Without these Secrets, they wouldn’t have even been able to decode the title! When you stop and think about it, it truly is mind-boggling, and it makes me so mad on behalf of these struggling students! I seriously wonder how other Journeys first grade teachers in Title 1 schools or with ELL learners use this series without Secret Stories.
It is ironic that the reading series requires that learners be able to read words that contain phonics skills not yet taught. Nor will they be for what is often another one or two more grade level years.
The kids also had to sing this Secret to me to enter the room, since you can’t read “George” without it! I used the bigger flash cards on my apron (instead of the smaller cards from the back of the book that I usually use) so that they could see the letters better.
The picture I am sending is of the words from the two leveled B and C readers that I will be reviewing today so that the students continue to see the connection between Secrets and the words in our stories. As an aside, I love having the extra set of space-saver posters, as they are just the right size to put up on my magnetic board next to the words they are in!
Below is a picture that I posted on FaceBook that combines the two pics above. I love how Tara is constantly modeling how to use the Secrets to unlock the words they are reading, not just in these stories, but in text experiences throughout the entire instructional day— from math to social studies. In the hallways, on bulletin boards, even on the lunch menu in the cafeteria, Secrets are always there….always teaching. (As one little first grader in Mrs. Mac’s Class said,”I can’t turn it off! The Secrets are EVERYWHERE…. and I just keep reading them!!!!!”)
Journeys Reading Program— Level C Reader “Lucia’s Neighborhood”
All of the following are from our Journeys level C reader, Lucia’s Neighborhood. They had to read the word fire on my apron when entering the room this morning. This will be my introduction to the word “firehouse” in my level C vocabulary reader for guided reading this morning. (Not to mention the word firefighter, which is also in this story, and yet without the Secrets, would be virtually impossible for most beginning first graders to read!)
A word like fire requires knowledge of the phonics rule about silent e….. or, in Secret Stories-terms, the Mommy E® Secret! (If you don’t know it, it’s super-easy, as is Babysitter Vowels® which explains what happens when “mommy just has to get out of the house!” to read/spell multi-syllabic words like making, motor, etc… You can them both here!)
In order to read the word Lucia where /a/ is making the schwa (“uhhh”) sound, I remind the kids about the “Thinking Vowels” who can’t make up their minds whether to be long or short, and so they bop themselves on the head as they say, “Uhhhhhh?” You will see that I code “thinking vowels” with a dot for where they smacked their head. (I usually ask the kids to look for the Secrets they see in the words and then underline them.) Once again, just look at how many Secrets are in the title! I truly have no idea how I used to teach reading before Secret Stories!
When teachers say that Secret Stories® “changed the way they teach,” or that they “couldn’t go back to teaching without them,” it’s because things that used to be “so hard” are now so easy! Like, for example, helping beginning readers figure out the words in the title of this book—especially when the reading series or phonics program hasn’t yet introduced the skills they need to do it! Many of these patterns aren’t “supposed” to be taught until second grade, which is way too long to wait, especially if you need them to read and write beginning in kinder! Just think how many reading and writing opportunities are lost on kids who don’t know the Secrets, from kindergarten to second grade. And yet, they’re so easy, you can share them with pre-schoolers!
Below are the Secrets they need to read the sight words in this lesson. Notice that like in the word Lucia, we can use the same “Thinking Vowels” trick that we used to read Lucia to read the sight word does.
Teaching the Reading and Writing Connection with the Secret Stories
My team teacher, Mrs. Buckley, did a word work writing activity with our first grade enrichment group. We split our classes so as to better meet the needs of each or our groups. You will see more from Mrs. Buckley further down, below.
I love the way Tara and Lisa model use of the Secrets by “twisting and turning” them for both reading AND writing. This is so important in helping beginning grade learners understand the inherent reading and writing connection. Many early grade learners don’t realize that the same letter sounds that help them read words are equally powerful in writing them. Adding Secrets to the mix accelerates this otherwise slow learning curve, as the Secrets give them something beyond just individual letter sounds to read and write with!
Journeys Reading Series/Phonics Program— Beginning of Week 4
So far, these are all of the Secrets that I have introduced by the end of today, beginning of week 4 Journeys program. I teach the Secrets, as we need them, to read the words that we encounter, not only in our reading series, but throughout the instructional day.
I love this! Why make kids memorize words when they could just learn the Secrets they need to read them? When you memorize a sight word, you get “one word” as your prize. When you learn a Secret, you get “thousands!”
Journeys Reading Series/Phonics Program— Level 5 “Gus Takes the Train”
Here is what I have on the board for Monday next week, which is from Journeys Lesson 5, Gus Takes The Train. I will also be introducing /ation/ for station. We pretend to pull the train whistle while saying the /a/ and then do the /tion/ motions on the card.
Here is the Secret mentioned above, as shown in the new “Decorative Squares” poster set.
This will occur when someone uses the vocabulary word “station” during the week. Singing the song “Down by the Station” also reinforces this Secret Story. I also teach them the song “I’ve Been Working on the Railroad.” After singing it throughout the week, they will be given a copy of the text to highlight the Secret Stories they find in it. Then we read it together and sing it together from their highlighted page. They love it!
As in previous lessons, we first look for the Secrets we need to read the title, which you can see in the first picture below.
We used the train sound today and /ation/ because we had to say “train station” in our read-aloud! Woo-hoo!!!!
The class helped me make this track and we now enter and leave the room to the /ch/ sound, and then as we gain speed, it becomes the /tion/ sound. Of course, we have to pull the train whistle for /a-tion/ too! (Notice the “partially pink” railroad track? That’s because we ran out of black tape— Lol!)
Now we find the Secrets that help us read the sight words introduced in Journeys Reading Program, Lesson 5.
It’s so much fun to go on Secret Stories “hunts,” which is where kids try and see who can find the most Secrets on a page or in a book! This is fun to do in whole or small group, and is also a great way to increase learners’ visual acuity for quicker pattern recognition in text. They kids love spotting Secrets! And every time we find one, I reinforce how knowing the Secret helps us to figure out the word.
I really don’t “plan” which Secrets to teach beyond looking at the sight words and text in the main selection and leveled readers. There are so many opportunities to introduce almost all of the Secrets quickly. Since my first graders have been exposed to the Secret Stories in kindergarten, I have lost some of the element of surprising them with new ones. That is why, at this point, I feel comfortable putting up the cards to discuss with our new sight words, as it’s not the first time the kids have heard them…and it certainly won’t be the last!
Of course, we are always discovering new Secrets in words from our read-alouds, discussions, and writing blocks. One of the reasons that I put Secrets up with the text is to reinforce the connection between Secret Stories and reading. Students need to understand that the Secrets are the keys they need to unlock words. Secrets are power—the more they know, the more they can read and write! And they are everywhere, in all of the words that we come across each day.
I know this sounds like it should be an easy concept for my class to comprehend, but some can take longer to connect the dots than others. All of the kids know the Secrets, but it can take some longer than others to start applying them, which is why I take every opportunity to model using them whenever and wherever we are working with text.
I plan on introducing the /ch/ Secret this week with our story about trains.It seems appropriate, especially since its “default” sound is depicted as a “conductor” on the Secret Story poster! I’m not sure what word will trigger our “discovery” but am sure it will occur during this week.
And for those who don’t know the /ch/ Secret, check out the story as shown on the reverse side of the new Secret Stories® Flashcards, shown below. They have the Secret graphic on one side and the story text on the back.
And for those who don’t know the /ch/ Secret, check out the story as shown on the reverse side of the new Secret Stories® Flashcards, shown below. They have the Secret graphic on one side and the story text on the back.
My teacher friends wanted you to see how excited they are to gets the flash cards! ❤️
No Longer Just on the Walls
I also wanted to point out that this is the first year I have been able to have the Secrets right beside our sight words on the whiteboard. The new phonics phonics flashcards put the Secrets right into our hands! They are no longer just on our walls in the big poster size, but have now “come down” to interact with us during our learning discussions.We have them in our hands at stations, during guided reading groups, intervention groups, on the board beside the text, in line playing games while waiting, and so much more. Between the new phonics flashcards and the Space-Savers/Placards (which I bought at the end of last year) the Secrets are now both on AND off the walls and interacting with our daily learning!
I also wanted also share this quick parent video that made and send to parents using SeeSaw. It’s a great way to keep parents in the “Secret” learning loop!
And here is one that I sent home about our upcoming sight words.
Tara Settle, 1st Grade Teacher / “Settle on In” Blog
First Grade Reading Intervention Group for Struggling Readers with Lisa Buckley (Tara’s 1st Grade Teammate)
How can the “Secrets” help more capable readers?
Even capable readers get curious at times about why the letters do what they do. In my enrichment group we’ve pondered questions such as, “Why does /eigh/ say “ā” and why isn’t it spelled /ay/?”
We also discuss words like sleigh vs. slay, and how the Secrets help us attack these words in both spelling and reading. These kids know most, if not all of the Secrets, however, they are still curious about the connection to sounds that can represent different spellings. So, we have been using the Secrets intensively to study multi-syllabic words, while looking for multiple Secrets in the words. This helps with both fluency and comprehension when reading more difficult text.
In addition to the Curious George “word work” pictures from my enrichment group shown higher up above, you can see in the pics below how many words the kids found that had the Secrets about /ous/ and /i tries e on for size/.
Here are the /ous/ and /i tries e on for size/ Secrets from the new “Decorative Squares” poster set.
My immense thanks to Tara, as well as her teammate, Lisa Buckley, for taking the time to share how Secret Stories® phonics instruction amplifies their reading/ phonics program and gives kids “warp-speed” access to the tools they need to read and write! I can tell you that when I last left their school, these two were in the process of creating a “green room” in which to film a Secret Stories® Yoga video (I kid you not!) that kids could do during literacy center rotations. I can’t even imagine what this would look like, but I promise to let you know as soon as I find out!
In the meantime, I want to share this picture of Tara in her famous apron, as it’s one of my favorites because in it, I describe how she literally turns herself into a “walking, talking, AND singing Secret Story every morning!
In closing, I want to let you know that I will be spotlighting different teachers for different reasons in upcoming posts, and hopefully, adding some good stuff to your “Secret” teaching bag of tools and tricks! And on that note, I would love to hear (and see!) what you’re doing with the Secrets in your classroom, too! I hope that you will do what Tara and the rest of the teachers you will be meeting have done, which is connect with me through Facebook, Instagram, Twitter, Linkedin, Youtube, or even by just responding to this email! I’ve tried to make it super easy by even adding an upload link for sharing pics and vids to the Secret Stories® website here. (You can also find it all the way at the bottom of the home page of the Secret Stories® website.)
And on that note, the September Contest winner was Melissa Snyder, whose “creative cutting” of her Secret Stories® Original Posters won her a set of new Decorative ones! Congratulations, Melissa! She doesn’t know it yet, but she will be one of the teachers I’ll be tapping, as she’s sent me some great videos from her guided groups, along with some fun games that she plays!
Just check out Melissa’s “clever cutting” of the /i tries e on for size/ Secret, not to mention Sneaky Y®! I especially love her Superhero Vowels®! (To view a great video clip that explains the Secrets of the Superhero Vowels®, Mommy E®, Babysitter Vowels® and Sneaky Y® reading strategies, click here.)
PS I have lots of upcoming conferences throughout this year and into next, starting with theIllinois Reading Conference later next week and the North Carolina Elementary Conference later this month. In early November, I will in Canada for the Early Childhood Education Conference in Edmonton, and later that month, at the Arkansas and Mississippi Reading Conferences. For more conference dates, as well as to learn about school and district workshops nearby that might be possible “sit in on,” visit the workshop page on the Secret Stories® website or on my speaker website.
Learn the “Secrets” About Orton-Gillingham Phonics Instruction
Yay! Look at me!! I’m actually setting a new record with TWO blogs in two weeks! Although I guess I’m kind of cheating with this one, as I didn’t write it myself! Instead, I found an expert in Secret Stories® and Orton-Gillingham phonics instruction to write it for me…. all except for this beginning part and the end! :-).
I had actually wanted to get this posted sooner, as I get so many questions about whether or not Secret Stories® can be used with Orton-Gillingham phonics instruction, and if so, how.
If you’re familiar with or already use Secret Stories®, then you know that it is not a phonics program, but the brain based “gas” that makes your existing reading/phonics instruction go! The Secrets are more like steroids that pump-up your existing reading curriculum and/or phonics program to make the learning go “warp-speed!” Secret Stories® isn’t more reading instruction, just better, as the Secrets are always there…. always teaching, and always ready for immediate use! (This was the focus of my previous email, which if you missed, you can read here.)
Orton-Gillingham phonics instruction, like Secret Stories®, is a multi-sensory approach to reading. I love seeing the two paired together, as they are a reading “dream-team!” They compliment each other beautifully, with Secret Stories® fast-tracking learner access to “high-leverage” phonics skills that can otherwise take years to acquire, and Orton-Gillingham providing an optimal reading and writing “playground” on which kids can use them!
But rather than me trying to explain, let me introduce you to Heather, a learning specialist and curriculum writer from St. Petersburg, Florida, who is an expert in Orton-Gillingham phonics instruction. She has been using OG in conjunction with Secret Stories® for years, and has some valuable insight and ideas to share!
Hey all, and greetings from sunny Florida!
I am so excited to write a guest post for Katie because I LOVE, LOVE, LOVE Secret Stories. You see, I work as a reading specialist in a fabulous school in St. Petersburg Florida, and I actually write my own Orton-Gillingham phonics-based curriculum to help meet the needs of my kiddos.
For those of you that aren’t familiar, Orton-Gillingham is a multi-sensory approach proven to work with students struggling with reading, writing, and spelling. It is primarily suggested for students diagnosed with Dyslexia (which some numbers put at 17% of the population!). Here’s the thing though….sometimes, working with the same approach every day can get a little bit stale for students. This is where Secret Stories comes in!
As a reading specialist, I have the amazing luxury of seeing students in a one-on-one environment, so I scaffold all of my lessons for each student. The amazing thing that I have found about Secret Stories is that I can jump around and hit the Secrets as they align with my Orton-Gillingham phonics instruction lesson plans.
This means that when we cover open syllables, I don’t have to teach “vowel y” anymore. Now my students know the Secret Story about Sneaky Y®, the “sneaky cape stealer of e and i!”
We act it out with pillowcases that have Sneaky Y’s with /E/ and /I/ felt letters glued to them. My students can get into the role by simply clothes-pinning the correct cape to their shirt as they read a given word.
Sneaky Y® Capes
(For another cute “teacher-made” idea for Sneaky Y® storytelling with and hands-on fun, check this out!)
When it’s time for Secret Stories Mommy E® to make her debut, my hair goes up in a bun and my glasses are placed promptly on my face. My students love how insistently I ask them to speak up and “say your name”, and I love that they remember the Mommy E® rule!
Secret Stories Mommy E® tells any vowel that’s one letter away, “You Say Your Name!”
You see, this type of multi-sensory activity is precisely what Orton-Gillingham phonics instruction is all about. Without getting too technical, in order to build connections (known as “synapsis”) in the brain, we need to provide students with meaningful ways to remember a given skill. The more meaningful, the more connections, and the more the learning will “stick!”
You can repeat yourself 50 times, but if it is not in a way that is meaningful to your student, they still might not remember it! I promise you, your dyslexic students are much more likely to remember a skill if they have something special to connect it to!
Here’s the thing though, Secret Stories and OG do not have to be paced side by side. This year at my school, something really special started happening. One classroom teacher started using Secret Stories, and I saw glimpses of understanding in those students before having the Orton-Gilligham phonics instruction.
One of my kindergarteners who is severely dyslexic came to me on the day that I was planning to teach the /th/ rule in with Orton-Gillingham, and something amazing happened. She noticed that I had written several /th/ words on the whiteboard. I kid you not, my student said, “T and h are so rude to each other! They are always sticking their tongues out at each other!”
I nearly fell out of my chair! This was a student who had just recently mastered her consonant sounds after months of intensive Orton-Gillingham phonics instruction tutoring. Yet, here she was, teaching me about a skill that she had already learned after hearing it just a couple of times in her class. This initial introduction in her class stuck with her so that by the time she was ready to work with me on the skill, she already had an idea of what the consonant digraph should look and sound like. And that is the magic of the Secret Stories!
This is her writing sample after just one day of explicit /th/ phonics instruction. Notice that while she still has many areas to work on, she correctly identified the /th/ in both its unvoiced (“with”) and voiced form (“the”). These connections continued throughout the year, and my students from that classroom were more prepared to tackle new skills since they had been introduced to the Secret in their classrooms.
Kindergarten writing sample: “I go with my dad to the playground near my house.”
Orton-Gillingham phonics instruction can (and in my opinion should) be used with Secret Stories brain based phonics stories in order to help build the neural pathways necessary for learning phonics skills. I am so glad I found the Secret!
If you are interested in more on how Orton-Gillingham phonics instruction works with Secret Stories, I will be doing another post on this topic for Katie soon, so stay tuned!
Guest Post by:
Heather MacLeod Vidal
Learning Specialist/ Curriculum Writer for Treetops Educational Interventions
St Petersburg, FL
I want to thank Heather for taking the time to share this, as I think it’s great information for all those wondering if and how Secret Stories® and Orton-Gillingham phonics instruction could be used together. And as Heather mentioned, I will be sharing two more posts on this topic that Heather has written for my blog, which should be posted there within the week.
And if you would like to read more about Secret Stories®, I would invite you to check out this recently published article published in the Arkansas Reading Journal, which you can download here. I am excited to say that I will be one of the keynote speakers at the Arkansas Stage Reading Conference this October! It’s an absolutely phenomenal conference and one that’s definitely worth traveling to, even if you live outside the state.
Until Next Time,
PS If you didn’t know about the two NEW products releases this summer (or if you haven’t checked your Facebook, Instagram, Pinterest or Twitter accounts all summer!) you can check them out here! The “Decorative Squares” Posters are sold separately as well as in a Secret Stories Classroom Kit, and the new phonics Flash Cards have the Secret Stories® pictures on one side and the abridged story on the back!
No, you didn’t misread the title.
It was to rescue my favorite 1st-grade student writing sample below.
|For More on Writing, Click Here|
“Has anyone seen a 1st-grade writing sample that’s about 12 feet long?” No one had.
|Kevin, the bravest custodian EVER (and my personal hero!)|
|SECRET STORIES® White Paper Research Support
by Dr. Jill Buchan (author of the white paper for the The 2 Sisters “Daily CAFE/Daily 5” )
Secret Stories® Makes Phonics Make SENSE!
Phonics on Steroids: “Warp-Speed” Access to the Reading & Writing Code!
These 6 kids were engrossed in telling the Secrets (and trying to figure out the ones we haven’t learned yet!) The little guy in the stripes has become our unofficial “Word Jail Warden!” He can spot an ‘Outlaw Word’ a mile away! We will start ‘paroling’ some of them soon!”
Kjersti Johnson- Kindergarten Teacher
A Guest Post by Kindergarten Teacher Kjersti Johnson
As teachers, I think we have all had that moment when we sit down with one of our students and they completely knock our socks off! This post is all about one of those moments.
Yesterday, I had just gotten my afternoon class of kindergartners settled into our Dailies….they were spread around the room, some reading, some writing, some listening to books on iPod shuffles, and a few shopping for new books.
I looked around to see who I would confer with (one of my favorite times of the day, by the way!) I started with Abel.
Now let me tell you about a little kindergartner named Abel.
He is one of the sweetest little guys I know. He has an amazing smile, and he is also VERY excited about learning!
He is an English Language Learner who entered kindergarten knowing 7 letters and 0 sounds. He worked SO hard the first weeks of school to learn his ABC’s and by October, he knew ALL 52 upper and lowercase letters! (the Better Alphabet Song was a huge success!)
So back to yesterday……
I sat down next to him and asked him to read to me. That’s when he pulled out Arthur’s Halloween.
I looked at him and said, “Oh, this looks like a great picture read. Can you tell me a story to go with the pictures?” This is kindergarten after all, and it’s a tough book! He gave me a strange look, and then…….He was READING it!
Later in the day, I had him read it again so that I could video it, and here he is reading Marc Brown’s Arthur’s Halloween.
ELL Kindergarten in October—”Spotting Secrets” in Arthur’s Halloween
|Secret Stories® Phonics Head-Bop Trick for Fickle Vowels|
“Night”….with its tricky gh?
|Secret Stories Phonics Secret— Positional Sounds of gh|
Didn’t stump him. He saw that Babysitter Vowel® o telling e to say its name! He also spotted o and r—who can “never make up their minds when they get together,” and read it like a pro!
That Sneaky y® didn’t trick him!
|Secret Stories Sneaky Y® Phonics Secret|
Then we got to “making”….
He knew it wasn’t right when he first read it, but then he remembered the Secret! (and please excuse me telling another student, TWICE, to go color their work! ;-)
|Secret Stories Babysitter Vowels®— How to Know Whether a Vowel Will Be Long or Short?|
Rough-housing ou and ow saying “Owwwww!” No worries.
|Secret Stories® Phonics ou/ow Secret!|
“Look and spooky”….?
Knowing the Secret, he switched sounds for oo like a pro!
|Secret Stories® Phonics oo Secret|
I was BLOWN away! And so I made poor Abel read that page to everyone I could find! I was so proud of him! (and by the way, he is determined to read the whole book now, and I have no doubt that he will!)
This morning, I shared the video with my principal, our Dean of Students, and our LAP teacher. The question of how and when I use the Secret Stories in my class came up, and I thought to myself, “When don’t I use them???”
The Secrets aren’t limited just to “reading” time. We use them ALL DAY LONG, which in half-day kindergarten, is only about 2 hours and 40 minutes. (Oh, did I forget to mention that I teach half-day kinder?!) That’s not very long, which is why getting the most bang for the buck in the short amount of time we have is critical. Secret Stories® makes what used to seem impossible EASY! (It’s like phonics on steroids!)
We look for Secrets in our poems…..
We use yellow and blue for “popcorn” words. We “butter” the new ones and put blue dots under the ones that we already know. Then we use a green highlighter to find Secrets.
And honestly, I have to say, now that the kids know the Secrets, I spend almost no time at all on memorizing sight words, except for the small handful that really break the rules and have to go to jail, as most of the words the kids can just read.
We look for Secrets in Science….
Look at the picture above to see how many variations of the word hibernate we found when reading our big book in our whole group Science lesson! One of the kids spotted the er Secret, then another spotted the or and ing Secrets, and we were off! Next came the Babysitter Vowels®, which they used to help them figure out whether the vowels would be long or short. Some students knew the Secret sounds immediately, and others had to check the posters first before sounding out each part, but they were all able to read all of the words— and write them!
No one was left out of the reading and writing fun because we all had one thing in common— we all knew the Secrets! That day, we did more reading and writing in Science than in our designated reading and writing blocks, combined! What better way is there to show beginning learners what these Secret skills are actually for!
My favorite thing is what happened the following day when I was working with a small group and heard Abel yell from his seat across the room, “Mrs. Johnson! Mrs. Johnson! Look, I found the word hibernate in my book!”
And sure enough, he had.
ELL Kindergarten in October—Arthur’s Halloween
We use Secrets when we write…..
See the ow and ing in snowing and the ou in mountains!
|We look for Secrets when we read the directions on our math papers.|
Words like draw and count with the “letters who love each other” (au & aw) and the “letters who don’t” (ou & ow) can’t fool us!
|Spotting Secret Stories® in Math!|
|As usual, ou & ow are not getting along!|
|The “anniversary” of au & aw Valentine’s Day!|
I almost never have to read the math story problems to my kids anymore because they can do it all by themselves using our Secrets!
Secret Stories® has opened up so many possibilities…..
There seems to be no limit to what my kindergartners can do. It has really changed everything.
And while I do still have kids that are just chugging along at their own pace, like sweet little Abel, they are ALL sucking up the Secrets— even those who are not always ready to apply them. And that’s okay, because I know they have the “keys” in their pocket that they will need to unlock the words they want when they are ready, just like Abel did.
|Transforming letters and sounds from skills they have to learn
into Secrets they want to know!
Thank you, Kjersti!
I can’t thank Kjersti enough for that deep dive into all of the wonderful things that she’s doing in her kindergarten classroom. I will be doing a part 2 “follow-up” to Kjersti’s post, so stay tuned! (You can catch another post by Kjertsti here!)
And if you haven’t tried the Secrets but would like to try sharing then with YOUR kiddos, you can download this mini-poster “appetizer” anchor pack FREE!
Secret Stories® Makes Phonics Make SENSE!
Try a “taste” of the Secrets with YOUR class and see the difference they make!
For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here.
|As you can see, Sparkle really gets into all of our lessons, especially story time!|
It’s difficult to talk about, but Sparkle had gotten tied-up by some pesky gingerbread men. She was so traumatized by these cookies that she no longer enjoys listening to their stories, so she made a sign boycotting Gingerbread Week, and even went to the extreme of hiding all of our Gingerbread books!
The kids were worried about her, and they assured her that they would do everything they could to protect her this year, but just as Sparkle began to feel safe and sound…tragedy struck!
Despite our class efforts, the Gingerbread Kids ran away again, and Sparkle, being the kind friend that she is, tried to stop them, only to find herself tied-up AGAIN!
Now, I had to tell you this story to set the stage for the REAL story. So sit back, relax, and prepare to laugh as you step foot into our crazy little classroom again for a first-hand account of this magical and adorable holiday adventure….
So the real story begins one brisk morning when I discovered a referral on the floor of my classroom. It was accompanied by Sparkle’s “No Gingerbread” sign, some cookie crumbs, and an empty bag of gingerbread cookies.
As I leaned in to read the referral, I discovered that it was from our principal, Mr. Mauger. He had apparently walked in on a horrific sight…. Sparkle EATING her gingerbread friends!!!!
Now, we are a very close school family at Cottonwood Elementary and we don’t require a ton of rules to remind us to do what’s right. In fact, we live by the magnificent 7 Guidelines and the Rachel’s Challenge program, and neither, in any way, shape, or form, allow for eating our friends!
The unfortunate situation left Mr. Mauger little choice but to take Sparkle down to his office for an ‘in-house suspension’ until further notice.
|“Sparkle needs to solve problems without hurting or devouring others…”|
Mr. Mauger, our principal, breaking the news about Sparkle
“I’m going to have to call Santa about Sparkle’s behavior”
|The looks on their faces were priceless!|
|“Sparkle can fix it, just like the Grinch”|
|“Sparkle was just mad because the gingerbread men ‘raped’ her up with some string…”|
|“What if you were Sparkle and got tied-up? Wouldn’t you eat them too?”|
So we all settled (i.e. squished) into Mr. Mauger’s office and prepared for our meeting. Now as probably know, Santa is crazy-busy and nearly impossible to get a hold of this time of year. However, as you may not know, school principals have a “special line” that they can use for emergencies… and this definitely qualified!
So Mr. Mauger was able to reach Mrs. Claus, who apparently was handling all of the “behavior business” that particular day. Mr Mauger had apparently been so impressed with our letters that he’d decided to read them to Mrs. Claus!
You can see bits of our principal’s conversation with Mrs. Claus regarding Sparkle’s inappropriate behavior, below.
Tensions run high as the conversation continues….
|The kids await Mr. Mauger’s decision, as Sparkle’s fate hangs in the balance|
The kids were so proud of themselves and so happy they could help a friend. Through their writing, they were able to give Sparkle the Elf a voice and save her holiday!
I hope you enjoyed hearing about our unusual holiday writing adventure, as it’s part of my attempt to incorporate Common Core-rich lessons, while still including a little holiday magic!
With a supportive principal, amazing kiddos, and the Secret Stories under our belts, anything is possible!
No challenge is too great for these kids! They are so confident in their ever-increasing abilities as readers and writers! And just in case you missed this clip from a previous post, my little one Lana sums it up nicely… (and this is a must-watch, as it’s the cutest clip of all!)
Thank you to Mrs. Mac and her brilliant munchkins for this wonderful holiday post!
Now if this doesn’t take the cake for the sneakiest persuasive writing lesson EVER, I don’t know what would! What a fun and engaging way to motivate young writers… using ‘real-world’ (well, kind of ;) experiences that are personally meaningful to learners!
This is the perfect recipe for both developing and reinforcing these beginning skills sound skills for reading and writing! Thank you to Mrs. Mac & her Munchkins for sharing your fantastic adventure with us!
Secret Stories® Makes Phonics Make SENSE!
And we have READERS!!!!
Hello again from Mrs. Mac and her munchkins!
These kids are officially crazy-in-love with Secret Stories!
I cannot get through a lesson without them freaking out because they’ve discovered a Secret Story ‘hiding’ in a word.. and they go literally insane if the word has more than one Secret in it!
Here are some of our super-exciting Secret Stories-moments…
In this first clip, the kids were so excited that we actually had to stop what we were doing that moment and come to the carpet, so that they could “work the word.”
This class has some real performers in it, and I love to tap into their hidden talents as much as possible! Here are few future actors performing their favorite…… the ous Secret!
When o, u & s get together, poor little o is always left out, and so it’s just “US!”
We spent 30 minutes acting this out. They got so into it that they just didn’t want to stop! Below is a clip of one of my favorite groups acting out the ous Secret…
And here is a clip from our very first Reader’s Theater Production. These kids couldn’t believe that they could read a 40 page play…. but they did! And they even made their own costumes (well, headbands) to help them “get into their parts!”
Now this next clip requires an introduction.
This little guy is just a love bug. He comes from the most amazing supportive family. I have a great relationship with his mommy, and she’s a regular mommy-helper in our classroom. She was initially very concerned about her little guy, as there had been a few rough experiences in the past, and like any loving parent, wanted her baby to be successful!
At the time I’d captured this video, his mommy had just walked in as I’d started recording, so I quickly shooed-her right back out! Look at the pride in his face when he discovered that he could not only read the “big” word on the page, but the WHOLE sentence, as well!
When his mommy saw this clip, she had tears… and this is just the beginning!!!
I’m so thrilled that I will get to share all of his continuing growth with all of YOU this year!
And finally, I have one more beautiful moment to share.
This student came rushing to the guided reading table when I called her group. The words she said touched my heart. What had initially sold me on Secret Stories was the idea of teaching my kids to read in a ‘stress-free’ way.
I teach it because I love it and it works, but I’m not the only one who had a life-changing moment. Listen to Lana as she explains why she loves Secret Stories so much, and how it has changed her life.
PS I want to thank Katie for allowing me to guest-blog!
The more tools learners bring to the table, the more value they are able to take away…
Easy! Just toss out some Secrets!
|FREE Secret Stories® Phonics Mini-Poster Anchors “Appetizer” Pack!|
In conjunction with my guest posts on Mrs. Jump’s Class Blog, let’s take a peek at some KINDERGARTEN writing and see how knowing the phonics Secrets maximizes the “instructional-bang” for the buck in their writing!
As stated at the top of this post, the more tools (i.e. “pieces of the code”) that early learners bring to the table, the more value they take away from daily reading and writing experiences. So why delay divvy-out “bits & pieces” like a waitress when you could share all of the reading and writing Secrets they need on a BUFFET?
|“Don’t be a “phonics-waitress”…..Build a BUFFET!!”|
Notice the “ay” Secret in the word play, above? Watch the video clip below to see how EASY it is to teach…
and notice the Sneaky Y® Secret in the smartly-spelled word batterey in the sample, below.
The er, ir ur Secret is easy-peasy to teach….
….and even EASIER to learn, as this little kindergartner demonstrates, below!
And then there’s the ar-Secret with Superhero A!
|Learn the trick for reading words like was, want, from, of, come, love, some, from, etc…
with the “Head-Bop” Trick for Fickle Vowels!
|FREE Secret Stories® “Zoo Keeper” Strategies for Beginning Writers|
|Mrs. Mac’s students, looking up the “ie” Secret in the SECRET STORIES book!
(She hadn’t shared that one yet, but the kids said they needed it NOW!!!)
|FREE Secret Stories® Phonics Mini-Poster Pack|
Secret Stories® Makes Phonics Make SENSE!
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