Helping Older Readers Who Struggle

A Guest Post by Anna Hardway, M. Ed.

older struggling readers

I know if you are reading this, you are probably a teacher of older students, or a parent of a struggling reader who has been told that their child “can’t read.”

If that’s the case, you are probably reading this late at night, having wrung your hands, scratched your head, and said your prayers….while continuing to search for answers. I know this because I have been you. 

I never thought about becoming a Reading Specialist at any point in my college career. I started reading when I was three, so OBVIOUSLY I knew everything about reading, right? Nope, not even close.

My second year of teaching, I was plunked into a Title I Intervention position in a K-8 school. I had cruised through “intervention” with my K-2 students, as at that age, they absorb pretty much everything. My work with struggling readers at the upper grade levels, many of whom were struggling with dyslexia, was an entirely different story.

As soon as I began working with 3rd-8th grade struggling readers, I realized there was SO MUCH that I didn’t understand. I wanted to help them, but had no idea where to start, as many were just too far behind. It was at this time that I began working on my Master’s Degree in Special Education, as solving this problem would require more knowledge and tools than I currently possessed, and I was determined to help these kids!

When I had initially started working with struggling readers at the upper grade levels, my first reaction was to blame every teacher that they had ever encountered in earlier grades. How could a sixth grader in a regular education classroom be reading at SECOND grade level?

Being in a small school at the time, I got to know each of those teachers. Every one of them had been frustrated with the same children—not knowing how to help them, but trying to do their best. They simply didn’t know how to get there.

It was then that I started down the path of blaming parents, society, and culture in general. That’s a bleak place to be. This disposition didn’t last long, as soon I had my own son—who in first grade had decided that he would rather cut holes in his shirt rather than learn how to read. He was interested only in things that had wheels or made noise—neither of which applied to the average book. And so, his “go-to” reading material was anything with “schematics” (think assembly instructions for a bookshelf with diagrams for pictures!)…at six years old!

While my son may have been perfectly fine with the “Encyclopedia of Cars” and “Build Your Own Bookshelf” directions, I had to have something to “read” with him that was at least a little more enjoyable. Thank God for the “Look Inside/See Inside” books, as they were our regular bedtime “stories.”

Accelerated Reading Intervention

After finishing my master’s degree and becoming a Reading Specialist, I understood the importance of beginning grade level screeners and various other forms of assessments used to identify vulnerable learners so as to catch them before they fall. Research shows that the ability to identify all of the letters and sounds by Halloween in kindergarten is a primary predictor of later student reading success (Allington, 2016). Yet, for many at-risk, or vulnerable learners, achieving letter sound skill mastery often extends well beyond the kindergarten year and into first gradedelaying instruction of critical first grade phonics skills.

While spending the entire kindergarten year mastering individual letters and sounds is not an uncommon practice in today’s classrooms, it is unnecessary, as brain science offers preferred pathways for learning that fast-track individual letter sound instruction. The Better Alphabet Song is a perfect example of how easy it can be to put science into practice, as it targets earlier-developing, muscle memory pathways for faster skill acquisition, rather than relying on under-developed, executive processing centers.

And this is only the beginning, as we can use brain science like a road map to “cheat the brain” into learning more complex, phonics skills as well!

I became obsessed with Secret Stories in my instructional practice because it got my kids exactly where they need to go quickly and efficiently, and it also confirmed what every good reading specialist already knows, which is that “time is of the essence!” The Secrets aren’t program for teaching the “reading,” but tools for teaching the READER! 

The Science of Reading and the Brain

Current and traditional methods of reading and phonics instruction and intervention do not adequately make use of the brain science and are ineffective at successfully engaging the whole brain for enhanced memory and learning. Secret Stories drastically differs from traditional core reading and phonics programs in that it aligns instruction to work naturally with the brain, rather than in opposition to it. Secret Stories moves phonics instruction from brain-antagonistic to brain-compatible so that it makes sense to older students, who have long felt confused and left behind. It engages more neural pathways for deeper learning connections by introducing information to the brain from as many angles as possible. Secret Stories’ multi-sensory approach to learning is holistic and multidimensional, with more systems and modalities utilized that strengthen struggling learners’ ability to both receive and retrieve the information. 

How the Brain Learns to Read

Weaving abstract letter sounds into stories makes them interesting, activating the brain’s positive emotional state and hooking the information into a strong memory template. In this way, learning is non-conscious and effortless, as high-leverage phonics skills are acquired through “backdoor” (social-emotional) learning channels that are more easily accessible. Additionally, cloaking phonics skills as “secrets” makes them important—something that all learners are curious about and want to know—making them meaningful and relevant, and therefore, easy to teach and learn.

phonics stories for reading

The Secrets naturally “plug the holes” in struggling learners’ skill ability, as they can be given whenever and wherever they are needed to read and write unknown words—across all subject areas and throughout the entire instructional day, including at home. The more Secrets learners know, the more they can read and write independently, using the visual pictures to recall sounds and spelling patterns, as needed.
When working with remedial readers, the ultimate goal is for them to be able to apply information, ideas, content, skills, and strategies to various situations, and not to be dependent on others for information and ideas. The organization of Secret Stories provides the continued support that’s needed, while increasing students’ personal responsibility for their own learning. By the time students are in fourth grade, the window of time for learning to read has begun to close, as instructional momentum shifts away from “learning to read” land focuses squarely on “reading to learn.” For some students, my own son included, the traditional “front” door approach to reading instruction is not enough—they need more. They need to gain accelerated access through the “backdoor!”

Secret Stories accelerates access to ALL of the code-based, phonics skills that struggling learners need to read and write—regardless age or grade level. With its “backdoor-to-the-brain” approach, complex phonics patterns are made simple, as is the brain based process for teaching them. This makes Secret Stories one of the most highly effective, instructional tools available to educators and parents, alike.

For older, struggling learners who have tried so hard for so long, Secret Stories is the missing “piece” of the elusive reading-puzzle. Its “backdoor” approach re-ignites their interest, curiosity, and most importantly, their desire to unlock the mysteries of text!

teaching older struggling readers


Guest Blogger, Anna Hardway, M. Ed., is a 20-year educator and currently a consultant on various education topics such as Reading, Curriculum, Assessments and Development Strategy. She has worked inside public education, and has worked for Save the Children, as a Director of Programs for Early Literacy and Rural Education.  She has also developed education recovery programs in the aftermath of disasters such as the Oklahoma Tornadoes of 2013, South Carolina Floods of 2015, West Virginia Floods of 2016 and Hurricane Harvey in 2017.  If you would like to reach her, please email edconsulting.ahardway@gmail.com

How to Teach First Graders About Persuasive Writing

Teaching persuasive writing is not easy, and getting kids excited about doing it, especially first graders, is even harder….but not when there are leprechauns involved!

Persuasive Writing in First Grade

Now you might be thinking, “This lady is crazy! Look at that mess! Why would anyone purposely ransack their own classroom for the sake of a persuasive writing lesson?”
And maybe you’re right.

But in our little first grade classroom, reading and writing activities provide the perfect “playground” for adventures like these! Knowing the Secrets empowers my kiddos (many of whom are ELL) to read what they love and write the stories that they want to tell! And unlike average first graders midyear, they aren’t the least bit reliant on sight words to read and write, as they OWN the code!

My name is Renee McAnulty, and I am a first grade teacher at Cottonwood Elementary School in Hesperia California, and you may remember me from previous guest posts on Katie’s Blog.

Increasing Student Engagement with Persuasive Writing

I am that teacher who is constantly trying to come up with creative ways to get my kids completely engaged in our lessons. When it comes to teaching beginning readers and writers, the first (and most important) step is to ensure that they have the tools they need to read write with! And that’s not easy, given how little of the code (i.e. phonics skills) the average first grader has of the code at this point in first grade, as per the grade level scope and sequence in our reading series.

Add to that the constant pressure of trying to compete with video gaming, YouTube, high energy tv shows, etc., focusing students’ attention on reading and writing tasks can be challenging! My special recipe includes the “4C’s” — Creativity, Critical thinking, Collaboration, and Communication….along with a “sprinkling” of Secrets! Combining all of these ingredients has completely transformed what reading and writing looks like in our classroom. We have actually become so strong in our abilities, that we sometimes have to use writing to get ourselves out of sticky situations, like the one that happened last week.

Before I explain the chaos, keep in mind that we are first graders, and as such, we have very BIG imaginations!

—We believe in magic.
—We believe in fairies (and actually have one living in our classroom at the moment)
—We believe in elves (and host an Elf-exchange program with the North Pole each December)
—And we believe in leprechauns.

In fact, did you know that leprechauns are responsible for messing up classrooms all over the world? If you don’t believe me, Google it, as their mayhem is well-documented.

This is why I had my munchkins create leprechaun traps. We even put on a “leprechaun exhibit” for the entire school to show off our creative traps, and to encourage others to do the same.

After making and setting our, we left them out overnight, and when we returned to our classroom the next morning, it was pure chaos! The leprechauns had not only escaped from our traps, but they trashed our room, and we had to clean up all of their mess…and they made a BIG mess!

First Grade Literacy Centers

First Grade Mess

First Grade Writing Activity

First Grade Fun

Still in shock, but with a full day of learning ahead of us and no time to waste, my little munchkins started cleaning the giant mess as fast as they could. Then, without any warnings, our principal entered the room (which I will admit, “may” have been pre-planned! ;-)

First Grade Leprechaun Classroom

His face showed his shock….and his disappointment. How could these precious first graders, who love their school, treat their classroom like this? He was speechless. The kids immediately tried to explain what had happened, “We didn’t do it! It was the leprechauns!”

The look on his face said he was not buying it. (Our principal had some theatre training and is a very good actor!) The kids could tell that he was thinking, that WE really did this! They tried their best to explain, but to no avail.

Leprechaun Fun in First Grade

Our principal is a very busy man, and he just doesn’t have time to listen to nonsense. However, despite his busy schedule, he is also very reasonable and very fair. So, he gives the kids their most important assignment to date, to explain to him, IN WRITING, why they are not responsible for the mess. If they can prove that the leprechauns were the real culprits by citing evidence and research, as well as the reasons that they believe that it was them who did this, then he might be convinced to believe us.

The kids wasted no time. They thanked him and then went to work cleaning the classroom. They un-flipped the tables, sharpened the pencils, and began writing.

1st Grade Classroom Destroyed by Leprechaun

Not Your Typical First Grade Writing

Now was not the time for, “How do you spell Leprechaun?”
Our reputation was on the line! It’s moments likes this when basic kid-writing simply with simple sight words just will not do. We were not going to be able to convince our principal that we were innocent with:
“I like leprechauns.”
“Leprechauns are cool!”
“I really really really like them.”
“Leprechauns are fun!”
Thankfully, we were armed with our Secret Stories and could write exactly what we wanted, no needed to say!

How incredible is that? We know how to write!
In fact, our writing is being requested by our principal!
Why? Because he can read it!

One of the many perks of kids knowing the letters’ “Secrets” is that they can not only read almost anything, they can write almost anything too! And so without any hesitation at all, the kids started to write….and write….and write.

First Grade Writing

Why did they write so much?
Because they could, and because it was fun!

This awesome (albeit messy) writing adventure was the perfect mixture of play, passion and skills! It wasn’t just fun, it was exciting! Who would think that words like these would ever be used to describe a first grade writing assignment?!!

Our First Grade Persuasive Writing

How to Teach Writing to First Graders


How to Teach Writing


Persuasive Writing Activity


First Grade Persuasive Writing Activity


How to Teach Persuasive Writing to Beginning Writers


First Grade Persuasive Writing


Teaching Beginning Writers


First Grade Writing


Teaching Persuasive Writing in First Grade


When the last of the writers finished up, I sent our class reps to the office to schedule a meeting with Mr. Mauger so that we could read our letters and plead our case. It was just after lunch that he called us in. The kids gave him their letters and showed him some of the research they had done online.

Then he read all of our letters.

 

After some persuasive conversation, our principal finally said that he believed us. The kids were so relieved, and so very proud that they had once again written their way out of another sticky situation! (You can read about our trauma over Rocky, the school mascot, here!)

When we got back to our classroom, we sat down and chatted about everything that had happened. I told them how proud I was of them. “Munchkins, because you are officially readers and writers! You wrote exactly what you wanted to say, and didn’t even have to ask me how to spell anything! You had the power and the confidence to write your own thoughts down on paper!” (A quick side note here— If you use Secret Stories, but don’t know about/use the “Zoo Keepers & M&M” strategy, you need to watch this and then download it NOW! It’s free, and really help kids understand that they must “capture” as many letters (and Secrets!) that they hear in the words they are trying to write. It’s a great tool for ensuring Secret Stories skill-transfer to writing. It also makes beginning writing much easier to read, and to enjoy! You can read more about writing with Secret Stories here.)

You might be thinking that such a huge production for a silly little writing lesson is unnecessary. And sure, I could have just passed out a worksheet with a couple of  leprechauns on it and a few lines for writing, while listening to the sighs and moans as I explained what the writing topic was and how many sentences they “had to write” in order to be “done.”

The whole lesson probably would have taken no more than twenty minutes and then we could have moved on to something else….all the while keeping our classroom neat and clean! But where is the fun in that?

The truth is that by next year, these kids won’t even remember learning to read and write, just like they don’t remember how they learned to walk and talk. These are tasks that they perform automatically with no effort at all.

Reading and Writing Fluency

And this is my goal for them as readers and writers—that every day, they will become more fluent! They may not recall the actual learning process, but they will never forget the day that a crazed group of leprechauns tore up their classroom, and how they had to rely on their writing abilities to persuade the principal that they were innocent of the crime!

Leprechaun Fun in First Grade Writing

The Importance of Play in Learning

I hope you enjoyed this peek into our first grade persuasive writing adventure, and I hope it inspires you to infuse more “play” into reading and writing activities in your own classroom!

Secret Stories is the missing piece to our “1,000 piece” puzzle!
Weaving “play” into literacy learning is so critical at the early grade levels, and Secret Stories transforms every reading and writing experience into a virtual playground! The Secrets are are play as far as kids are concerned! They can’t stop talking about them and actively “hunt” for them in words throughout the day. They role-play their sound behaviors to get the sounds/spellings they need to read/write.

This may sound odd to those who don’t use the Secrets, but it almost feels like my class and I are on an endless vacation of reading and writing adventures! I say “vacation” because we’ve long since surpassed all of our “required” first grade reading level objectives—with most of the kids reading (and writing) far above grade level, and those who would normally struggle, performing strongly on-grade level.

Our little first grade classroom has become a reading and writing playground where deep learning and critical thinking opportunities abound! (I actually saw a video clip of a kindergarten teacher trying to explain the same thing, and it’s exactly the way that I feel.)

When kids know the Secrets, they “own the code” and have everything they need to read and write what they want. And this is so important, as standard curriculum leaves so many holes. Before I started using Secret Stories, my first graders struggled to read and write anything, aside from the sight words they had memorized.

Teachers need tools, and so do kids! It drives me crazy when I hear teachers who are struggling to teach their kids their kids to read that they “don’t have time for one more thing!”

The Secrets aren’t one more thing. They are EVERYTHING that kids need to read and write, and everything that teachers need to teach them how to do it. They answer all of the questions about why letters make the sounds that they do when “jump off our alphabet chart and into the real words” that we see every day.

Kids can’t help but ask “Why?” anytime they spot Secrets in a word they cannot read. They literally “beg” to hear them, and this is when you realize that you are no longer driving the learning train.  The kids are. They have taken over and are seated squarely in the driver’s seat and leading the way in their own learning!

We have time to relax and take literacy lessons to new heights that were never possible before in first grade. I know I sound like a broken record when I say that I cannot imagine teaching in a world without Secret Stories, and when I look back, I honestly have no idea how I ever did.

Renee McAnulty
(a.k.a.”Mrs. Mac’s Munchkins”)

PS I wanted to share a quick “techie-tool” that we use to tie in our technology component, called Flipgrid. The kids recorded themselves reading their letters to Mr. Mauger, and then he recorded his response. The kids love it, and we can even share the links with our parents!

Flip Grid for First Grade

And here is a rough screen recording of one of my littles reading her letter to Mr. Mauger along with his response. (The sound isn’t great, as the kids were all recording at the same time and so there is a lot of background noise.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

“Why hadn’t I thought of this before? Giving my kids the phonics “secrets” to take home for reading and writing was truly the BEST GIFT I have ever given!”

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

Phonics for Guided Reading

Tara Settle – 1st Grade Title I Teacher 

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

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

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

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

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

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

We actually used these in our classroom, but we call them “Code Crackers,” or our “Code-Cracking Cards!”

Code-Crackers for Phonics - Porta-Pics for Phonics Games

I had been pondering what holiday gift to give my first graders, and it suddenly hit me….I could give them the entire “Secret Phonics Code” to take and keep at home! This would literally be the BEST GIFT I could ever give my kids!

Code-Cracker Cards - Porta-Pics for Phonics Games

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

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

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

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

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

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

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

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

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

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

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

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

Free Phonics Posters by Secret Stories

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

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

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


A Post-Script….

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

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

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

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

Phonics Activities

phonics games

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

Phonics Games with Secret Stories Posters

Phonics Flashcard Games

Secret Stories Phonics Instruction Program

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

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


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

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

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

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

 

 

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

Secret Sundays - Episode 2

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

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

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

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

Posted by Secret Stories- Cracking the Reading/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!

When Kids Can’t READ What’s In Your Reading Program

If you’re frustrated with your reading program and the intractably slow-pace of phonics skill instruction, or if you are feeling overwhelmed by all of the sight words that kids 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 blogFacebook PageInstagram, 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!

Secret Stories Phonics Flashcards

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 is Tara’s post, 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.

Secret Stories Phonics AY/EY Secret Pig

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!

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

I got out my apron so that I was ready to greet my class today. They have to tell me the Secrets and read the words to enter 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.

Secret Stories Phonics Apron


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.

Secret Stories® Phonics Means NO MORE SIGHT WORDS


Journeys Reading Series/Phonics Program Week 3 Level B Reader Curious George

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

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

Secret Stories Phonics Secrets in Curious George

The kids also had to sing this Secret to me to enter the room, since you can’t read “George” without it! I used the 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.

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

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

Teaching Sight Words

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

Secret Stories Phonics Makes Teaching Sight Words Easy


Journeys Reading 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!)

Secret Stories Phonics and Journeys Reading Program

 

 

 

 

 

 

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

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

Secret Stories Phonics and Journeys Reading Program

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

Secret Stories Phonics Flashcards and Journeys Reading Curriculum


Teaching 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! 

First Grade Word Word with Secret Stories Phonics

First Grade Word Word with Secret Stories Phonics

First Grade Word Word with Secret Stories Phonics


Journeys Reading Series/Phonics Program— 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!”

Secret Stories Phonics Secrets that We Know


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.

Secret Stories Phonics Poster for tion, sion, ation Secret

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

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

Secret Stories Phonics and Journeys Reading Curriculum

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

Secret Stories Phonics and Journeys Reading Program Lesson 5

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

Secret Stories Phonics and Teaching Sight Words

 

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

Teaching Sight Words is Easy with Secret Stories Phonics Program

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

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

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

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

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

The NEW “Decorative Squares” Phonics Posters

Secret Stories Phonics Poster with ch Secret Story

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

Secret Stories Phonics Flash Cards with Picture and Story

Secret Stories Phonics Flashcards 

Secret Stories Phonics Flash Cards with Picture and Story

 

 

 

 

 

 

 

 

 

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

Secret Stories Phonics Flash Cards with Picture and Story

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!

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

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

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

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


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/.

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

Secret Stories Phonics Posters— The ous Secret Story

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

 

 

Here are the /ous/ and /i tries e on for size/ Secrets 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!

Secret Stories Phonics Instruction with Journeys Reading Program

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

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

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

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

Check out her clever cutting of the the Secret poster for “i tries e on for size!” Not to mention her Sneaky Y® and the Superhero Vowels®! (If you don’t already know these Secrets, as well as the ones about Mommy E® and Babysitter Vowels®, you can learn them here.)

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

Secret Stories Phonics Posters— The Sneaky Y® Secret Story

 

 

Secret Stories Phonics Posters— The Superhero Vowels®


Until Next Time,
Katie Garner :-)

Orton Gillingham and Secret Stories Phonics Method

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!”

Secret Stories Sneaky Y® Phonics Flash Card

Secret Stories Sneaky Y® Phonics Flash Card

Click to view the above Secret Stories® Phonics Flash Cards
(w/the Secret sound picture on one side & the story on the other!)

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.

Secret Stories Sneaky Y® Capes

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® Phonics Flash Card

Secret Stories Mommy E® tells any vowel that’s one letter away, “You Say Your Name!”
(And for multi-syllable words (when Mommy just has to get out of the house!)
check out the Secret Stories Babysitter Vowels® trick!

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!”

The NEW Secret Stories® Decorative Phonics Posters

The “TH” Secret Phonics Poster /NEW “Decorative Squares” Set

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.”

(Click here to view more kindergarten writing, as well as first grade writing with Secret Stories®)

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!

Orton Gillingham Phonics Instruction

Orton Gillingham Phonics Instruction Curriculum

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.Arkansas Reading Journal Article by Katie Garner

Until Next Time,
Katie Garner

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!

Secret Stories Decorative Phonics Posters

Secret Stories® Phonics Posters “Decorative Squares”

Secret Stories Phonics Flash Cards

Secret Stories® Phonics Flashcards

 

No, you didn’t misread the title.

If you’re subscribed to my Secret Newsletter, you were probably expecting to receive the video link to my presentation at this year’s National Title I Conference in your email last weekend.

The reason I was unable to send out the Title I video link last weekend as promised, was due to an unexpected, four-hour long dumpster dive in Detroit last Sunday—the ONE day that I had time in-between flights and conference travel to edit and upload it.
Why was I dumpster diving in Detroit, you ask?  Was it for jewelry or cash….? Nope.
It was to rescue my favorite 1st-grade student writing sample below.
Secret Stories® Phonics for Writing — 1st Grade Writing Sample
For More on Writing, Click Here
If you’ve seen me speak at a conference, it’s likely that you tripped over this particular piece of writing when walking into my session, as it’s usually draped over the door and extending out several feet into the walkway.  It is a perfect example of early learner skill-automaticity, but at over 12 feet long and heavily laminated, it’s always a challenge to get into my suitcase! That said, I love it and always take it with me wherever I go (to speak, that is, not on regular vacations- lol) 
Even when I do keynotes, you’re likely to see it thrown over those fancy, giant ballroom doors, like a “Jed Clampett-style” welcome sign for teachers!
So you can imagine my horror when after finishing up my sessions at the Michigan Reading Conference,  I looked up and saw that it was GONE! 
I searched everywhere and questioned everyone.
Has anyone seen a 1st-grade writing sample that’s about 12 feet long?”  No one had.
I was especially suspicious of the “little-kid” cheerleaders (whose cheer competition was in the same part of the convention hall as the reading conference) as they seemed like the most likely suspects. Not only were they everywhere, tumbling up and down everything, but they were the only ones (aside from myself) who would have had any use for a 12-foot long piece of plastic (the makings of a perfect “cheer-banner!”)
But as it turned out, it wasn’t the cheerleaders. 
It was a custodian who had apparently spotted my giant, puddled-up, plastic mass of writing on the floor by the door (where it fell) and decided to throw it away…. or try to, as it wouldn’t fit in her garbage bag. 
The writing was so long, and the heavy-duty laminate so inflexible and unwieldy, that she’d apparently had to “hand-carry” that 12-foot long writing across the entire 3rd floor, down the escalator, and to the far side of the main lobby to the gondolas  (a fancy word for rolling garbage bins), where it would then be taken to the building’s main compacting dumpster on the outer deck.
I later found out that my precious writing sample had been put into that giant compacter, where it was squished and squashed by an iron plate that pushed it further and further into the back recesses to make room for more cheerleader garbage. 
By the time I had figured out what happened, that damn dumpster had literally “eaten and swallowed” my 12-foot long, 1st-grade writing sample! And to make matters worse, there was only one opening at the very front through which all of the garbage had to be pushed through. There was no top or side access door, which meant that there was no way to tell just how deep down that “rabbit hole” dumpster my writing had fallen!
But that didn’t stop me…. or my new (and VERY kind) friend, Kevin, an off-duty custodian who was willing to help me try and rescue my writing. So, with the circuit breakers turned off so that we wouldn’t be squished, (Can’t you just see those headlines? “Teacher and Custodian Squished to Death While Trying to Save Student Writing at the Michigan Reading Conference”) So Kevin and I donned matching garbage bags over our heads like ponchos and went in. (He went in because he knew what he was doing, and I went in because I was unable to accurately describe to Kevin what a 12 foot long, laminated 1st-grade writing sample actually looked like.)
We were in about three feet and randomly poking at walls of cheerleader garbage when I suddenly saw my writing pop out from behind some plastic cups. That super-heavy (and extremely expensive) Kinko’s lamination just would not be contained! Imagine a can of snakes trying to uncoil. It was like the tentacle of a giant, plastic octopus reaching out to me…as if it were running home to mommy (if mommy were standing in a dumpster). 
I was so happy to see it that I actually had tears in my eyes, as I just couldn’t imagine having to fly home and leave it behind— no more than I could have imagined leaving behind the sweet student who wrote it! At this point (as if there had been any previous doubt) I’m sure that Kevin thought I was certifiably nuts!
It’s something that only a teacher would understand. 
My husband certainly didn’t when I tried to explain why I’d missed my flight. Luckily though, Delta Airlines did understand (or else thought that I’d made up the most bizarre excuse EVER for missing a flight) as they were kind enough to book me on a later one that night.
Michigan Reading Conferences's Best Custodian EVER!
Kevin, the bravest custodian EVER (and my personal hero!)
It is thanks to Kevin (the kindest and most patient custodian EVER) and to Kinkos (whose overly-expensive, plastic lamination is virtually indestructible) that my favorite 1st grade writing sample is back where it belongs….safe and sound, and ready for its next trip to Montana on Monday (despite being “three times-compacted” and having a little less spring in its step!) 
And I got to experience two things that I never thought that I would: 
1. Go dumpster diving in Detroit 
2. Take a shower with a 12-foot long writing sample  (It was the only way to get us both cleaned-up in time for the flight! :-)
So now that I’ve provided you with what is probably WAY too much information, here it is as promised!
And if don’t have an hour and just want to watch some highlights, watch the video below.
I also want to say a big THANK YOU to everyone who has taken the time to send me pics and vids (or post them on Instagram, FB or Twitter) from your classrooms, as I can’t tell you how much I LOVE LOVE LOVE seeing all of the awesome things your doing with the Secrets and your kiddos! It’s the reason that I dig through dumpsters— Lol!
And for any new subscribers whose kids don’t know any Secrets, you can download this free “appetizer” pack of phonics posters to try them out. It’s amazing how much kids can read and write when they have MORE of the code to read and write with!

Free Secret Stories® Phonics Posters
With Warm Regards and Happy Spring Wishes!
Katie
www.KatieGarner.com
PS  To all those in Montana, I’m looking forward to doing the morning keynote and several breakout sessions at your State Title I Conference later this month, and to hopefully seeing many of you there!  And Maryland-friends, I will be coming back again in May, so am looking forward to seeing many of you again soon, as well! (To view all upcoming conference and school/district PD dates, click here.)
And a note to all subscribers, be sure to add Katie@KatieGarner.com to your address book so that your spam folder doesn’t “eat” my emails like the dumpster “ate” my writing— Lol! :-)
PSS I am also including the download link (see below) to the Secret Stories® Phonics Instruction White Paper which provides a great overview of the research that supports the topics covered in my presentation at Title I.  Additionally, you can download the PDF handout packet from my featured presentation at Title I here.
Secret Stories® Phonics Instruction White Paper Research
SECRET STORIES® White Paper Research Support
by Dr. Jill Buchan (author of the white paper for the The 2 Sisters “Daily CAFE/Daily 5” )
Dive deeper into the brain research behind Secret Stories®!

Katie Garner Author, Educational Speaker and Literacy Consultant

Subscribe to the Secret News
and Never Miss a Secret! 


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Secret Stories® Phonics Program

Secret Stories® Makes Phonics Make SENSE!

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

 


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

Secret Stories Phonics Instruction

 

 

 

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

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