Why Wait to Teach the Sounds of  Y?

y as a vowel

There’s an elephant in your classroom.
And it’s huge.

You sweep by it every day in your classroom, several times in fact, and probably without ever even noticing. It’s most conspicuous during morning calendar time, as that’s its favorite time of day.

If you can’t see, watch this.

So now that you’ve spotted the elephant, it’s time to get rid of it!

Think of Secret Stories® as your “elephant-exterminator!” The Secrets are the logical explanations for letter sound behavior that learners’ brains crave! They are the reasons WHY letters “do what they do” when they don’t do what they should!

Secret Stories Phonics Program

Giving Beginning Readers Easy Access to “High-Leverage” Phonics Skills 

There is perhaps no where that elephant exterminator is needed more than on our morning calendar, especially when it comes to the letter Y!

It’s literally everywhere, and not once can it be found making the ONE sound that beginning grade learners are told to expect it to, which is “yuh!” as in: yellow, yes, you and yak.

Instead, it makes different sounds, one that seem belong to other letters, like in the words: January, February, May, July, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday…
Sneaky Y sounds on the calendar

Y
is literally everywhere, yet not one time does it ever say, “yuh!”And the classroom calendar isn’t the only place these elephants like to roam.
We can see their tracks on the “boy’s” bathroom and in the books that we read “by” so and so author. They are even hiding in many of our favorite words, like: mommy, daddy, candy, etc…

It seems we have elephants running around everywhere!

Making Phonics Make Sense

When you don’t make sense, it’s time to tell a “Secret!”

sounds of y
Time to load-up on that “secret” elephant-spray so that we can make the sounds of Y make sense, and in doing so, give kids a much-needed reading and writing tool! (If you want to read more on this “elephant-extermination” process,  read this article.)
Secret Stories Sneaky Y® Phonics Poster

Sneaky Y® Digital Pack on TpT

Secret Stories Sneaky Y Phonics Story

Sneaky Y® Secret Story digital “cheat-sheet” is included in the Superhero Vowel® cheat-sheets in Secrets of the Superhero Vowels digital pack on TPT

Now that you know about the other sneaky sound that Y makes when he’s at the end of words, like  in Monday or May?”  
Secret Stories® Phonics Calendar
Secret Stories Calendar Secrets
That’s not Sneaky Y®!
That’s ey/ay, and they are just too cool! (like Fonzie!) 
“Who’s Fonzie?” you ask.
For those who are under 40, this clip should help…

And now, there is a “new and improved” elephant spray in the form of a power-packed guided reader that’s all about Sneaky Y® and his sneaky shenanigans! It’s called Sneaky Y’s Secret and it explains how Sneaky Y® got to be so sneaky! (Special thanks to Susan Eklove for the adorable text and Poco & Pop for the beautiful illustrations!)

Here’s a sneak-peek!

Secret Stories Sneaky Y Guided Reader
sneaky y sounds of y
Secret Stories Sneaky Y Phonics Story
sounds of y sneaky y
Secret Stories Sneaky Y Phonics Story
If you are subscribed to the Secret News Blast, you should have already received a free download link for the Sneaky Y® Guided Reader in your email. If not, subscribe now and never miss a Secret! 

In closing, remember this “cool dude” from the video up above?

Secret Stories® Phonics Secrets— ey and ay are just too cool!
He’s not really Fonzie, but a kindergarten teacher from Washington State, and I he’d sent me the following email, along with that adorable video clip….

My name is Daniel and I teach kindergarten in Washington State. Last year my school district adopted a new reading curriculum and when my team examined the leveled readers before the start of the school year, we were initially in shock.  We had no idea how our students were expected to read the new complex text introduced so early in the curriculum. After our initial reaction started to subside we got very motivated to create and find innovating and engaging methods for teaching more advanced phonics skills. 
 
Around November I stumbled across a pin on Pinterest with the Secret Story posters for the R-controlled vowels, etc… I had seen it before and I thought it was a neat idea, but I had never clicked on the link. When I clicked on it and found your website and realized the scope of how many secret stories there were, I got really excited and shared it with my teaching partners who shared in my enthusiasm. They were the perfect solution to our problem! We made up a few secret stories on our own before convincing our school to purchase them for our grade level, but by January we had them and made the full commitment to implement them. 
 
By the end of the year, we had by far the most students reading the Beyond Leveled Readers in the district, and many students needed even more challenging text.  By the summer I started presenting about the Secret Stories to other teachers in my district and adjacent ones, and ever since I have been trying to share this amazing resource with as many teachers as I can.
 
After last year’s success, we wanted to step it up a notch this year, so we decided to create a video where we acted out every Secret Story.  It took us 2 months to complete, but we are proud of the result. We’ve had our students watch it many times and they are making even more connections to the stories.  Sometimes it is a gesture that one of us did that resonates with them, or remembering who acted out the story that helps the students remember the sound.  It has proven to have been a very useful project and new resource. 
 
We had a lot of fun doing it, and we would be honored if you had some time in your schedule to watch it. Thank you so much for this amazing resource and inspiring us to want to be the best reading teachers for our students as possible!
 
Daniel M. 
Kindergarten Teacher

AU AW PHONICS rule


Until Next Time,
Secret Stories® Phonics Read-Aloud
Katie 
PS The registration deadline for the week-long South Dakota Kindergarten Academy this summer is fast approaching, and the preK/Kinder days have sold out. For all those who were unable to get into the PK/K workshop, you are encouraged to sign up for the 1st/2nd grade workshop, as the strategies and content covered in both sessions are applicable across the primary grade levels!
Katie Garner Education Keynote Speaker and Literacy Consultant —Professional Development Workshop
Katie Garner Education Keynote Speaker— Kindergarten Conference
For information on bringing Katie to your school or district for workshops, click here.
For more information on how to register, visit the Kindergarten Academy Facebook Page or email sac.kindergartenacademy@k12.sd.us.

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Secret Stories® Makes Phonics Make SENSE!
Free Phonics Posters by Secret Stories

Click to download this free sample poster pack!

 

 

Too Many Phonics Rules, Too Little Time

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

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

Secret Stories Phonics — Accelerated Access to the Phonics Code

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

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

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

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

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

 

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

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

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

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

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

Activating Social-Emotional Learning Channels for Higher Level Thinking

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

exceptions to phonics rules

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

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

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

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

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

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

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

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

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

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

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

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

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

decoding exception words

-old (as in: bold, cold, mold, etc…)

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

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

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

Same as above.  

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

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

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

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

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

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

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

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

How to Read Words that are Exceptions

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

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

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

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

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

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

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

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

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

Free Phonics Posters by Secret Stories

Until Next Time,
Katie :-)

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It Takes More Than Individual Letter Sounds to Read and Write!

phonics posters

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

Phonics on Steroids: “Warp-Speed” Access
to the Reading & Writing Code in Kindergarten!

A Guest Post by Kindergarten Teacher Kjersti Johnson
Secret Stories® Phonics Secrets— Accelerating Access to the Code in Kinder!

As teachers, I think we have all had that moment when we sit down with one of our students and they completely knock our socks off! This post is all about one of those moments.

Yesterday, I had just gotten my afternoon class of kindergartners settled into our Dailies….they were spread around the room, some reading, some writing, some listening to books on iPod shuffles, and a few shopping for new books.

I looked around to see who I would confer with (one of my favorite times of the day, by the way!) I started with Abel.

Now let me tell you about a little kindergartner named Abel.

He is one of the sweetest little guys I know. He has an amazing smile, and he is also VERY excited about learning!

He is an English Language Learner who entered kindergarten knowing 7 letters and 0 sounds. He worked SO hard the first weeks of school to learn his ABC’s and by October, he knew ALL 52 upper and lowercase letters! (the Better Alphabet Song was a huge success!)

So back to yesterday……
I sat down next to him and asked him to read to me. That’s when he pulled out Arthur’s Halloween.

I looked at him and said, “Oh, this looks like a great picture read. Can you tell me a story to go with the pictures?” This is kindergarten after all, and it’s a tough book! He gave me a strange look, and then…….He was READING it!

Later in the day, I had him read it again so that I could video it, and here he is reading Marc Brown’s Arthur’s Halloween.


ELL Kindergarten in October—”Spotting Secrets” in Arthur’s Halloween 


“Was” …..?

No problem with the “head-bop” trick!
Secret Stories® Phonics "Head-Bop" Trick— No More Sight Words!
Secret Stories® Phonics Head-Bop Trick for Fickle Vowels


“Night”
….with its tricky /gh/?
Got it!

Secret Stories® Phonics — The "gh" Secret!
Secret Stories Phonics Secret— Positional Sounds of gh

“Before” ….?
Didn’t stump him. He saw that Babysitter Vowel® o telling e to say its name!  He also spotted /o/ and /r/ who can “never make up their minds when they get together,” and read it like a pro!

“Family” ….?
That Sneaky y® didn’t trick him!

Secret Stories Sneaky Y® Phonics Secret!
Sneaky Y® Phonics Secret

Then we got to “making”…. and guess who was able to use the Babysitter Vowels® Secret to figure out whether /a/ would be long or short?!
He knew it wasn’t right when he first read it, but then he remembered the Secret! (and please excuse me telling another student, TWICE, to go color their work! ;-)

ELL Kindergarten in October—Arthur’s Halloween with Babysitter Vowels®
Kinders Decoding Multi-Syllabic Words with Secret Stories® Babysitter Vowels®!
Secret Stories Babysitter Vowels®— How to Know Whether a Vowel Will Be Long or Short?

 

“House”….?
Rough-housing /ou/ and /ow/ saying “Owwwww!” No worries.

Secret Stories® Phonics — The "ou/ow" Secret!
Secret Stories® Phonics ou/ow Secret!

 

“Look and spooky”….?
Knowing the Secret, he switched sounds for /oo/ like a pro!

Secret Stories® Phonics — The "ou/ow" Secret!
Secret Stories® Phonics /oo/ Secret

I was BLOWN away! And so I made poor Abel read that page to everyone I could find! I was so proud of him! (and by the way, he is determined to read the whole book now, and I have no doubt that he will!)

This morning, I shared the video with my principal, our Dean of Students, and our LAP teacher. The question of how and when I use the Secret Stories in my class came up, and I thought to myself, “When don’t I use them???”

The Secrets aren’t limited just to “reading” time. We use them ALL DAY LONG,  which in half-day kindergarten, is only about 2 hours and 40 minutes. (Oh, did I forget to mention that I teach half-day kinder?!) That’s not very long, which is why getting the most bang for the buck in the short amount of time we have is critical. Secret Stories® makes what used to seem impossible EASY! (It’s like phonics on steroids!)

Literally not a moment that goes by that the kids aren’t spotting Secrets.

We look for Secrets in our poems…..

Secret Stories® Phonics Secrets — Spotting Secrets in Poems

We use yellow and blue for “popcorn” words. We “butter” the new ones and put blue dots under the ones that we already know. Then we use a green highlighter to find Secrets.

And honestly, I have to say, now that the kids know the Secrets, I spend almost no time at all on memorizing sight words, except for the small handful that really break the rules and have to go to jail, as most of the words the kids can just read.

We look for Secrets in Science….

How Secret Stories Babysitter Vowels® make reading BIG words EASY... even in kindergarten!

 

Look at the picture above to see how many variations of the word hibernate we found when reading our big book in our whole group Science lesson! One of the kids spotted the er Secret, then another spotted the /or/ and /ing/ Secrets, and we were off! Next came the Babysitter Vowels®, which they used to help them figure out whether the vowels would be long or short. Some students knew the Secret sounds immediately, and others had to check the posters first before sounding out each part, but they were all able to read all of the words— and write them!

No one was left out of the reading and writing fun because we all had one thing in common— we all knew the Secrets!  That day, we did more reading and writing in Science than in our designated reading and writing blocks, combined! What better way is there to show beginning learners what these Secret skills are actually for!

My favorite thing is what happened the following day when I was working with a small group and heard Abel yell from his seat across the room, “Mrs. Johnson! Mrs. Johnson! Look, I found the word hibernate in my book!”

And sure enough, he had.


Even for an ELL Kindergartner in October, sounding out the word hibernate with the Mommy E® was easy!

 

We use Secrets when we write…..

See the /ow/ and /ing/  in snowing and the /ou/ in mountains!

Secret Stories® Phonics Secrets in Writing
We look for Secrets when we read the directions on our math papers.

 

Words like draw and count with the “letters who love each other” (au/aw) and the “letters who don’t” (ou/ow) can’t fool us!

Secret Stories® Phonics Secrets in Math
Spotting Secret Stories® in Math!

 

My kids are OBSESSED with these Secret Stories! ......Secret Stories "ou/ow" Phonics Secret!
As usual, ou & ow are not getting along!
My kids are OBSESSED with these Secret Stories! ......Secret Stories "au/aw" Phonics Secret!
The “anniversary” of au & aw Valentine’s Day!

 

 

 

 

 

 

 

 

 

I almost never have to read the math story problems to my kids anymore because they can do it all by themselves using our Secrets!

Secret Stories® has opened up so many possibilities…..there seems to be no limit to what my kindergartners can do. It has really changed everything.

And while I do still have kids that are just chugging along at their own pace, like sweet little Abel, they are ALL sucking up the Secrets— even those who are not always ready to apply them. And that’s okay, because I know they have the “keys” in their pocket that they will need to unlock the words they want when they are ready, just like Abel did.

Secret Stories® Phonics Secrets— "Secrets Make Things Important!"
Transforming letters and sounds from skills they have to learn
into Secrets they want to know!

Thank you, Kjersti!

I can’t thank Kjersti enough for that deep dive into all of the wonderful things that she’s doing in her kindergarten classroom. I will be doing a part 2 “follow-up” to Kjersti’s post, so stay tuned! (You can catch another post by Kjertsti here!)

And if you haven’t tried the Secrets but would like to try sharing then with YOUR kiddos, you can download this mini-poster “appetizer” anchor pack FREE! 

 

Free Phonics Posters by Secret Stories

 

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

 

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

FREE Secret Stories® Phonics— Mini-Poster "Appetizer" Anchor Pack!

 
 
 

 

 
Until Next Time,
Katie Garner :-)

Katie Garner— Keynote/Featured Education Speaker and Literacy Consultant

For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here.

 

Yes! it IS possible to teach those tricky long and short vowel sounds in just 5 minutes, if you know how to cheat the brain!

Learn all about the “BETTER Alphabet Song” for fast-tracking individual letter sounds, plus the Superhero Vowels (and their short & lazy sounds!) for easy retrieval of those hard short vowel sounds!

Brain Based Reading Tricks!

What’s Used Together Becomes Fused Together in the Brain!

As teachers, it’s so important that we understand not only “how” to do something, but why! 

When memories are supported by greater coordination between different parts of the brain, it’s a sign that they are going to last longer. The greater the distribution of signaling, the stronger the memory takes hold in our brain. Secret Stories® triggers multiple areas of the brain to engage simultaneously, sparking what is referred to as “multi-layered” memories for deeper learning for easier skill retrieval.

Secret Stories® Phonics "Secrets"— Loopholes for Learning!

This week, I am excited to welcome back Renee McAnulty (a.k.a. “Mrs. Mac”) who’s been kind enough to take time out of her busy “beginning of the year” schedule to do a guest blog post with her new crop of first graders as she starts with the Secrets!  (And in-conjunction with her post, I want to also dive more deeply into some “loopholes for learning” that brain science provides, so keep an eye out for brain-icon (shown on the left) with these red text-blurbs!

“But Mrs. Mac, we don’t have TIME to go home!”

Secret Stories® Phonics "Secrets"— Loopholes for Learning!
Mrs. Mac’s First Graders Discovering the Secrets!

Happy “New School Year” Folks! 
I hope this post finds you well and enjoying a great start to a brand new year with your own new munchkins! The title of this post is actually a quote from one of my adorable kiddos at the end of the first school day, following my announcement that it was time to go home. Feeling a bit overwhelmed by all there was to do in this brand new first grade classroom, one of my sweet little boys said, “….but Mrs. Mac, we don’t have time to go home!” Now while I might feel this way on a regular basis, hearing one of my little guys actually say it out loud just made my whole week… so of course, I wanted to share it here with you!

 

After a long summer, I was actually excited to come back and to meet my new class! And I was even more excited to start telling them the Secrets that would transform them into successful readers and writers! I was literally having “Secret Stories-withdraw!” I was actually thinking over the summer about what my next guest blog post should be, based on the feedback and questions I’d received from my last one,  and then it hit me! What is the one question I am constantly asked, “Where do I start?!?!”(And if you want to watch Katie talking about this, you can check out her official “How-To” for Starting with the Secrets here, or by clicking on the video, below.)

So with this in mind, I thought I would invite you to take a peek into our humble little classroom and meet my amazing new bunch of munchkins! They really are ADORABLE, and of my thirty new first graders, I currently have just two that have been identified as “readers.”
That said, my goal for this school year is to take you deeper into the process of using Secret Stories® from the very beginning of the year to the very end, as I share with you my students’ progress. I know that Katie has said this many times (and you will also see it said many times in my posts) that there is no “wrong way” to share the Secrets! They are simply the “tools” kids need to read and to write and are easily tailored to meet the needs of you and your students. Secrets are shared whenever and wherever they are needed (which at the earliest “preK-2nd” grade levels will be ALL day long!)
You will see what the Secrets look like, as well as how we use them in whole group and small group instruction, during Daily 5 and Cafe, and of course, during guided reading. Throughout our year together, we will be applying the Secrets to crack text in almost everything that we do! We will leave “no stone unturned” when it comes to all of the crazy sounds that letters can make, especially when they get together, as now we know the Secrets that explain their “misbehaviors!”

So sit back, relax…. and we will show you how we get started.


First up is the “Better Alphabet Song,” which you can watch my class doing, as well as hear Katie talk more about in the second clip, below.  One quick note though, IGNORE (read “Don’t do!) the Zoo Phonics hand motions, as these were a carry-over from earlier in the year before we started Secret Stories. Allowing the kids to do the motions with the Better Alphabet Song actually ended up hurting more than helping, as the key to fast-racking the letter sounds with the Better Alphabet Song is for kids to have their eyes “glued” to the letters AS they are singing their sounds. It is this visual connection, in addition to the muscle memory retrieval of the sounds that cements skill transfer for reading and writing.  The random animal motions/gestures from Zoo Phonics actually distracted their visual focus on the letters as I was pointing to them, which disrupted the “sound to symbol/ symbol to sound” connection that they needed to use the letters to read and write words. Plus, they didn’t need them anyway, as they were no longer having to think about the sounds the letters made, as they were already in their muscle memory! The only exception is with the Superhero Vowels and their short & lazy sound-cues/gestures, as those ARE actually important, as they immediately prompt the otherwise “vague” sounds of the short vowels and make them super easy for kids to get!
With our  Zoo Phonics Song, it could take up to one year for some kids to acquire all of the  individual letter sounds, whereas with the Better Alphabet Song, it took LESS THAN ONE MONTH! But, the secret is in the “eye glue” and “muscle mouth!” Kids have to always “SEE what you SING, and SING what they SEE” so that they are ready for use in reading and writing!
 
Katie talks about the importance of this “See It/Say It” connection in the video below, as she describes how the “Better Alphabet” uses muscle memory to fast-track  letter sound mastery so as to take just 2 weeks to 2 months
What’s great about Secret Stories® is that you can use it with literally anything that’s already in place. It just makes whatever you’re already using that much MORE effective….  like times TEN!! (Secret Stories® ultimately eliminated a lot of the “stuff” that was no longer needed, as my kids didn’t have to “practice” what they could already read… which leaves more time for the FUN stuff, like actually using the Secrets to read and to write!) 
My Superhero Vowels® Classroom Door!

Secret Stories Superhero VowelsSecret Stories Superhero Vowels® and their Short & Lazy Sound Disguises!

(and their “short & lazy” disguises!)
Secret Stories® Phonics "Secrets"— The Superhero Vowels®
 Superhero Vowels® “a”
(and his “short & lazy” sound!)
Secret Stories® Guided Reader— My Classmates

 

 

Secret Stories® Phonics "Secrets"— The Superhero Vowels®
Superhero E 
(and her “short & lazy” sound!)
Secret Stories “Fun & Funky” Posters

 

 

Secret Stories® Phonics "Secrets"— The BETTER Alphabet Anchors
Superhero I
(and his “short & lazy” sound!)

Secret Stories® BETTER Alphabet Anchor
Secret Stories® Phonics "Secrets"— The Superhero Vowels®
Superhero U
(and his “short & lazy” sound!)
Secret Stories Superhero Vowels® & More!

 
Secret Stories Superhero Vowels® Headbands
Superhero O
(and her “short & lazy” sound!)
Secret Stories Superhero Vowels® Headbands

Secret Stories® Phonics "Secrets"— Loopholes for Learning

Secret Stories® targets the earlier-developing and more readily accessible affective (feeling) networks for short vowel sound mastery by engaging learners in dramatic actions/feelings-based cues/gestures that literally “land” them in the sounds! In this way, it becomes possible to bypass areas of inherent early (and struggling, upper-grade/ELL) learner weakness (i.e. auditory processing, articulation, language delays etc…) and tap into alternative areas of strength. 

This “backdoor-to-the-brain” approach to skill mastery is a hallmark of Secret Stories® and is just one of the ways that it accelerates early learner-access to the code, starting in PreK!


 



One of the great things about encouraging the kids to tell and retell the Secrets is that doing so provides continuous opportunities for everyone—high, medium and low-level learners— to pick them up and start using them at their own pace. While my more experienced students immediately
“get” the short vowel sounds by simply retelling the story (some of which are literal 
dissertations!) my slower (and non-native English speakers) are actually accessing the short vowel sounds from a different place, relying more strongly on the visuals (posters) and dramatic action cues/gestures to retrieve the sounds.

The bottom line?  
ALL of my babies get the sounds!
The Secrets are like little “bridges” that all of my little ones can easily and effortlessly find their way across— regardless of developmental readiness issues, academic level, language background or past experience… and that’s why they’re so AMAZING!!! The kids never tire of telling the Secrets and literally talk about them all day long…. which is actually one of the reasons I love Secret Stories® so much, as like most first grade classes at the beginning of the school year, my kids are academically “all over the map!” I am also in a very transient area where students are moving in and out throughout the school year, making it extremely difficult to catch them up on all of the reading/phonics skills they don’t have/missed. Using the Secrets have made this a non-issue, as any skills (i.e. Secrets)they missed will continue to be shared and re-shared throughout the year, as we use them to crack text every day!


Secret Stories® Phonics "Secrets"— Loopholes for Learning
“What’s used together is fused together in the brain!” Secret Stories® multi-sensory approach to phonics skill instruction activates auditory (story), visual (graphics),  physical/kinesthetic (cues/gestures) and affective (feeling-based) learning channels to forge deeper connections between otherwise meaningless skill concepts. 
 
Secret Stories® activates multiple areas of the brain simultaneously,  triggering the formation of multi-layered memories, which are supported in different parts of the brains and naturally easier to retrieve. Research shows the “greater the distribution of signaling between different parts of the brain, the stronger the memory takes hold,” which is why each time they tell a Secret,  it becomes more deeply embedded within them!


Prompting Formation of Multi-Layered Memories with Multi-Sensory Instruction 

Mommy E®

For me, the Mommy E® Secret has been gift from God, as my biggest challenge as a first grade teacher has always been trying to teach the kids to differentiate between long and short vowels in their writing—  a challenge that I am sure many of you can relate to, as well!
After teaching them the long vowel sounds with silent e, my kids would add a silent e to everything, ALL THE TIME, which drove me absolutely crazy! But now that they know the Mommy E® Secret, this is no longer a problem, as now it just makes SENSE!
Secret Stories® Mommy E® Secret— Loopholes for Learning!
Secret Stories Mommy E® Secret                 

 
Secret Stories® Mommy E® Secret— Loopholes for Learning!
Secret Stories Mommy E® Digital Pack on TpT

 

Secret Stories® Phonics Book Version 2.0!
Secret Stories® Book Version 2.0!
Kids can relate to the idea that “When the cats away, the mice will play”….. or in Secret Stories® terms, “when Mommy E® is away, the vowels will play,” which means that they will be “short and lazy,” rather than stand up tall and say their name! (You can watch Katie explain the Mommy E® Secret here, and then watch my little ones share their version, just below!)

FREE Secret Stories® Common Core Literacy Posters for PreK-3rd!
Secret Stories Mommy E®-support in the FREE Common Core Literacy 
Poster Sets for Grades PreK-3rd 

Transferring Secrets into Writing

Using Writing as a “Window” into the Mind of a Reader

One trick that we use all the time that I want to share is how we transfer the Secrets into our writingApplying the Secrets in writing from the very beginning really helps the kids grasp the inherent connection between reading and writing— one that beginning readers don’t naturally perceive.

My little trick is called “Chin-In” and the kids love it! The process is simple…
I ask students to draw three lines (on individual white boards, paper, etc…) and then I give them a three-letter word, like cut.  I then ask them to segment-out and write each of the letter sounds they hear on a different line, reminding“there are three letters in the word and that is why we made three lines.” After the kids have finished writing the sounds they hear on the lines, they cover their word so no one else sees it. Then, when I say “Chin it!” they all hold up their words so that I can see them. This allows me to see right away who understands how to apply the Secret and who doesn’t.

Quick, easy, and to the point! All I have to do is make some quick notes, and BAM!  I know with whom and on what I can work in small groups!

Secret Stories Phonics Mommy E® "Secret!"
“Chinning-It!”

When I teach the Mommy E® Secret, I have the kids draw FOUR lines, telling them, “The last line is for Mommy!” They know when Mommy E® is at the end of a word (or one letter away from another vowel, where she can easily reach it!) she will always make the vowel do what it should and say its name!

Secret Stories Phonics Mommy E® "Secret!"

The four lines for Mommy E® words serve as a visual reminder that there can be letters in words that you don’t hear. This is a tremendous help, especially with  ELL and non-readers, as they all LOVE to draw the arrow from the Mommy E® to the vowel that she’s telling to say its name!

As a super bonus, Katie includes a list of words in the back of the Secret Stories book for each Secret sound/letter pattern. These lists are great! Not only for measuring student proficiency with specific Secrets in guided group, but also as a sort of Secret Word Bank from which you can quickly pull words for targeted activities or instruction, like the Mommy E one with my class, above.

Secret Stories Phonics Book Version 2.0— Mommy E® Secret Words!
Secret Stories® Book Version 2.0! 
Although I always try to use examples from the words around our classroom and in text that we read, the lists in the back of Secret Stories® book do come in super-handy when my mind draws a blank and I’m unable to think of words to reinforce a specific Secret!  

Secret Stories Phonics Mommy E® "Secret!"

The most beautiful thing about this logical learning process is that I get to see these babies grow so quickly from writing and spelling simple three and four-letter words, to writing multi-syllabic words with “10 letters-plus” in a matter of only a few months!

And I waste no time in extending the Secret they know about Mommy E® with the one about the Babysitter Vowels®, which catapults their reading and writing to a whole new level! Kids in kindergarten understand the Babysitter Vowels® just as easily as they do Mommy E® because they are both based on the same “Do what mommy (or the babysitter) says!” …..even if they aren’t yet ready to understand it in “V-C-V / V-C-C-V” terms!

“High-Leverage” Phonics Skills (a.k.a. Secrets!)

The Superhero Vowels®, Mommy E®, Babysitter Vowels® (and Sneaky Y®, which I didn’t talk about, but you can read about here!) are what Katie refers to in her sessions as “high-leverage” Secrets, as they provide beginning readers and writers with SO much bang for the instructional-buck! You can watch her speak about these in the video clip below and then start playing around with these in your classroom, too!

And thanks to Katie’s ongoing invitation to post here throughout this school year, I’ll have the chance  to share our amazing transformation into “grown-up” readers, writers and spellers with all of you!

Thanks so much for reading, and I look forward to answering your questions, so please post them!!!
Sincerely,
Mrs. Mac

The Secret Stories® "BETTER" Alphabet Mini-Mats
This is me with my “BETTER Alphabet” Mini-Mat! LoL!
 
I want to thank Mrs. Mac SO MUCH for sharing so many of the wonderful things that she does in her classroom, and I can’t wait to watch how her class grows as readers and writers over the course of the year! 
 
And for all those who don’t have the Secret Stories® but would like to try them, you can download the mini-poster sample pack free using the link underneath the picture, below.
Free Phonics Posters by Secret Stories
FREE Secret Stories® Mini-Poster Sample Pack
You can also check out the Secrets of the Superhero Vowels® & MORE! Bundle on TpT, which 
includes all of the Superhero Vowels® graphics in multiple size options, as well as Mommy E®,  Sneaky Y® and the Babysitter Vowels®—all of which impact the sounds that the vowels make in words.
Secret Stories® "SECRETS of the Superhero Vowels® & More!" Bundle
The Secret Stories “Superhero Vowels® & MORE!” Digital Bundle
The “bundled-pack” even includes all of the anchors that are contained in the Beethoven Blends “Blender Pack” so as to provide additional practice by incorporating the blends with the changing vowel sounds. 
The Superhero Vowels® & MORE Bundle is the best way to get started with the Secrets, and it’s also a great way to supplement the Secret Stories® Classroom Kit for those already using them! Like all of the digital Secret Stories® pieces on TpT, the graphics can be reproduced in various size options for use as needed, both in and outside of the classroom—from centers to home use/practice!
Secret Stories® Phonics "Fun & Funky" Classroom Kit
Secret Stories Phonics Classroom Kit (“Funk & Funky” style)

Once you start telling Secrets, there will be no turning back— for you OR your students! They will starte questioning EVERYTHING about letters and the sounds that they make…. because they know that you have  ALL their Secrets! Whenever and wherever your students spot letters not doing what they should, they will demand to know its “secret”..so be prepared!

To learn more about how to share the Superhero Vowels® and their “short & lazy” sounds with your class, check out the two-part vlog series, below, and subscribe free to the Secret Stories® “BrainRead” Youtube Channel, here.

Just after finishing this post, I received the following email from Mrs. Mac….

A “Post-Script” from Mrs. Mac

Katie,

I had to share!
Today was the first day that the Secret Stories showed up in their writing INDEPENDENTLY!!!! 
I had three different students raise their hand as if it were an emergency— one had discovered a Sneaky Y while writing the word tricky, and the other two heard and identified the “er” and “ir” Secrets when writing the words dirty and number ……. And sooooo it begins….(insert evil laugh here) ;) 

 
And this is exactly why I love Mrs. Mac…. she gets AS excited as her kiddos! She is truly their biggest cheerleader and her enthusiasm for reading and writing is contagious!!!!
Until Next Time,
Katie :-)
Katie Garner — Education Speaker and Literacy Consultant

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Secret Stories® Makes Phonics Make SENSE!

Secret Stories® Phonics Secrets
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. 

 


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How To Teach Exceptions to Phonics Rules

Did you know that if you had a fever and cough, it could be the plague,
or pneumonia…
or maybe just the flu?
Actually, it could be a lot of things.
Secret Stories® Brain Based Phonics
Learn More About
“Thinking Like a Word Doctor”

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

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

Like medicine, the English language is not an exact science, and neither are the phonics rules, as there are many “so-called” exceptions. However, we can “treat” unknown “exception” words in much the same way that doctors treat their patients, and by doing so, a logical, thinking-construct begins to emerge— one that greatly empowers learners and their decision-making when working with unfamiliar text.

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

Secret Stories® Brain Based Phonics

 

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

 

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

Thinking Outside the Box with “So-Called” Exception Words

phonics exceptions

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

The ou/ow Secret….

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

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

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

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

“O! O! O!” 

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

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

 
Secret Stories® Brain Based Phonics

 

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

Now let’s consider a word like you

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

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

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

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

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

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

Secret Stories® Brain Based Phonics
The OO Secret

3.  Try the sounds of other Secret Stories patterns with o or  u, like the Secrets for oo, oi/oy or ous. For example, in the word could, the ou is making the default-sound for oo (as in book) and kids who know the oo Secret might try that sound as one more possible option. And of course, you can also pull out the handy “Head-Bop” Trick in a pinch to figure out those “un-figure-outable” words! (You can read more about this trick here.)

 

 

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

Why Not Just Memorize Tricky Sight Words?

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

Secret Stories® Brain Based Phonics
 

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

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

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

The Brain is a Pattern-Making Machine

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

Secret Stories® Brain Based Phonics

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

 

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

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

Now before you read any further, watch this video.

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

 

Secret Stories® Brain Based Phonics

 

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

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

First, we need to know another Secret…

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

The gh Secret

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

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

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

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

(ghost, ghoul, ghastly, etc…)

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

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

(sight, thought, straight, etc…)

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

Here, they make the fff sound, saying….

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

(rough, enough, cough, etc…) 

Now let’s play “Word Doctor”….

A Reading/ Phonics Word Doctor

bough

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

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

 

rough

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

cough

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

enough

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

through

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

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

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

Secret Stories® Brain Based Phonics

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


Patterning IS Thinking

Brain Based Reading

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

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

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


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

 

The Vowels Are the “Heart” of Words

Secret Stories Phonics Posters

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

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

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

How to Read Words that are Exceptions

 

Secret Stories® Brain Based Phonics— Stanford University Sight Word Brain Study
Secret Stories® Classroom Kit (book, posters & CD)

And if you don’t have the Secret Stories® Classroom Set but would like to get started with the basic “meat and potatoes,” which are the vowels, I would suggest you start with Secrets of the Superhero Vowels Bundle® on TpT.  It’s a great place to start!  And if you are already using Secret Stories® in your classroom, this digital vowel pack is a super handy supplement, as it offers multiple sizes of the graphics for various uses within the classroom and at home!

Secret Stories® Brain Based Phonics
Secret Stories® Brain Based Phonics
Secret Stories Superhero Vowels® Digital Bundle

Until Next Time,
Katie Garner :-) 
Katie Garner— Professional Development Literacy Consultant and Keynote Education Speaker

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For a list of upcoming conferences, or for information on scheduling a school or district professional development workshop, click here. 

 


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