Brain Based Learning Archives - The Secret Stories

3 Common Misconceptions About the “Science of Reading”

Brain Based Learning, Dyslexia, ELL, Reading Intervention, Science of Reading, Struggling Readers, Title I

Bringing the Science of “Learning” Into Focus

The Science of Reading movement has brought so much change to our schools over the past few years—new curriculum, new resources, decodable readers replacing leveled books and even swapping old assessments that have been used for the past 20 years…for brand new ones.

Dr. Mark Seidenberg reminds us in his Yale Child Study Center Talk, Where Does the “Science of Reading” Go From Here? that we still have work to do to effectively incorporate these principles, practices and research.

And to effectively incorporate this research, we need to focus on not only effective teaching, but on effective learning. So how might the science of learning inform our practice?

My name is Leah Ruesink, and I’m an early literacy specialist, district trainer and adjunct professor from Michigan. In my previous post, I discussed how UFLI Foundations and Secret Stories belong together as the “backbone” and the “lifeblood” of science of reading-based instruction.

In this post, I want to dive deeper and discuss some common misconceptions/assumptions about the “Science of Reading,” using points adapted from Dr. Seidenberg’s talk.

Things to Keep in Mind:

We need more research on translating science to classroom practice.
Mark Seidenberg (2023) reminds us, we still have work to do to effectively incorporate these principles, practices and research. We need more “science” in the “Science of Reading.”
We need to admit what we don’t yet know, resisting the creation of new dogma.
“Thinking like a scientist involves more than just reacting with an open mind. It means being actively open-minded. It requires searching for reasons why we might be wrong—not for reasons why we must be right—and revising our views based on what we learn.” —Adam Grant
We need to learn more about what works for who (and under what conditions).
Equitable instruction applies to all learners, including the significant proportion of children who are often neglected as the focus of reading research—those who learn to read accurately and efficiently in advance of formal reading instruction.

1. Does everything need to be taught in order for students to learn?

The Assumption→ Good phonics instruction is always explicit.

Explicit instruction is crucial. But what about implicit learning?
Our brains are not wired to learn to read naturally, like we learn to speak; therefore explicit instruction is necessary….especially for our learners with the greatest needs. But what about implicit learning— does it have a place in our reading classrooms?

Well of course!

“Much, if not most, of what children learning to read in English come to know about its orthographic phonological relationships, is acquired through implicit learning.” —Hoover & Tunmer (2020).

For example…
Let’s say that you explicitly introduce your students to the /ph/ Secret Story (below). Then ten minutes later, Phoebe is underlining the /ph/ at the beginning of her name and using it to write the word phone. Later that afternoon during reading block, she exclaims, “Look, I see the /ph/ Secret in word Ralph in our book! He has the same Secret in his name that I have in mine!”

With just a couple minutes of explicit instruction, this student is already applying the skill to implicitly read and write new /ph/ words.

As Seidenberg (2023) explains:

“Explicit instruction is there to scaffold statistical/implicit learning. But only as much as needed and not one bit more.”

Secret Stories embrace both explicit and implicit learning

Grounding phonics skills in feelings, emotions, and behaviors that children already know and understand.

Early brain development occurs from back to front, with the affective, or “feeling-based” networks (which regulate the implicit behaviors that kids understand and recognize) developed long before the higher-level, executive processing centers are formed. Secret Stories takes advantage of these earlier-developing networks by connecting letter-behavior to kid-behavior to make phonics sounds more predictable. Sneaking abstract letter sound skills through the brain’s “backdoor” by connecting them to what kids already know and understand makes them easy to learn and remember.

Using Neuroscience to Deliver Phonics Faster

Secret Stories uses evidence-based embedded mnemonics

Using a simple, story-based delivery system, Secret Stories explicitly teaches the phonics patterns and their corresponding sounds, each of which is depicted with embedded mnemonic images to help kids remember and apply them. It is through this visualized, phonics framework that beginning learners can independently recall the sounds they need for reading and the spelling patterns they need for writing. In this way, the embedded mnemonics do the “heavy lifting” by helping kids keep track of which letters make what sounds. This is critical because while the sounds are made predictable by the Secrets, the phonics patterns that go with them are not. It is only through students’ ongoing reference and use of the embedded mnemonics to read, write and make sense of text throughout the day that these sound-symbol connections become orthographically mapped in the brain. Until then, Secret Stories embedded mnemonic sound wall provides the clear and “concrete” connections that beginning and struggling learners need to read and write independently .

For example….
Let’s say that you previously shared the ay/ey Secret phonics pattern to help kids decode the days of the week on the morning calendar. Later, they notice the same /ay/ Secret in words that are in the morning message and immediately recognize it as something they already know.

Because they explicitly learned the letters that make the sound, think of all the words they’ll be able to learn implicitly! Not to mention the /or/ Secret they also know and the many more words that it unlocks.

2. Is it possible to have too much of a good thing?

The Assumption→ Not all learners need the extra phonics practice, but it’s not harmful. At worst, it’s just additional practice with essential skills.

I’ve always responded in agreement to this assumption. Extra practice certainly does not feel harmful…and in fact, extra practice is absolutely necessary for some students who are in great need of reading support.

Is it possible to have too much of a good thing? Of course! The clock is ticking. The goal is to get in, get out, and move on.
—Seidenberg, 2023

“SoR structured literacy is a prodding approach, with low expectations about rate of progress” (Seidenberg, 2023). Consider the range of student abilities and skills in a kindergarten or first grade classroom. In February, you may have some students working on blending CVC words like “cap” and “sit” and others reading multisyllabic words! Yet, many of us spend 90 minutes or more every day teaching/ providing center work for a phonics skill that is either too difficult or way too easy for the majority of our students! Consider for a moment… if there is a way to give ALL learners earlier access to the codee they need to make sense of the words they see everyday …WOULD YOU WAIT?

Whereas teaching a skill requires readiness to learn, sharing stories holds no expectations. They simply linger in the brain, “incubating” the information and ideas they contain, particularly that which is meaningful to the listener. and ideas they contain. While all students benefit from this early incubation time, it’s those who struggle that benefit from it the most, as they require the most time to learn and apply new skills.

Secret Stories provides differentiated access to the code

For example….
Let’s say a student in your class is trying to write the word “house” but the ou/ow phonics pattern isn’t on your grade level scope and sequence. Would you just tell them, “I’m sorry, but you’ll need to wait until next year to learn how to read/spell the word house. In the meantime, you’ll just have to copy/memorize it.” What if there was a way for them to READ and WRITE that word now, as well as hundreds of other word with that sound?

“If you give a mouse a cookie, he’ll eat it” …and if you give kids the CODE, they’ll USE it!

We are moving way too SLOW in delivering the code kids NEED to read and write, despite how easy it is to give MORE sooner!

This can be seen in the prek/transitional kindergarten writing sample up above. Despite not having yet fine-tuned the different spelling choices, the sound-symbol relationships are clearly established, as evidenced by their use. As beginning learners gain more text experience through reading, they gain more natural insight into spelling and which patterns are correct to use in which words. Reading is by far the best teacher, and not just for spelling, but for everything, from vocabulary to comprehension. Reading is also the best way to practice, reinforce and expand phonics knowledge, that is, assuming one has enough phonics skills to read.

And herein lies an inherent roadblock for beginning and struggling readers who possess too little of the phonics code they need to read, and thus, are able to take only limited value away from daily reading and writing activities. Without advanced access to the code, it’s not possible for kindergartners and first graders teachers to keep pace with the words they see and are expected to “read” every day. Even words that are in the reading/phonics curriculum are often leaps and bounds ahead of the phonics skills that it’s teaching them.

While formal, grade-level programs and curriculums must adhere to a slower, more structured, grade-specific pace for phonics skill introduction, Secret Stories does not. That’s because Secret Stories is NOT a phonics program or curriculum, nor is it a supplement to one as there are NO lessons or activities to do. The Secrets are simply mnemonic tools to help speed-up access to the code so that kids can actually read the words they’re looking at every day in the classroom.

Click here for the Better Alphabet™ Song to automate individual letters and sounds in 2 week – 2 months and click here to read the research on simultaneous skill acquisition via the melodic mnemonic.

Dr. Seidenberg also cautions that “SoR structured literacy is a plodding approach, with often too low expectations about the rate of progress.”

The Matthew Effect on Reading Gains

The Rich Get Richer and the Poor Get Poorer
The more of the code kids have, the more words they can read. The more they read, the more phonics practice they get, and the better reader they become. In contrast, the less phonics skills kids have, the less words they can read and the less practice they get, decreasing the likelihood of reading success.

The More Kids Bring to the Table, the More Value They Take Away
Using the Secrets to fast-track more of the phonics code sooner helps maximize the effectiveness of the existing reading/phonics curriculum because kids can actually read the words that are in it. It also increases the instructional value of all other reading and writing activities that occur across the day in other content areas.
The goal of the game is to GET KIDS READING!
To do this, kids need advanced access to more of the phonics code sooner, and teachers need to avoid any roadblocks in their instructional path that don’t go toward this end!

3. Is heavy phonics work actually effective for students? What about with multilingual learners and different dialects?

The Assumption→ “Significant time should be spent in the classroom teaching students complex phonics terminology and rules.”

While teaching kids complex phonics rules may sound helpful (in line with explicit instruction), the focus should be on efficiency……getting kids to actually READ the words.

Seidenberg reiterates that “the goal is to facilitate cracking the code, not teaching the code. “The goal of instruction is for [the] child to learn what there is to learn – how the code works – and to gain enough basic facts to enable reading simple texts with decreasing reliance on external feedback” (Seidenberg, 2023).

Dr. Seidenberg also expresses this concern in his earlier 2022 Reading Matters article: “Phonemes, onsets and rimes, inflectional and derivational morphology, relative clauses, collocations, and other basic components of language….Does a child need to know these concepts? I shudder when I see words like “phoneme” and “orthography” being used in teaching 6 year olds. […..] I also think it’s folly to devote precious time to teaching children the “correct” pronunciation of (all 44) phonemes prior to moving on to reading” (Seidenberg, 2022).

Other well-known researchers have also expressed that the goal of good phonics instruction is to advance reading, not to teach “rules for rules-sake.”

“The point of phonics isn’t to provide readers with exactly correct pronunciations of words, but only “close approximations” —Dr. Ann Cunningham

Phonics instruction should tip students off to some of the more frequent and useful orthographic patterns, but it should never attempt to impart them all.” —Dr. Timothy Shanahan, 2022

Secret Stories removes the complexity

Teaching phonics isn’t rocket science

When we are teaching these complex rules we have to ask…”What is this for? Does it help them READ or SPELL words? Is the phonics vocabulary/terminology necessary in order to advance the reading or spelling of the words?
Using high-level, abstract terminology is not the best, fastest route to connect with young learners who are “concrete-level” thinkers, nor is it most helpful for older struggling readers who often have issues with language processing and working memory.
At the level it’s being discussed, it’s simply not needed (e.g. kids don’t need to know there is a “diphthong” in the word how, or that there is an “r-controlled vowel sound” in the word her in order to read and spell those words). Adding unnecessary complexity only serves to delay access to these critical pieces of the code that could otherwise be easily given at the kindergarten. The goal is for kids to be able to use the phonics patterns to READ and SPELL, not to identify the phonics category into which they fall.The video below shows a beginning kindergartner easily recalling these “r-controlled vowel” sound/spellings, even though most reading/phonics curriculums don’t formally introduce them late first or early to mid second grade.
WHY WAIT?

Secret Stories provide efficiency AND engagement

When you align phonics “rules” to letter behavior, everything becomes much easier because kids can logically deduce the “most and next most likely” sounds. This, in turn, helps support facilitate and support the cognitive flexibility needed for advanced decoding. Without cognitive flexibility, learners are left to identify words based on “rules and exceptions,” and this includes the need to memorize easily decodable “heart words” at the beginning grade levels.

“Recently, there has been a great deal of correlational investigation into the importance of cognitive flexibility in decoding. Enough convincing, high-quality work to conclude flexibility to be an essential property of proficient decoding ability. Kids who lack that kind of flexibility are at a disadvantage.” —Dr. Tim Shanahan (2022)

Imbuing the Secret Stories strategies into existing reading/phonics curriculum helps kids to become flexible decoders, using the Secrets they know to figure out new words. The video below shows first grade ELL students applying their “phonics flexibility” as they ponder the spelling of the word light after having already successfully decoded the word. The critical thinking playground that emerges from their conversation shows how adept even beginning and inexperienced learners be in using what they know to logically predict the “most and next most” likely sounds of letters.

Teaching phonics isn’t rocket science, nor should it be given that the “end-user” of our instruction is a 5 year-old who is likely to be licking the carpet and eating his shoe! And yet, we can still give him enjoy easy access to the code he needs to read, and delivered in a way that makes perfect sense.

Secret Stories provides teachers with “deliverable buckets” to get phonics knowledge to the “end users”

Aligning phonics instruction with the Science of Reading requires not only understanding how the brain learns to read, but how the brain actually learns. Understanding the nexus between the “science of reading” and the “science of learning” provides insight into how we can deliver phonics faster and make skills more accessible to all learners, and from the earliest possible grade levels.

“Neuroscience carves a clear path, but it is up to us to head its message.”
—Dr. Kurt Fischer

Follow Leah Ruesink @TheEarlyLiteracyCoach on Instagram for more on Secret Stories and the Science of Reading, and continue the conversation in the Science of Reading Meets Science of Learning Group on Facebook!

Join the conversation in the Science of Reading Meets Science of Learning Group on Facebook and follow Leah Ruesink on Instagram at @TheEarlyLiteracyCoach on Instagram.

March 2, 2024

UFLI Foundations and Secret Stories: The Backbone and the Lifeblood of Your Phonics Instruction

Brain Based Learning, Science of Reading, Sight Words, Struggling Readers, UFLI

UFLI is the “backbone” of our phonics instruction and Secret Stories is the “lifeblood” that runs through it.

Hi, my name is Leah Ruesink! I am an early literacy specialist, district trainer and adjunct professor from Michigan. I’m here to share my thoughts on two of my favorite evidence-based phonics resources that complement each other perfectly —Secret Stories and UFLI Foundations—AND to explain why they belong together in the classroom.

What’s all the buzz about UFLI Foundations?

As a literacy coach, I first heard about UFLI Foundations in a facebook group (The Science of Reading- What I Should Have Learned in College). At the time, my district was using a phonics curriculum that just wasn’t meeting the needs of all students. The district was overwhelmed with the number of students in need of intervention support.

You cannot intervene your way out of core instruction that is not effective.
—Michelle Elia

Ever since discovering UFLI Foundations, I’ve been digging deeper, spreading the word to the teachers I work with, and planning professional learning around this amazing resource.

What is it? UFLI is an explicit and systematic phonics program receiving lots of attention from teachers and educators across the country. The lessons provide many opportunities for students to practice phonics skills with a gradual release of responsibility model. Teachers love the detailed lesson plans, free PowerPoint/Google Slides Deck to accompany each lesson, and additional materials for center activities and extra practice.
Who is it for? UFLI is intended for core instruction for students in Kindergarten- 2nd grade and intervention for 3rd grade and up. It may be used for whole group tier 1 instruction, small groups, tier 2 and 3 instruction or all of the above.
Why does it work? UFLI lessons are systematic, sequential, and explicit with lots of intentional interleaved practice. For example, If the short /i/ sound is introduced in a lesson, that skill is reviewed/practiced more than 300 times over the course of the next 10 lessons.

UFLI Foundations lessons follow this eight-step routine:
1. Phonemic awareness
2. Visual Drill
3. Auditory Drill
4. Blending Drill
5. New Concept
6. Word Work
7. Irregular Words
8. Connected Text

So how do Secret Stories fit into UFLI lessons?

Secret Stories isn’t a program, but mnemonic “tools” that work alongside your existing reading/phonics curriculum to speed-up access to the phonics code kids need to read. Rooted in the science of reading and neuroscience research, Secret Stories simplifies phonics by aligning letter behavior with kid behavior to make sounds more predictable, using stories as the delivery mechanism. These phonics “secrets” are the missing puzzle-piece to the 30 minute UFLI Foundations lesson, as they make phonics skills instantly accessible by connecting back to what kids already know and understand.

Think of UFLI Foundations as the backbone of your phonics instruction—with a scope and sequence that stays firmly in place, providing structured, explicit, systematic and sequential phonics instruction for 30 minutes every day. In line with this analogy, Secret Stories is the lifeblood that flows freely through the veins of the day, moving to wherever it’s needed. The “secrets” are your natural differentiated support for all learning levels—not confined by your grade level pacing guide or to your 30 minute reading block, but extending through the entire day and permeating all the instructional space around your “fixed” backbone lesson.

Using Secret Stories Throughout the Day

Morning Message & Mystery Words:
Introduce and review Secret Stories during your morning message and then search for and notice them throughout the day. You may also have done of your students help write out the “mystery” morning message.

UFLI Lesson:
Introduce a Secret Story during your UFLI lesson, the 30 minutes of your literacy block focused on building word recognition skills.

Whole Group Time:
Refer to Secret Stories throughout the day, as wherever there is text, there are phonics “secrets” to discover and reinforce.

Small Group Time:
Refer to Secret Stories during small group encoding/decoding. As you are working with students in small groups, draw their attention to unknown words and search for “secrets” in the text.

Writing:
Introduce Secret stories at the beginning of your writing lesson as you’re modeling, or use them on a “need to know” basis as students come to a word they need to write. Encourage students to use the embedded mnemonic posters (Secret Stories sound wall) to independently “build” (encode) the sounds they hear in words they want to write using the Secrets they know.

END OF YEAR KINDERGARTEN WRITING

Choice Time/ Free Play:
Support students to use the “secrets” to read and write unknown words during dramatic play! Students suddenly have the tools to write words for the “restaurant menu” and to create signs for the “play pet store.”

Let’s peek into a kindergarten classroom…

I was invited into a Kindergarten classroom this past spring to observe my first UFLI Foundations lesson. I brought along two teachers from another district to participate in a “Learning Lab,” a day to visit classrooms in other buildings, reflect with the teachers that we observe and plan for instruction going forward. UFLI Foundations was just as new to me as it was to these teachers- I was eager to see a lesson in action!

Decoding “Heart Words”
The lesson began, and the teacher introduced the “irregular/high frequency word” → “they.” She quickly explained that the EY, the long ā sound, would not be introduced until a later lesson (I later looked in the book and learned this was almost 40 lessons later!) so students would need to remember the word by heart. She placed a small heart under the “ey” part of the word “they” and moved on.

Of course, after years of using the Secret Stories in my own classroom (and seeing amazing success), I did my best not to jump out of my seat shouting…“There’s a Secret Story for that!”

EY and AY are just too cool!
With thumbs up and their coolest voices, they say Ayyyyyy!

While the UFLI Foundations lesson does not explicitly teach the EY phonics pattern, that doesn’t mean students shouldn’t have access to it, especially when it’s so easily given. In fact, research on the science of reading shows that children should never memorize words they can read, and with the Secrets, these so-called “heart words” can be easily decoded in kindergarten. There is no reason to make kids wait 3-4 grade level years for formal skill introduction via the program when it’s so easy to just tell them the Secret.

Hello Literacy/ Jen Jones

We must give students access to the code when they need it.

The Secret Stories make learning tricky phonics patterns extra STICKY…and memorable! That’s because they tap into what kids already know and understand—the social and emotional “feeling-based” connections that drive their behavior every day! As kids don’t need to practice or memorize what they already know, the Secret phonics pattern can be immediately put to use for real reading and writing using the embedded mnemonic. I am constantly amazed watching Kindergarteners write words like “partner“ and “smart” after just a few days of learning the r-controlled vowel “secrets” about AR and ER/IR/UR!

Think about the number of times a child sees the word “they” in classroom books and read alouds. And how often students write sentences that include the word “they”…it’s a pretty common word! If we have an engaging way to teach these tricky phonics patterns that actually helps kids remember them…we can’t afford to wait!

It is neurobiologically impossible for kids to think deeply about things they don’t care about. -Dr. Mary Helen Immordino-Yang

We have to get our kids to CARE if we want them to learn and apply these tricky phonics patterns. So the big idea here is…if you haven’t gotten to the UFLI Foundations lesson that explicitly teaches a phonics pattern (e.g. /ar/), and students need it to read or spell a word…tell them the Secret! Grab the Secret Stories flashcard you need and take 1-2 minutes to read the story to your students. Then refer to it throughout the day!

When should I bring the Secret Stories into my UFLI lesson?

There are many opportunities to bring the Secret Stories into your UFLI lessons- I highlight and describe a few below. Note that each UFLI lesson takes two full days to teach. On day 1, you teach steps 1-5, and on day 2 you review step 5 and go through steps 6-8.

Steps 1-4 in the UFLI Foundations lessons are review steps, so I recommend bringing the Secret Stories into steps 5-8. Let’s talk about what this might look like throughout each UFLI Foundations lesson step:

Phonemic Awareness: This is the lesson step when students work on blending spoken phonemes (/m/ /o/ /th/ what’s the word? → moth!) , and segmenting words into phonemes (say the sounds in the word path → /p/ /a/ /th/) This is a review step.
Visual Drill: This is the lesson step when students see a grapheme (letter or letter pattern that represents the sound) on the slide and connect it to its phoneme (sound). Students say “M spells /m/.” This is a review step.
Auditory Drill: This is the lesson step when students listen to the teacher say a phoneme (e.g. /t/) and connect it to the grapheme as they write it. Students hear the sound and then say “/t/ is t” as they write the letter ‘t’ on their whiteboard/paper. This is a review step.
Blending Drill: This is the lesson step when students quickly practice blending sounds to read review words. The teacher uses the “blending board” (or can just write the words on the whiteboard) to show a word, say each sound with students and blend to read the whole word. Connected phonation is key- I remind teachers to, “make the sounds stick together as you say them.” This is a review step.
New Concept: This is the lesson step when students are introduced to a new phonics pattern, and learn how to articulate the sound, form the grapheme, and read and write words with it. Let’s say you are teaching UFLI lesson #48 on ‘ch’. At the very beginning of step #5 (the new concept) grab your secret story card for ‘ch’ and take 1-2 minutes to read the story…you will have the attention of your students!

UFLI is the backbone, providing structured, explicit and interleaved practice throughout lessons…while the Secret Stories is the lifeblood, flowing fluidly throughout the day.

One part of the “new concept” step involves reading words with the new phonics pattern. Instead of quickly reading the isolated words “am, Pam, man, Sam, an, and fan,” you might begin by engaging students and telling a made up story about “Sam and Pam on a very hot day, who met a kind man with a fan!” We want to always be on the lookout for opportunities to bring stories into our phonics lessons.

6. Word Work: During this step, students are practicing the focus skill by writing words using a “word chain.” The teacher prompts students to encode (spell) and decode (read) each word, changing one phoneme at a time.
chop → chip → chill → hill → dill → dull → mull → much → such → sun

This is a perfect point in the lesson to have your Secret Stories cards nearby for reference! You may notice several of your students are writing “cop” instead of “chop,” in their word chain. Grab your “ch” Secret Stories card and spend a moment re-reading the story and providing corrective feedback. (Note: The Secret Stories musical exercises are also a great way to practice this.)

7. Irregular Words (aka “Heart Words“): You get to step #7 in your UFLI lesson and look at the high frequency word ‘they’ realizing there is one “tricky” part that your students have not been
explicitly taught…YET. This is a perfect opportunity to grab your stack of Secret Story cards, find
the story for that “tricky” part, and take 1-2 minutes to read the “secret.”

You might grab a pair of sunglasses and a leather jacket for an added special effect!

8. Connected Text: For this step, students are reading sentences and paragraphs with both high
frequency words and target phonics pattern words. Students also have a printed decodable passage to practice reading in small groups, or with a partner. This is a great opportunity to search for the “secret story” in each sentence and/or passage. You may have students circle as many “secrets” as they can find and then practice reading the “secrets” words to a partner. Students also write dictated sentences during this step, and may refer to the Secret Stories to spell tricky phonics patterns.

Is there a specific order to introduce the Secrets?

As a literacy coach I am frequently asked…”When should I introduce each Secret Story? Is there an order or scope and sequence to teach them in?” to which I reply…

There is no specific order or sequence to introduce the Secret Stories. Let’s revisit the analogy of UFLI foundations as your backbone, your scope and sequence for phonics instruction. Like a backbone, it stays in place, providing structured, explicit, systematic and sequential phonics instruction for approximately 30 minutes a day.

The UFLI lesson assures that all phonics skills are explicitly taught and practiced. It provides equitable instruction for all students, specifically those who can’t recover from being taught to “just memorize” and need lots of support to shift back to decoding.

But, how are we accommodating students who don’t need that slow, laser-focused approach? What do we do for our students who are ready for more, and want to read and write bigger words?

Provide access to the “Secrets” throughout the day! The Secret Stories is the lifeblood of your classroom, flowing fluidly throughout the veins of the day..moving to where it’s needed. Putting the Secret Stories posters up creates equity in the classroom, and acts as a differentiated support for students who are ready to read and write bigger words. Even if UFLI lessons haven’t covered a specific phonics pattern, a child can just “look up” and find the secret story they need.

We can follow a structured scope and sequence AND also give our students access to
the code (the secrets!) when they need it.

Use the following checklist to keep track of which “secrets” you’ve introduced to students throughout the year:

How have I used Secret Stories and UFLI as a literacy coach?

One of my roles as a literacy coach is to work with districts and teachers to find curriculum resources that align with current literacy research. Since discovering the Secret Stories and UFLI Foundations, I’ve been using both in various ways across the districts I support:

1. Grant writing: I support teachers by writing grants. The most common grants we’ve written
together the last few years have been for the Secret Stories, the UFLI Foundations book, and
various decodable readers (Hello Decodables, Phonic Books etc.)

2. Leading professional learning: Since both the Secret Stories and UFLI Foundations are
fairly new to the teachers I work with, it is important to provide professional learning throughout
the year on both resources.

Here are a few of the UFLI Foundations/Secret Stories sessions I’ve led alongside my coaching colleagues:

UFLI Foundations Lesson (Day 1 and Day 2):
Several professional learning sessions have outlined each step of the lesson. language to use during instruction, and resources needed to teach.

secret stories ufli phonics training for teachers

The Better Alphabet® Mini-Mats

UFLI Progress Monitoring Session:
This session focuses on “day 5 activities” that include progress monitoring and review of the weekly UFLI lessons. There are SO many free resources in the UFLI toolbox (website) including “Roll and Reads” (pictured below), decodable passages and home practice sheets.

Below is a note-taking sheet I created for teachers to take notes as I model using Secret Stories with the UFLI lessons. The picture below is of a kindergarten teacher’s notes.

Gamifying UFLI:
This session provides ideas for extending UFLI lessons with games, and practice activities as well as ideas for centers and small group.
UFLI Refresher:
During this session, teachers have had some time to teach UFLI lessons in their classrooms. We spend time reviewing each step of the lesson, reviewing language and important reminders.
Make and Take Workshops:
These professional learning workshops are planned for teachers to create activities to enhance UFLI lessons and bring in the Secret Stories.
Choose Your Own Adventure-“All about the Secret Stories”:
This professional learning day presents teachers with options for different sessions they choose to attend. Below are pictures from this PD.

3. Coaching cycles: After leading professional learning, I meet with teachers one on one, or in
grade level groups to begin coaching cycles. This is where the magic happens… but It’s a process.

Changing teacher practice in one area can take between 14-20 hours.

So give yourself LOTS of grace if you’re trying out a new program/resource or changing up your
literacy block!

The steps of the coaching cycles include:

Setting a student-centered goal
Co-planning the lesson/series of lessons
Instruction (I model, we co-teach or I observe the teacher)
Debriefing or reflecting

4. Activities for paraprofessionals and interventionists: Both UFLI and the Secret Stories are amazing resources for our students who need a little extra support. I work with several interventionists to plan for and facilitate weekly “para huddles.” During these weekly huddles, paraprofessionals learn about UFLI and the Secret Stories extension activities and games. They use some of the time to “make-and-take” phonics skill resources to use with students that focus on specific skills they need. The picture below is “para-huddle” activity.

To wrap up…

So there you have it, UFLI Foundations and the Secret Stories belong together in the classroom! For those of you already using both resources, some questions to consider…

What are some ways you currently incorporate the Secret Stories into your UFLI Foundations lessons? Which step of the UFLI lesson makes the most sense to bring in the “secrets”?

How might you bring the Secret Stories into small group/center activities to reinforce your UFLI lessons? What are some partner or group practice activities you might plan?
What other parts of your day might you introduce the “Secret Stories?”Share your responses to any/all of the above in the comments on this post in the Secret Facebook Group for a chance to win a Secret Stories® Class Kit or any other Secret Stories® item of your choice.

Join the UFLI conversation by sharing your responses to the above questions in this post in the Secret FB Group, and follow Leah Ruesink, @TheEarlyLiteracyCoach on Instagram

Phonics flashcards secret stories warm neutrals

@TheEarlyLiteracyCoach on Instagram

January 5, 2024

Meta-Analysis & Literature Review

Brain Based Learning, Dyslexia, ELL, ESSA Evidence Tier I, Reading Intervention, Science of Reading

April 25, 2023

How to Teach Individual Letter Sounds Fast and Easy!

Brain Based Learning, Kindergarten, Science of Reading, Teaching Writing

The Best is Yet to Come – Part 2
A guest post by kindergarten teacher, Sheryl Nicholson.
*Note: Sheryl uses Secret Stories to support science of reading-based instruction alongside the Wonders Reading Curriculum.

If you read my first blog post, you know that I didn’t discover Secret Stories and start using them until the final weeks of kindergarten after a tumultuous year of Covid. While I documented my journey using the Secrets in those last few weeks of kindergarten, I wanted to write a second post about how to start from the beginning of the year on Day 1. This is that post, and I hope it’s helpful!

Rule number #1
The Better Alphabet™ Song
Sing the Better Alphabet™ Song EVERY day, TWICE a day…NO MATTER WHAT!

I do this because it’s the fastest way to ensure that kids know all the letter names and sounds in about two weeks to two months. And I don’t mean one sound per letter, but EVERY POSSIBLE SOUND a letter can make when it’s by itself, including the long AND short vowel sounds, the hard AND soft sounds for /c/ and /g/ and even the three sounds of /y/, not to mention in the “most likely” order for the most successful word attack! But it doesn’t “teach” them. It “gives” them.

The reason I say that the Better Alphabet™ Song “gives” the sounds rather than teaches them is because unlike traditional alphabet songs or practice, it doesn’t rely on what are often “underdeveloped” cognitive processing centers with learners having to “remember” the letters and sounds. Instead, it uses earlier-developing muscle memory to forge the connections between the letter names and sounds for automatic and non-conscious sound retrieval, via the mouth muscles. (Katie Garner explains more about this in the video below, as well as how she uses the neuroscience to “cheat” (get around) the traditional limitations of information retrieved through muscle memory.

On a side note, I always make sure to them the “secret” about the Superhero Vowels® with their “short & lazy” disguises AND about Sneaky Y® who’s basically the “Lex Luther” of the alphabet! This is necessary in order to prompt those sounds when we sing them.

The Better Alphabet™ Song is the first track on the music download that comes with the Secret Stories Kit. (There’s a code on the inside back cover of the book to download all of the musical “sound-skill” exercises.) There is also a video version of the song on TpT, but I just use the audio version or sing it a cappella (without music) with my kids.

In addition to the Better Alphabet™ anchor posters, each student has their own individual Better Alphabet™ mat (pictured at the top) that they keep in the back of their writer’s notebook. They bring it to the carpet every time we do the Better Alphabet. As Katie explains in the video, it’s absolutely critical that kids SEE the letters when SINGING their sounds, as this is what forges them together in the brain for use when reading and writing. We do this with “eye-glue,” which means that we keep our eyes glued to the letter as we sing its sound(s).

This video isn’t of my class, but was on Youtube. It’s actually a prek class, but I loved the little girl pointing up during the song to focus everyone’s attention on the alphabet anchors, as it shows the kids know how important “eye-glue” is! I also love the letter sound assessment immediately following it!

Forging “Sound-Symbol” Connections in the Brain

As an incentive, I give an award to one student who has the best “eye glue” and “muscle mouth” (which means that they are really working their lips, tongue and teeth” to engage muscle memory!).

I give the smaller bookmark-size award during the week (two a day, once each time we sing it) and then every Friday, I give out the large award for “Best of the Week!” You don’t have to give actual awards, as you can also make it an ongoing contest, with “boys against girls” or even between different table groups. Whichever group wins can earn small privileges, like getting to line up first or pick recess equipment first, etc…

Download free in the Secret Group Files.

I do this everyday until my students have all reached 100% mastery of the letters and sounds. This usually takes between two weeks and two months. After a couple of weeks, I add the “Letter Runs” which you can hear us sing through in the videos below, as those are the next tracks of musical exercises in the music download.

And check out the video below where kids are singing the Letter Runs to the tune of Star Wars!

Using Music to Support Orthographic Mapping of in the Brain

Whereas the Better Alphabet® instills fast mastery over both the letter names and sounds, the Letter Runs “raise the bar” by skipping the letter name and requiring fast recall of the sounds so as to mimic actual decoding for reading (i.e. see the letter and make the sound). Letter Runs can be sung fast OR slow and to ANY tune! They can even be sung backwards!

According to Katie, the purpose of the Letter Runs and the other musical exercises on the download (aside from the Better Alphabet) is to actually avoid activating muscle memory by constantly switching-up the speed, tune and order. This forces kids to “actively manipulate” the sound-symbol connections in ANY order, just as they must do when using them to read and write.

So, at about the two week mark, we started following up the Better Alphabet™ Song with the Letter Runs as fun challenge, still making sure to use our “eye glue” and “muscle mouths!” The great thing about starting the Letter Runs BEFORE kids have 100% mastery of all the letters and sounds is that they love the challenge! They don’t fret about the letters they don’t know, they just love singing through the ones that they do as fast as they are able! Even the kids who know only a handful of letters still beg to sing it over and over again. It’s just such a great way to build automaticity of the sounds they DO know so that they can start USING them to read and write!

By spring break, the kids are able to do the Letter Runs in ANY order… forward, backward, or completely random….just like in REAL words! They can handle anything I can throw at them because the letters and sounds are so solidly forged in their memory (aka “orthographically mapped” in their brain!)

The above-described routine is NON-NEGOTIABLE and we do it every single day without fail! And simultaneously, we are also learning about the “grown-up” reading and writing Secrets, which are the sounds that letters make when they get together and DON’T do what they should! All of our Secret Stories® posters are up on Day 1 and ready for use whenever and wherever we need them!

And we definitely need them! We find Secrets everywhere…in student names, on the calendar, in our required sight word lists, on our math directions, in stories and poems that we read, even the lunch menu! (To read more about how we do this and what it looks like, click here to read my previous post.)

“A to Z in Three” – August, September & October

We also do something called A to Z in Three. First, we spend the first 26 days of school doing a quick “letter a day” spotlight. This quick overview helps lay the foundation for more intensive study of the letters over the next couple of months. Even though many students will have already acquired the letter names and sounds by the first month by singing the Better Alphabet™ Song twice a day, they still need to be able to write them, and that requires fine motor control.

Working in ABC order, we brainstorm things that began with the sound of our focus letter and draw them on the page. The we practice writing the letter, with kids who know more letters able to use them to try and write the words to go with their pictures. We use simple pages like the ones below, as well as pages in our Decoding Dictionaries, which are in the Decoding Sight Words with Phonics Secrets pack that’s on TpT. (In addition to our Better Alphabet Mats, we also keep Porta-Pics in our writing folder for easy reference to the phonics Secrets. These can be reused over multiple years.)

“Decoding Dictionaries” – All Year Long

I prep the Decoding Dictionaries for each student before school starts. You can find my post about how I use these here or for a quick overview, you can watch the video below.

The reason it’s so important to fast-track the individual letter sounds is so that kids can start using them alongside the phonics Secrets they know to really read and write and make sense of words wherever they see them! It’s hard to imagine, but in the world of Secret Stories, kids pick up the phonics patterns even easier than they do the individual letter sounds, as they don’t have to go through muscle memory, nor do they have to be practiced twice a day. This is because the Secrets are based on things kids ALREADY know, like sticking your tongue out, riding in a car, playing rough and getting hurt or being sneaky. The minute they hear them, they remember the story and the sound. The only thing they need to apply them to reading and writing are the sound posters, as that is how they keep track of which letters make what sounds.

If you doubt how quickly kindergartners can progress into real readers and writers with just the Better Alphabet™ and a handful of phonics Secrets, check out the video clips below.

There are just so many ways to “play” with these secret building blocks of the code! I encourage you to read my first blog post that explains how we begin incorporating Secret Stories into our daily routines from the very first day of kindergarten. I shared one of my favorites that I do every year with student names in the Secret Stories Facebook Group which you can see in the picture below.

If you would like to reach out to me with any questions, you can find me in the Facebook group by clicking the picture above and then on my name at the top of the post. I look forward to continuing the conversation and seeing you in there!

Sheryl JB Nicholson

September 5, 2022

Secret Stories® Phonics Boom Cards: Reinforcing Learning in the Brain

Blog, Brain Based Learning, Digital Resources for Online Learning, Phonics Flashcards, Phonics Games and Activities, Science of Reading

Hello, I am Janelle Schneider. Some of you may know me as Mrs. Schneider from Engage & Inspire with Mrs. Schneider. I wanted to share with you two of my favorite teaching resources, Boom Cards and Secret Stories! I am going to explain why Secret Stories phonics activities on Boom are the perfect addition to any phonics routine, and why Boom Cards provide such effective and efficient skill practice. Like Secret Stories, Boom Cards make your life easier and maximize student achievement.

As teachers, there are so many ideas and resources being thrown at us. It can be very overwhelming trying to figure out which ones work, and which ones aren’t worth our time. New curriculums, new programs, new teacher websites and apps, all promising to be the “magic tool” that’s missing. It’s frustrating to waste time and money on new websites and apps, only to find out that either kids don’t like them or that they’re ineffective.

During the 2020 COVID school closures, I was struggling to find a way to teach my students virtually. Through one of the second grade Facebook groups, I came across Boom Cards. Though I found the platform a bit confusing at first, I quickly grew to love it, and I eventually began making Boom Cards of my own. During this time, I also decided to obtain my graduate degree in Curriculum and Instruction. Through my coursework, I realized that Boom Cards were not only fun, but backed by Behavioral Learning Theory.

While reading and completing coursework on the different learning theories, I wrote this in one of my papers,

When it comes to teaching our diverse students, there is no one size fits all learning theory. Teachers find, trim, and arrange bits and pieces of many different learning theories to craft the beautiful mosaic of student learning. In any one lesson, it is typical for a teacher to have elements from cognitivism, behaviorism, constructivism, and humanism.”

One learning theory that supports the use and effectiveness of using Boom Cards is the Behavioral Learning Theory. When people think of behavioral learning or operant conditioning in the classroom, they typically envision the conditioning of student behavior in regard to discipline and classroom management; however, incorporating behaviorism in the classroom can greatly impact both teaching and learning.

Following is an excerpt from an article on Teaching and Education by Western Governors University.

The stimulus-response sequence is a key element of understanding behaviorism… Behavioral learning theory argues that even complex actions can be broken down into the stimulus-response” (Western Governors University, 2021). In the case of Boom Cards, students hear a ding and see a green circle when they have a correct answer and they hear a “whoops” and see a red circle when they have an incorrect answer. Additionally, students must find and correct their error before moving on to the next card.

What I love most about Boom Cards, aside from the immediate feedback students receive, is the repetition! Students need to practice a skill several times to obtain mastery, and Boom offers this repetition, as well as immediate feedback and positive reinforcement.

Repetition and positive reinforcement go hand-in-hand with the behavioral learning theory…Positive reinforcement is key in the behavioral learning theory. Without positive reinforcement, students will quickly abandon their responses because they don’t appear to be working. (Western Governors University, 2021)

Think about it! How many times have your students abandoned their worksheets or other class assignments because they were “too hard,” or because they didn’t know if they were doing it correctly? How often are students completing work that won’t be graded until days later? How often do they practice skills incorrectly, and then have to “unlearn” them later? With Boom Cards, students are actively engaged because they know if they are doing their work correctly or not. They want to hear that ding! They want to feel successful, and when they hear the “Whoops” sound repeatedly, they know they’re doing something wrong. They know they need to ask for help. And for our shy students who won’t ask, we can see on their live report that they are struggling and in need of assistance. This allows us the opportunity to target struggling students and reteach the concepts in small group or “one-on-one” before they fall further behind.

How I Use Boom Cards in My Classroom

I scaffold all of my lessons using the Gradual Release of Responsibility Model. During COVID, I had structured all of my lessons (on Google Slides, Youtube, etc.) as “I do, We do, You do.” Now that we are back in the classroom, I structure my lessons as “I do. We do. You do (together), You do (individually).”

I begin with whole group direct instruction, making sure to build on students’ prior knowledge, and working on a examples together. Next, students work on an activity in partners or small groups. Then they complete their assigned Boom Card deck individually. I will also use Boom Cards to differentiate assignments and fill in learning gaps. I love that Boom Cards “self-grade” so you can look at the live data as students complete each deck. I use this as a daily formative assessment, and will sometimes even use Boom Cards as a summative assessment. The fact that they are SELF-GRADING is the best part, as this has saved me so much time, and truth be told, even given me some of my weekends back!

Below are step-by-step directions for creating a Boom account, as well as purchasing decks and assigning the to students in your classroom. I would also encourage you to check out the video below (and if helpful, please remember to like and subscribe!)

Boom Plans

Membership Plans: Free and Paid

The Starter Plan (free): If you are a parent or if you homeschool 5 or less children, this is the plan for you. If you are a teacher that does not need to collect data on students’ progress, but want to give your students Boom Decks for extra practice of a particular skill, you can use the free account and assign “Fast Plays.”
*You will still need to purchase decks separately.

The Essential Plan ($25 year): I recommend this plan for regular classroom teachers on a tight budget, as it’s only $25 per year. The only thing I don’t like about this plan is that you don’t get the “live reports,” only student progress.

The Premium Plan ($40/ year): This is the plan I recommend all teachers get if they can afford it, as it does include the live reports which are so helpful in tracking student progress in “real-time” and targeting students in need of reteaching.

The Publisher Plan ($50/year): If you plan to make Boom Cards for your students (and possibly even sell them) this is the plan you would need. It’s the plan that I have.

Navigating the Boom Store

Below are step by step directions that walk you through how to find, purchase and access your Boom Decks.

When you first log in, this is what it looks like.
Click on “Store” to get started.

In the store, you can search for whatever material you need for your lesson. You can search: Secret Stories, phonics, cvc words, decoding, 3-digit addition, time, etc., and a list of available decks will come up. You can also click the “Find Free” green button to search all of the free decks.

Purchasing Boom Decks

You purchase decks with “points,” choosing from the following options:
100 points=$1.00
200 points is $2.00
375 points is $3.75
and so on….

As you can see in the screenshot of my own Boom Library below, I currently have 1281 points remaining to use. I always purchase the $50 option, as this makes it easier to quickly do the math and decide if a deck is “worth” the cost, as the decks range in price. You can preview the first 4 slides of any deck to see if you like it. Once you own the decks, you own them forever. Just like on Teachers Pay Teachers, you can continue to use them year after year.

Assigning Boom Cards to Students

After you purchase a deck, you can go to your library to find them, and them choose which deck you want to assign to students.

I recommend doing this right before you release students to work independently. The reason for this is that I’ve had a few “over-achievers” try to do Boom Cards before school in the morning before the concept has been taught. It only takes a minute to assign, so if you can wait until school begins or just before the lesson to assign each deck, that works the best.

You can also make folders and store the decks by topic or standard, or in any other way that you wish.

First, click on “Action”
Next, click on “Assign”

Choose which class you want to assign the deck to. (I have my regular second grade class in “class 1” and students that I tutor in “class 2”).
After checking the box to select the class, you can then “x” out of that screen.
Students can then refresh their screens and the assigned deck will appear at the top of their list.

Student View

Reading Boom Reports

In addition to the information shown above, you can also get reports for each card so that you can identify common errors being made, or see which cards students struggled with the most.

To do this, just click on “title” when viewing the report.

Then click on “Report by Cards”

Now you can see the cards that had the most incorrect responses.

I hope that this “crash-course” on Boom Learning is helpful, especially to those who may want to use the new Secret Stories® Boom Cards in their classrooms, but were unsure of how to get started.

Secret Stories® Boom Decks

Below are some of the Secret Stories® Boom Decks available with short videos showing how they can be used.

“Short & Lazy” Vowel Practice

The Short Vowel CVC Word Mapping Bundle and the Short Vowel CVC “Hear it, Tap it, Spell it” Bundle include decks for practicing and reinforcing all of the “short & lazy vowel” sounds. (Decks may also be purchased individually.)

Decoding Sight Words with Phonics Secrets

The Fry Sight Word Mapping Bundle and the Fry Phonics Flashcards Bundle include decks for practicing and reinforcing decoding and encoding with Secret Stories® phonics sounds/spelling patterns. (Note: A Dolch Word deck will be released soon so as to align Boom practice with the Decoding Sight Words with Phonics Secrets Pack on Teachers Pay Teachers.)

For more insight into these activities and everything else Secret Stories-related, join the Secret Group on Facebook, and be sure to download all of the free resources in the group file! You can also subscribe to the Secret email for personal notifications delivered directly to your inbox.

💗Special thanks to Janelle Schneider/Engage & Inspire with Mrs. Schneider for this wonderful post!

April 30, 2022

Connecting Speech to Print to Read and Write in Kindergarten

Brain Based Learning, First Grade, Homeschoolers, Kindergarten, Phonics Flashcards, Phonics Games and Activities, Science of Reading, Sight Words, Title I

Teaching is not a profession for the weak. It is a profession that you have to feel in your bones and your soul. You have to wake up in the morning and know that you are going to make a difference in a child’s life by getting up and going to work.

The dedication and commitment it takes to be a teacher in today’s school system is not like it was when I graduated 32 years ago. School systems are asking more than we can give, yet teachers find ways to keep giving. That is because we know that the best has yet to come. This is why I get up each day and I show up for my students. I know that MY best day of teaching has yet to come. MY best year of teaching has yet to come! I will continue to grow and learn and get better because that is what I do as a teacher. I do what it takes for my students to succeed. I want my retirement year of teaching to be MY best year of teaching!

A guest post by kindergarten teacher, Sheryl Nicholson
In this post, Sheryl explains how she began using Secret Stories in the last six weeks of kindergarten following Covid. In her second post, she describes starting with the Secrets from the very beginning of the school year on Day 1.

The Best is Yet to Come

Post-Covid Kindergarten in May
In the spring of 2021, after a crazy year of COVID shut-downs, I was preparing my lesson plans for the week and looking for a good YouTube video on blending CVC words because my students were really struggling with this skill, Somehow I clicked on a video of Katie Garner talking about the Secret Stories.

SIX HOURS LATER, I’d binge-watched everything I could get my hands on about the Secret Stories on Katie’s Youtube Channel. In a nutshell, the Secrets are short brain-based stories that explain the sounds letters make when they get together, with posters to help kids remember for independent reading and writing. They make phonics accessible by connecting skills to what kids already know (i.e. having a crush, not getting along, playing rough and getting hurt, being sneaky, listening to your mom or babysitter, etc.).

Everything made so much more sense, including why my students were still struggling with blending simple CVC words. If the only sounds they knew were the ones letters make individually, then CVC words were all they could read, and these words were the least likely to be encountered throughout the day.

That’s because most words we came across contained phonics patterns that we hadn’t learned yet and wouldn’t for at least one or two more grade level years in first and second grade. I was starting to understand why Katie said in the video that it’s actually harder to go slow, especially when we don’t have to.

So with only six weeks left in the school year, I began frantically texting my teammate, and after a little arm-twisting, convinced her to jump in with me and start telling Secrets!

Sound Walls for Independent Reading & Writing

The more I learned about Secret Stories, the more excited I was to get them, and after waiting for what seemed like FOREVER, they came! We immediately laminated the posters and put them all up to make a sound wall that kids could use to help remember the new “secret” sounds they would be learning

I joined the Secret Facebook Group and found so many great ideas from other teachers on how to get started! I even found a cute idea posted in the free group files to create a “secret” cover for the section of my Secret Stories book that contained the Secrets! (There are lots to choose from)

Now we were ready to go!
Granted, we only had about six weeks of school left in the year, but I wanted to see if there was truly “magic” in these Secrets.

Having no clue where to start at the almost END of this school year, I just jumped in. The first “secret” I saw was in our school name, Lovejoy. So, Sneaky Y was the one that we started with, and I made a big deal about it being a grown-up reading “secret” that kids weren’t supposed to know. I even made them go and check the hallway to make sure that no one would hear! Then they all gathered around on the carpet and I told the secret about WHY /y/ was so sneaky, as well as the sounds he could make. THEY ATE IT UP!!!! After that one, we literally blew through the rest of the Secrets! They spotted them everywhere—in books, on the walls, in read alouds, at home…there was no escaping them!

The biggest change I saw was in their writing. They went from almost completely “inventive” spelling to using the secret phonics patterns.

Their confidence just soared with these new phonics tools under their belt. The only downside was the short time we had remaining to use them since our first grade teachers didn’t have them. So before school ended, I made each student a Secret Stories key chain (with the Secret “Take-Home” Tags on Tpt) to review during the summer.

Needless to say, word got around about these things called the “Secrets” and soon the other kindergarten teachers in our district wanted in on the action. At the end of the school year, we found a foundation that awards grants to teachers through a rigorous proposal process. It’s highly competitive, so in order to stand out, your proposal must be creative. So we decided to incorporate the Secrets into our grant proposal with a mock Zoom call. It was a huge success and we were able to get Secret Stories for all nine kindergarten classrooms at our school!

Instant Speech to Print Connections for Beginning Reading & Writing

By the end of that school year, my mind was already racing with ideas for the next school year, and how I could make teaching the Secrets even better for my kindergartners. I found the Secret Sound Stickers and these were the seeds for a million ideas!

I knew that I wanted to start introducing the Secrets in August, but wasn’t sure how to do that since most of my students wouldn’t even know the names of the letters yet. We could sing the Better Alphabet Song to fast-track mastery of the individual letters and sounds, but in order for kids to actually USE them to read or write anything, they would also need to know the phonics Secrets.

I am a firm believer in teaching smarter, not harder. I thought about the things that I already do and how I could incorporate Secret Stories into them.

Phonics Secrets in My Name
At the beginning of each school year, I make All About Me posters for each one of my students. I send a form home at “Meet The Teacher” before school starts that parents and students fill out and return to me. Then I make a personalized poster for each student and every day we highlight one.

Spotlighting the phonics Secrets in student names is a perfect way to introduce them. Why teach kids how to just “recognize” their names when they can use the Secrets to actually READ them? Not only did knowing the Secrets in their names help to make sense of the sounds that the letters were making, it was also a personal way for kids to take ownership of the phonics skills. As different phonics Secrets were introduced, we would add the small red cards (from the back of the Secret Stories book) to our pocket chart to keep track of them.

I even grouped students with the same phonics Secrets in their names together as I shared their posters. For instance, I introduced everyone whose name had just one Secret, then I introduced those with a Mommy E in their name, and then I introduced those whose names started with the same blend, etc… This took about 4-5 weeks, but it was a perfect pace to introduce about 30 Secrets in 25 days or so.

Here’s one of my little ones explaining the phonics Secrets in her friend Crew’s name. (The only thing they loved more than learning how to read and write their own name was learning how to read and write the names of their friends!)

I also made cards for all of the high-frequency “sight” words and used the digital stickers to make the phonics sounds in them more accessible by showing the connection in a concrete way.

First we would read the words with the Secret phonics sound EMBEDDED; then we read them with the Secrets phonics sound up ABOVE; and finally we read them just the LETTERS for gradual release from the Secrets.

The sound stickers were such a game-changer for my students that I began sharing what I was doing with other teachers in the Secret Facebook Group. It was there that I discovered that the Decoding Sight Words with Phonics Secrets project was well underway! So at Katie’s request along with Shelley Mahn, we created a teaching tool to help show the connections between the so-called “sight words” kids need to know and the phonics Secrets they need to actually READ them! (I made the video to show exactly how we use it.)

One Secret is Worth a Hundred Words
In past years, I would have introduced just 1-2 sight words a week, and by the end of the year, I would have introduced all the required words for kindergarten.

NOT THIS YEAR! I was able to give my students ALL 35 of the first semester words at once. They immediately noticed that they had the same phonics Secrets in them that were in their names and loved seeing which words they “shared” Secrets with!

I literally spread the pile of words all over our floor and let the kids just walk around and talk about what they saw. The first thing they noticed was which ones had similar Secrets. For example, words like: at, an, and, can, etc… all shared the short /a/ Secret and so they wanted to group them together, just as they’d done with their names.

After laying out all of the Secret Stories Flashcards and sorting all the words, we discovered that only 3 of the 35 words actually had to be memorized as “heart words,” as the rest were all easily decodable!

It was so powerful to see these beginning kindergarten readers realize that this giant stack of unknown words wasn’t so scary, as they could already read them!

We continued doing the same sorting activities with these words that we had done with our names before adding them alongside on our Secret Sound Wall. (Note: The names and words were only displayed on our Secret Story sound posters temporarily to illustrate the connection between the Secret phonics patterns and the sounds they make in words. Once these concrete connections between sound and print were made clear, the Secret Stories posters were all they needed to read and spell throughout the day.)

By the end of kindergarten, we’d not only gone through all of our kindergarten words, but first grade’s list too! When kids own the code, kids can read ANY word, regardless of which grade level list they’re on….and that’s why Secret Stories make all the difference!

Click here to read Sheryl’s second post.

FREE Block Templates for More “Speech to Print” Phonics Fun

Download this free Secret Stores® Block template from the “Files” section of the Secret Facebook Group, Science of Reading Meets Science of Learning (Just look for the “Files” tab at the top of the group page.)

And for “ready-made” Secret Stories® SoR-based phonics fun, check out the Secret Stories® Phonics Centers for Phoneme Grapheme FUN.

March 1, 2022

Orthographic Mapping with Secret Stories® Science of Reading Center Mats

Brain Based Learning, Digital Resources for Online Learning, Dyslexia, Phonics for Dyslexia, Reading Intervention, Science of Reading, Struggling Readers

How to Make Phoneme Grapheme Word Mapping Mats

This blog post has been reproduced, with permission, from Shelly Mahn’s blog. It provides step-by-step directions on make the Secret Stories® Phoneme Grapheme Word Mapping Mats that are included in the Science of Reading Secret Stories® Centers on TpT. (All links mentioned can be found inside the product.)

Note: To make these mats, you must first purchase the Science of Reading Secret Stories® Centers on Teachers Pay Teachers here. (Active Amazon links mentioned in the tutorial below are included in the product.)

August 3, 2021

Teaching My “Differently-Wired” Child How to Read

Autism, Brain Based Learning, Dyslexia, First Grade, Home School Connection, Homeschoolers, Phonics for Dyslexia, Social Emotional Learning Channels, Struggling Readers

A guest post by Elizabeth George, a mother and “unexpected homeschool teacher” to a neurodiverse first grader with Autism.

Teaching Neurodiverse Learners

Dyslexia, Autism, ADHD and More

I am the parent of a neurodiverse child, which means that my child’s brain is wired differently. This causes him to think, learn and sometimes behave differently. This catchall phrase, “wired differently,” includes everything from ADHD or learning disabilities (like dyslexia), to children who are gifted or autistic. It’s a term used to describe kids who move through the world in a less typical way.

If you’re like me and have a child whose brain is differently wired, you may have found yourself unexpectedly homeschooling during the pandemic. No sooner had we learned how to navigate special education advocacy, than our focus had to shift to the actual educating. Neither I, my husband, or our children knew for how this was going to go on. I’m not going to lie, it was a steep learning curve for all of us, but it was one we had to climb for my amazingly resilient, curious, anxious and autistic first grade son.

In kindergarten, it became apparent that dyslexia was mixed into our son’s learning profile. An education that began with a team of seven special education teachers, support professionals and trained therapists, was now down to just his father and me, along with my parents, who also live with us. Now, upon finding myself unexpectedly and solely responsible for the monumental task of teaching my struggling reader, I went to the experts. I read, watched, and listened to everything I could for several hours each night. What I found was that several years ago, there had been a “reading war” that no one had won. However, proponents of both sides (Whole Language and Phonics) did appear to have come to a truce, and that truce was known as Balanced Literacy.

Both sides, those advocating “phonics” (decoding letter sounds) and those advocating “whole language” (learning whole words by sight) seemed to make good points, and so in my confusion, I contacted the Education Department at the University of Texas. (Note to Special Needs Parents: Universities offer tons of free resources and training courses as part of their research. I’ve taken the Behavioral Tech certificate training for applied behavioral analysis (ABA), communication training for Speech therapists, and much more all for free. Google search your local university’s Education, Special Education, Child Development, Neuroscience, and Psychology Departmental Studies, which are usually listed on each Department page website.)

The Science of Reading

As it turned out, the University of Texas was doing a study on reading for kids with learning differences. Unfortunately, my son was too young to be eligible. I asked for an exception, but the professor in charge gave me access to his doctoral students to ask questions and find out about the most effective resources, instead. Lost and worried, I scheduled a call and received excellent direction from an amazingly sweet doctoral student in the UT’s Special Education Program. I was advised to evaluate of the effectiveness of any program based on whether it was aligned with the “Science of Reading,” a term I had never heard. So deep into the rabbit hole I went, researching everything I could find…and I’ll save you the weeks and/or months of research by giving you the following terms to speed your search:

Science of Reading
Scarborough’s Reading Rope
Simple View of Reading
Florida Center for Reading Research
National Reading Panel
Multisensory Instruction
Orton-Gillingham Curriculum
Phonemic Awareness
Orthographic Mapping

If your child’s brain is wired differently (ASD, ADHD, SPD, dyslexic, etc.) or if they are disabled, then you know that what works for most neurotypical children may not work for yours. The other sad fact is that there are many so-called “cures” and “quick-fixes” being advertised to parents of special needs learners. Most of us have fallen for one or more of these ads for apps, programs, books, diets, supplements etc.., promising speech gains, reading improvement, better focus, reduced meltdowns, and the like. For special needs parents, finding truly effective resources for your child is like finding the proverbial “needle in the haystack.”

After purchasing a few different programs and curriculum, I was running out of patience and money….AND MY KID STILL COULDN’T READ. What’s worse, practicing all of these different programs with him had become a nightmare, and if I’m honest, our relationship was suffering. There is nothing worse for a parent than watching your child struggle and not knowing how to make it better.

In an attempt to find out why nothing I did was working, I started reading what teachers were posting in Facebook groups, like The Science of Reading – What I Should Have Learned in College. Surely, if anyone knows about reading, it’s teachers, right? Time and time again, they suggested the Secret Stories to jump-start reading, especially for beginning and struggling readers. They were very clear that while Secret Stories was only one piece of the reading puzzle, it was an extremely important one—which was giving kids easier access to more of the phonics code, faster.

In fact, the Secret Stories came up so often that I had to find out what it was, and see whether it might be the piece that my child was missing… or, if yet again, it was something that worked only for neurotypical kids. So I found the Secret Stories Facebook Group and watched some of Katie Garner’s conference presentations on YouTube and within 30 minutes, I was hooked. No, not hooked…I was INSPIRED! (Katie is the creator of Secret Stories and she presents at conferences around the world, many of which are posted on YouTube.)

So, I proceeded to watch every YouTube video associated with her name to learn everything that I could, but it still had to pass the “taste” test by the boss—my very intelligent and anxious autistic son. By this point, he’d been through three different reading programs….and lots of tears. After so much failure and anxiety (his and mine), I gave him just a taste of one Secret Story. I told him the “secret” about the letters that were “in love,” which are au/aw. This one that I’d heard Katie tell so many times in the videos I’d watched and the image was also free to download on the website. I presented it just as Katie had explained, telling my son that I had a “big, grown-up Secret about reading,” and I really played it up, copying all of Katie’s acting gold!

HE….WAS…HOOKED!!

“Mom, are there more?”

Now if you’re a parent of a differently wired kiddo, then you know how extremely amazing it is to get your kid’s full attention with anything on the first try…we’re talking out the gate, pure interest! He actually said, “Mom, are there more?” I almost cried, but that wasn’t part of the script, so I held it together. Then cool as a cucumber, I told him that I’d check, but because these were “grown-up” reading Secrets, he may not be big enough yet to learn more, and so I would have to ask the Secret Stories teacher first. ;-)

The rest of the day, we circled the aw/au in every word that we found it, even food labels! Everywhere we saw those letters, we would use the secret to sound-out (decode) the words. The biggest win wasn’t just that my son remembered the phonics sound through the story, but that he was actually able to apply it…. AND enjoy doing it!!!

Excited about this turn of events, I staged my next test, which was to sing The Better Alphabet Song. I had heard Katie explain in the videos that the Better Alphabet isn’t really a song, but a muscle memory exercise that fast-tracks mastery of the individual letters and sounds in 2 weeks to 2 months. Rather than relying on under-developed “higher-level” cognitive processing for skill mastery (which typically takes a year in kinder), the Better Alphabet targets earlier-developing (and more easily accessible) muscle memory pathways (in the lips, tongue and teeth) to connect the letter names to their sounds and take them in fast. My son had already been working on learning the individual letters sounds for years now, so what’s two more months?

So, I set my plan up, telling my son that if we learned the letter sounds with the Better Alphabet, that would surely prove to the “Secret Teacher” that she could trust us with the rest of the Secrets. Honestly, as I’m typing this, I can’t believe it happened, but he BEGGED me to watch/sing it—over and over and over again. One week later, he had all of the individual letters and sounds down pat! And then he immediately started asking me if the teacher had sent the Secrets yet. That was it, I was sold. I ordered the Decorative Squares Kit and I was ready to live, eat and breathe these Secrets! This was what success looked like, and we could both taste it!

(Note: The Decorative Square posters are actually part of the classroom kit, but if you don’t have the wall space to put up all of the big posters, you can get the Parent/Home Bundle instead, as it’s made specifically for home use.)

For perspective, I should share that I actually have two sons, and that my “neurotypical” four year old is just along for the ride, singing and watching the Better Alphabet on video along with his brother. That said, after two weeks, my four year old didn’t just know the letter sounds, he was using them to sound out three letter CVC words (i.e. cat, bit, dog, mom, dad, etc..). My mind was blown! I hadn’t even tried to start teaching him yet, aside from just reading to him. I was ecstatic about BOTH their progress, and now all of us were stalking the mailbox, waiting for our “Top Secret” Secret Stories book!

A “Backdoor” for Learning

Up to this point, I’d accumulated all of the ingredients that I needed to teach my son to read except the Secret Stories. I had Orton-Gillingham SPIRE Curriculum (since Secret Stories is not a “program”), Heggerty (for phonemic awareness, since isolating sounds in words was a particular weakness for my son), Usborne Books (for background knowledge, since kids can’t comprehend what they have no knowledge about), and even some extra “sprinkles” on top in the form of the Magic School Bus Science Club and Usborne Coding for Beginners with SCRATCH. But without the Secret Stories, these ingredients just wouldn’t “bake,” and my kids didn’t want to eat it. Knowing the Secrets gave them access to phonics skills in a way that their brains were ready to hear and understand.

The Secrets bypass the struggle. They are not magic, and Katie is not an actual unicorn (although it feels like she is!) She just uses neuroscience to carve a path for learning to read that goes straight through the brain’s backdoor, bypassing obstacles that many learners face when forced through the traditional “front”—especially those like my son.

As Katie explains in this video clip, the brain develops from back to front—with higher-level, executive functioning/ processing centers taking far longer to develop than the early-developing “feeling” based networks. Like so many kids who are wired differently, my son’s executive functioning (which is what Katie calls the “front door”) is impaired. He struggles with the order of things, multi-step instructions, short term and working memory, auditory processing deficits, knowing left from right, and more. But the Secrets don’t rely on the front door like traditional phonics programs do.

Instead, they bypass executive functioning and attach to already existing frameworks of understanding—the part of his brain that knows how it feels to get hurt,
“Owwww!”….

…..that understands why to stick his tongue out at his little brother when he’s being annoying, “Thhhh!”

….and that knows all about Superheroes, and that they are often in-disguise!

The Secrets align letter behavior with kid behavior to make their sounds easily predictable. But here’s the interesting part, my son has a hard time predicting the behaviors of his neurotypical classmates and peers, so how could he predict these complex letter behaviors if they acted the same? The answer is, they don’t. In the Secret Stories, the behaviors are fixed, and this is comforting for him…. au/aw are always in love and say “ahhhhh”…. ou/ow always play rough and get hurt, “owwww!”…. and /th/ never gets along and always stick out their tongues and say, “thhhhhh!”

And for the rare times that the letters don’t behave as expected, there is always a “next most likely” sound option to try, based on the story. It gives him comfort to know that when letters don’t make the sounds they’re supposed to, it’s because there’s a secret in the word, and that it’s the letters that are misbehaving—it’s not because he is wrong or failing. That’s a huge shift for him, and it goes a long way in reducing his anxiety. Now he has a stress-free way to figure out the words.

Just two months into our Secret Stories journey, and my son went from struggling to sound out the word C-A-T, to reading the entire Usborne early reader series. He’s gone from tears and meltdowns at just the sight of a book, to reading an entire early reader to our whole family at the dinner table—WITH PRIDE! Now he’s noticing Secrets in words that are everywhere, and he’s even making up his own, like this one…. “E and X are wonderful friends, and when they are at the front of the line, E loans X his superpower so X can say his name, in words like: exit, exceptional & excellent!”

With each new Secret, his reading and spelling power continues to grow. The Secrets have given him access to the reading code in a way that systematic phonics drills could not. They reframe the structured literacy lessons in our OG program in a fun, multisensory way that he can easily remember. They make words understandable and “figure-out-able,” and he delights in the idea that he’s privy to the “grown-up” reading secrets! And at this point, our whole family is in on the act, with grandma deserving an Oscar for her portrayal of the “Excited Secret Stories Receiver!” ;-)

At the time of this writing, we are now a full FIVE months in, and he continues to amaze me with his progress. After reading the Writing Revolution, I started using stem sentences to reinforce learning other subject areas. For example, Butterflies are amazing because…. Butterflies are amazing so….. Butterflies are amazing but…. and because of all the Secrets he knows, not only can he read the stems, but he can sound out all of the words that he wants to write on his own. He can use the Secret Stories posters independently to find the sounds (for reading) or the phonics spelling patterns (for writing) that he needs.

The ability to work independently is huge. When he was in school, he needed direct supervision and assistance to complete everything: coloring, art, workshops, etc… An adult had to sit with him and help him write every word, as he owned none of the code. Now he owns all of it, and the Secrets are his to play with and use as HE chooses to express his thoughts and ideas. No longer is he just copying random words from a word wall, or waiting for someone else to tell him what to write. That ownership is critical to his academic self-esteem, and it constantly reinforces for him what I knew all along, that HE IS CAPABLE!

His Tools for Reading and Writing

Knowing the Secrets has done so much for him. He uses them to decode new vocabulary words in all of our subject area lessons, including one the life cycle of butterflies.

He uses his them to write birthday cards, and to read his own birthday message written on the sidewalk (He even underlined the Secrets he used to read it!)

He used the them to write about the plan he made for our new garden.

He uses them to advocate for what he wants.

He even uses them to write a love letters to friends that he misses.

And while he loves to use the Secrets to write what he wants, he enjoys building words and practicing spelling with the Secret Stories Digital Stickers. While they can be used digitally, we printed ours out, cut them apart, and then put magnet stickers on the back. BAM! A low-pressure spelling game that he can use to build words without the added pressure of writing. We use these instead of letter tiles for all our spelling activities!

We even used them to make little flip books to reinforce the Secrets and practice decoding words.

Equal Access to ALL of the Phonics Code

Just like a ramp provides access to buildings for those who need it, Secret Stories provides access to reading for kids who need it, making them the most impactful accommodation on any 504 or IEP learning plan. The Secrets gave my son access equal access to the whole phonics code he needed to read and write.

Perhaps I’m a just pessimist, but I used to believe that there was a limit to the gains my son could make, and that even the Secrets would only get him so far. But now, honestly, I know that the sky’s the limit.

If I could go back in time and tell myself just one thing to do on that terrifying day that our school shut down and I became an unexpected homeschooler, it would be to find Katie Garner and the Secret Stories. These were the missing ingredients that my son needed to learn how to read.

Elizabeth George

May 16, 2021

A Secret Sound Wall for Independent Reading, Writing & Spelling

Blog, Brain Based Learning, ELL, Kindergarten, Phonics for Dyslexia, Phonics Posters, Reading Intervention, Sight Words, Social Emotional Learning Channels, Struggling Readers, Teaching Writing

Crystalizing “speech to print” connections for independent reading and writing in a way that even kindergartners can easily understand.

I love watching the kids use our Secret posters on the wall to read and write whatever they want. It’s amazing what our youngest learners can do and how easily they can do it when we just give them the tools they need and let them ‘play!’

Sound Walls, Word Walls and the Science of Reading

The purpose of a sound wall is to clearly represent the connections between speech and print in a way that students can easily understand and use as a source of reference to read and spell words. It is a way to organize and display the different sounds (phonemes) heard in speech and the spelling/phonics patterns (graphemes) that represent them in print.

With advancement of new research on the science of reading, there is a clearer understanding of the roles that phonetics and phonology (i.e. “symbol to sound” relationships) play in beginning reading and spelling. Because learning to speak happens long before learning to read, teaching the connections between the letters on the page and the sounds they represent in speech is critical.

Unlike a word wall, which organizes words in alphabetical order so that students can find and copy them, sound walls are organized by sounds alongside the letter patterns that represent them.

The biggest difference between the two is that word walls give learners access to only a limited number of words, whereas sounds walls empower them with ALL of the phonics “building blocks” needed to read and spell ANY word. However, in order for students to actually USE a sound wall to independently read and spell, the “sound-to-print” connections represented must be obvious and easy to understand—even for a five-year old!

This is exactly what a Secret Stories® sound wall is, as while the Secrets explain the sounds letters make when they get together, the sound posters are what help them remember for independent reading and spelling.

In just one glance, students as young as kindergarten can instantly identify the sounds that the phonics patterns represent, and then use them to read and spell words. Rooted in brain science, Secret Stories® target “universal” social-emotional understanding by connecting letter behavior to kid behavior, making sounds easily predictable — even for kindergartners. The Secret posters are a ready-made sound wall that even that earliest grade learners can independently reference to read, write and spell.

How to Work Smarter, Not Harder

“The Secrets are so versatile and work great with our district-required sound wall. The kids reference the Secret Stories posters constantly to figure out words. The Secrets are the ‘backdoor’ in for sure!”

Secret Stories® Sound Wall Integration with Articulation Mouth Pics, as shared in the Secret Stories® Facebook Group.

Working Harder

The following excerpt is from leading literacy expert, Dr. Timothy Shanahan’s recent blog post on using articulation sound walls (which use mouth pictures showing the lips, tongue and teeth in varying positions) to depict the phonics sounds.

“The (mouth picture/articulation) sound walls are proposed as memory supports, reminders to kids about how to articulate the proper phonemes (language sounds) for the proper graphemes (letters and letter combinations). …… as a practical memory aid, they’re weak (more useful for the teacher as a guide to presentation than to the kids as a guide to reading words).

I guess the idea would be that when a student comes to a challenging word, he/she could go to the word wall, find the right combination of graphemes and examine the pictures of the articulatory apparatus in the hopes that replicating that shape would lead to proper sounding out of that word.”

“My take? That’s far too cumbersome as a memory aid — about as practically useful as the lists of 3-cueing clues that some teachers provide: If you come to a word you don’t know, look at the picture. If that doesn’t work, read to the end of the sentence….. The problem is that these steps are neither much like real reading nor practical as efficient scaffolds. Memory aids need to be easy to access or people just don’t use them.” —Dr. Tim Shanahan

Working Smarter

Alternatively, Dr. Shanahan explains that using embedded mnemonics to remind students of the phonics sounds actually improves learning, based on the research.

“Across various studies (Ehri, 2014; Ehri, Deffner, & Wilce, 1984; McNamara, 2012; Schmidman & Ehri, 2010) it has been found that such embedded mnemonic pictures can reduce the amount of repetition needed for kids to learn the letters and sounds, with less confusion, better long-term memory, and greater ability to transfer or apply this knowledge in reading and spelling.

If one relies on data – rather than reasoning – the answer is kind of a no-brainer — it is a good idea to use embedded mnemonics. It looks like, at least with regard to this feature, your previous program was better than the new one.”

“When it comes to teaching letters and sounds, no question about it, use embedded mnemonics. They work.” —Dr. Tim Shanahan

Targeting “Backdoor” Routes for Accelerated Learning

Aligning Phonics Skills with “Universal” Frameworks of Experience and Understanding

While the Secret Stories® posters on their own are an ideal sound wall, they can also be used in-tandem with any existing sound wall or reading/phonics anchor charts, helping to simplify and streamline the sound-symbol connections. This is because the Secrets align with what kids already know, providing a faster and more efficient route for learners.

…..rather than relying on “underdeveloped” auditory and cognitive processing centers for skill mastery.

This is especially true for teaching vowel sounds. They can be easily prompted with emotion-based cues that literally “land” learners in the correct sound — as opposed to relying on inherently weak areas for early (and struggling) learners, which include: developmental/cognitive readiness, language processing, auditory discrimination and articulation capability. It’s so much easier and faster to just sneak these skills through the brain’s social-emotional “backdoor” and avoid these learning “landmines” entirely. (The same goes for accelerating mastery of the individual letter-sounds with the Better Alphabet® Song — which uses earlier-developing, muscle memory to fast-track mastery in 2 weeks to 2 months, while at the same time, telling Secrets!)

Likewise, incorporating the Secrets with sound wall displays that use picture cues for words (rather than sounds) is also extremely helpful. For example, the picture of a saw on the card below depicts the sound of the au/aw spelling pattern. The picture of a girl on the card further down below depicts the sound for the er/ir/ur spelling patterns. These “word-based” picture cues are commonly found on most phonics posters and sound wall displays, yet they add extra and unnecessary steps that can be difficult for some learners — especially very young learners and non-native English-speaking (ELL/ESL) learners.

This is because using them requires students to first recognize what the object in the picture is, and second, have the vocabulary to name it. Third, they must understand the alphabetic principle of letters coming together to represent sounds in words. Only then will they be able to properly segment the sounds that they hear (step 4) so as to successfully identify which sound actually corresponds with the letters/ phonics patterns on the card (step 5).

Similar to vowel sound acquisition (above), each of these additional steps rely on inherently weak areas for early (and struggling) readers: developmental readiness, cognitive processing, auditory discrimination, articulation capability, etc..

Additionally, there is the added spelling confusion that can arise for learners when seeing all three sounds — er, ir and ur — alongside the picture of a girl, as only one actually represents the correct spelling of the word girl. Likewise, the same visual confusion would arise with learners seeing both au and aw to represent the sound heard in the word saw.

Additionally, with the picture cue on the left (above), there is the added problem of learners having to figure out which sound the picture actually represents — the initial, medial or ending sound. This can be especially difficult for beginning readers and ESL students who are often still learning individual letters and sounds and focusing more attention on initial and ending sounds. All of these reasons help to explain why, with traditional reading instruction, it takes 3-4 grade level years before learners acquire the “whole” phonics code needed to read and write.

For more ideas, join the NEW Secret Stories® Facebook Group for Teaching Phonics with the Brain in Mind!

Fast-Tracking Phonics Pieces of the Reading Puzzle

The pieces of the phonics code are like the pieces of a puzzle. Every piece is important. The more pieces you have, the easier it is to see how those pieces fit together and make sense. The fewer pieces you have, the harder it is to see how they are connected, and the less it makes sense. Not to mention that it’s no fun to play with a puzzle that’s missing half the pieces! Seriously, what would be the point?

Like the pieces of a puzzle, each piece of the phonics code is important. The more pieces kids have, the easier they can put them together and actually use them to read and write — and the more motivated they will be to do it! That’s why it’s actually harder to go slow when teaching phonics for real reading and writing! And with the Secrets, you don’t have to.

Kids need as much of the phonics code as possible, as soon as possible to “power-up” skill-transfer to daily reading and writing — the ideal place to hone them! Only then can learners begin to make sense of text that’s all around them across the instructional day. That’s why it’s critical to hang up ALL of the Secret Stories® posters on Day 1, as this ensures a comprehensive sound wall with access to ALL the code kids need to read and write!

The Secrets work with any existing reading curriculum or phonics program to fast-track more of the code kids NEED to read and write. Taking advantage of early developing, social-emotional centers in the brain, Secret Stories® crystalizes the connections between sound and print to empower beginning readers and writers. t’s a simple formula really….. the more phonics Secrets kids know, the more words they can read and write!

R-controlled vowels are traditionally taught at the end of first grade or beginning of second, but shared as a Secret, kids can have it in the first week of kindergarten!

I started teaching The Better Alphabet™ Song on Day 2 of school in August. I put all of the Secret Stories Posters up on Day 5.
On Day 6 my life changed.

I told a Secret, and from that moment on, my kindergartners wanted to know more and more and more. They were finding those Secrets everywhere! I had a student who entered into our class with no real gusto for learning letters or to read, according to his parents. This student became obsessed with looking for Secrets on the wall, finding those patterns in text, and writing them down. He would literally get a blank piece of paper and copy all of the Secrets he knew from the posters on the wall.

He would ask everyday if we could learn a new Secret, and if he saw any letter patterns in words that were on a Secret poster, watch out! He had to learn it. I would have been impressed had he been the only one, but it was every student in the class! They all wanted to know the Secrets!

Writing is where I began seeing the most notable change. Students were drawing speech bubbles for an animal writing project in late September. Inside the speech bubbles were the words “meow” for cats, “hoot” for owls and “nay” for horses. Those tricky phonics sounds that my students typically did not even hear in words were now being incorporated into their writing using the Secret posters on our wall. They referenced them constantly to read and spell. My students didn’t just “know” the secrets, they were owning them!

In reading, we assess students three times a year using FastBridge to determine which need reading interventions. My students were tested and I did not have one student qualify as needing intervention. The Reading Team was curious and wanted to know more about the Secrets. We’ve just completed the second round of testing, and again, none of my students were in need of intervention help. I have taught kindergarten for 14 years and this has never happened.

My students continue to excel in reading and writing, and I am happy to report that all of my students know 100% of upper and lowercase letters, as well as the sounds associated with each letter symbol, thanks to the Better Alphabet™ Song (even the child who came in knowing no letters and only yelled at me when I met him). And it’s only January!

During parent teacher conferences, the Secrets were a conversation that kept coming up. Parents wanted to let me know how impressed they were that their child already knew about blends and digraphs. They wanted to tell me how often their child comes home and shares the latest Secret. The parents were loving the progress that they were seeing just as much as I was.

Today they earned a celebration, and the idea that my students came up with (on their own) was to eat a popsicle, watch a Curious George Episode, and dress up as a Secret Story.

I am attaching a picture of me as “Mommy E” and a group photo that we took!

You can see a real joy for learning on the faces of these children, who are better because of your passion to make the reading and brain science accessible to teachers, and applying a creativity to make strategies that work!

Angela Wolfe, Kindergarten Teacher

Sound Wall = A Brain Based Phonics “Buffet”

Imagine going to a buffet, only to be told that items would be served one at a time, with the waiter deciding “what” you can have and “when” you can have it. This would effectively turn your buffet into a restaurant, defeating the whole purpose of why you go to a buffet in the first place, which is to take what you need with no waiting! At a restaurant, you’re at the mercy of the waiter or waitress who gets to decide “what” you can have and “when” you can have it.

Reading & Writing Across the Entire Instructional Day

Text is everywhere, which means so are Secrets! With a Secret Stories® Sound Wall, students have access to whatever they need to read and spell words across the instructional day. That means that kindergarten and first grade students don’t have to memorize all of the sight words with phonics patterns in them they haven’t been taught. Instead, they can learn the Secrets they need to easily decode them, regardless of which grade level scope and sequence they’re “supposed” to be on!

And with virtual learning, kids need access to the Secrets/ Sound Wall outside the physical classroom — wherever and whenever they are reading and writing. The Porta-Pics are an easy and inexpensive “portable” sound wall that kids can reference at home or anywhere outside of the regular classroom or resource classroom.

Prompting the “Need to Know” for Learner-Driven Instruction

Secrets make things important to kids, fostering a “need to know” for prioritized learning and marking information for memory in the brain. Secret Stories® transform the phonics skills kids have to learn into “secrets” they want to know! And the more they know, the more they want to know….and they’re all on the Secret Stories® Sound Wall, just waiting to be discovered!

Secrets are like the piece of cake on a buffet that you don’t know you want until you see it! That’s why they should ALL be up on Day 1!

Kindergartners “Stalking” the Secret Sound Wall

For more Secret Stories® Word Wall displays and ideas, check out this post, and for answers to all of your Secret Stories® questions, free teacher-made resources and REAL teacher-talk, join the new Secret Stories® Support Group for “Teaching Phonics with the Brain in Mind” on Facebook!

January 28, 2021

When Teaching Phonics Feels Perfectly Right

Blog, Brain Based Learning, First Grade, Free Phonics Resources, Home School Connection, Kindergarten, Sight Words, Sneaky Y®/ Sounds of Y, Social Emotional Learning Channels, Teaching Writing

A guest post by first grade teacher, Karrie Kehrig.

Teacher Overwhelm

It was the first week of October, and even though school hadn’t started until the end of August, I was already feeling overwhelmed and exhausted.

As a hybrid classroom for distance learning, I have 22 students in person and 7 online, and teaching both groups well is anything but easy. We were only a few weeks into this school year when I experienced one of those special “teacher-moments” when you know that you’re doing something that is perfectly right and you can’t help but to smile! I’ll come back to this in just a bit, but first, a little background…..

This year is my 21^st year teaching, though I took ten years off in the middle of my career to raise my three children. I began teaching in the late 1980s when whole language was all the rage, though I had grown up in Catholic schools where phonics was the focus. I have seen and lived through both sides of the teaching debate and the resulting “Reading Wars” over what works best when it comes to teaching reading.

Fast forward to the 2012 State Reading Conference….
If you’ve never been to a reading conference before, then you should know that you’re usually just hoping for a few nights away to clear your mind, and maybe one or two good ideas that you can bring back to use in your classroom. However that year, the Michigan Reading Conference changed my life forever.

If They Don’t Know the Phonics Secrets, How Can They Read the Words?

I will never forget that day. I was walking around trying to decide what speaker to go see, when I noticed a room jam-packed with people. I told my friend that we needed to go and see what all the excitement was about.

I walked in and Katie Garner was on the stage, talking about how au & aw were “in love,” and how they got so embarrassed when they had to stand together in words, they always put their heads down and said, “Awwwwww….” (as in: saw, paw, cause, August, etc…) Katie further explained that this was a “grown-up reading secret,” and then she said something that really struck me, which was “If kids don’t know the phonics secrets, how can they read the words?”

The more Katie talked, the more everything made sense to me. I just kept listening as she shared information about early brain development, and how the earlier-developing, emotional part of the brain could be easily accessed and “tricked” into remembering phonics skills through social-emotional (feeling-based) stories, especially “secret” stories! This was really intriguing to me, as was the idea of being able to make sense of letter sounds and phonics for my students.

Everyone in Katie’s session was given a free download pack with the anchor posters and activities used in the session. That was great, but I wanted all of it, so as soon as I got home, I immediately bought the Secret Stories Kit so that I could start using it in my classroom.

Looking at Words vs. Reading Them

When I first started using Secret Stories, I’m embarrassed to say that I didn’t listen to Katie and only put up a few posters, as I just didn’t think that I would have time to teach them all. We have a reading series AND a phonics program, as well as writing, math, science and social studies curriculums that we have to follow, so my initial plan was to just use the Secret Stories as yet another curriculum. Oh boy, was I ever wrong!!

I quickly realized that the more Secrets I shared, the more words my kids could read and write on their own, and that the more they knew, the more they wanted to know! This was eye-opening for me, as I now understood why Katie was so adamant in the book about putting up ALL of the posters up on Day 1. We are working with words all day long across all areas of the curriculum, and the Secrets are IN those words! If kids don’t know the Secrets, how can they read the words?!

Typically in kindergarten and first grade, we just look at the words and say them, as we don’t actually expecting the kids to read them.

For example, we look at and say the words on our daily calendar every day, but kids aren’t actually reading them. How could they when in words like August, the letter /A/ is making the short /o/ sound, or in words like: January, May, July and Monday, the letter /y/ is making every sound other than the one that kids actually know? And so, we just point to the words and say them.

But where’s the instructional value in just looking at words day in and day out, or even worse, in all of the time we spend memorizing words because kids don’t know how to read them? When you can’t read the words, looking and memorizing are the only options, especially for beginning grade learners who don’t even know all of the letter sounds.

Phonics Instruction that Makes Sense

But with the Secrets, I can just tell a story about au/aw being in love in the word August, or about Sneaky Y® and the sounds he makes when he’s at the end of a word (as in: July, May & January) and thinks no one will see him!

Sneaky Y® – Better Alphabet™ Anchors

All I have to do is tell a Secret and my five and six year olds instantly understand WHY the letter /y/ makes the many different sounds that it does, and not just on our calendar, but in every other word that they see….all day long!

Why wouldn’t I tell them the Secrets?
Especially since our daily calendar provides a perfect “built-in” opportunity to practice using them in a familiar context, so it’s a win-win! And likewise in math, social studies, and even at lunch! Text is everywhere….and so are the Secrets!

Once you start seeing them, you can’t stop….and your students can’t either! They will start finding them everywhere in every subject area across the entire instructional day and even at home! My kids point them out all the time– in math problems, science and social studies lessons, and even religious studies (as I teach at a Catholic School). We find Secrets in everything we do ALL day long.

Check out some of the Sneaky Y® words that one student found in his story with Secret Stories® Phonics Task Cards (which can be with any text).

Secret Stories® “Universal” Phonics Task Cards

Don’t Wait for the Reading Series or Phonics Program to Teach It

By putting up ALL of the posters, I was able to explain the sounds of letters in words that we see everyday, long before our reading series formally introduced them. This was a huge timesaver, especially since words like play and they were on our Week #1 sight word list, but the ey/ay phonics skill needed to read them wasn’t supposed to be introduced (by our reading series) until mid-January. That meant countless hours, weeks, and months of instructional time that would have typically been spent memorizing these words was now spent reading them….plus many more!

This realization that I didn’t have to “wait” until mid-January to teach the ey/ay Secret that my kids needed now was huge! By not waiting on the reading series to teach the Secret, my students were actually able to make better use of it—as now they could actually read it! They were finding the Secrets in every story, and they were so excited!

I really enjoy using Secret Stories with our reading series, not only because kids could actually read the stories that were in it, but because it provided endless opportunities to introduce more Secrets while reinforcing the ones they already knew. It also allowed me to shift instructional focus to comprehension strategies, as students were no longer overwhelmed with memorizing and decoding.

More than anything, I began to realize what a huge disservice I’d done to my students that first year by holding back so many Secrets and waiting for my reading series to introduce them. But we live and learn, and when we know better, we do better….which brings me back to October.

This is Cecilia’s writing from October, which was only about one month into the school year. It not only made me smile, but it showed me that despite all of the overwhelming stress I was feeling, there was at least ONE thing I was doing perfectly right!

The Phonics Code Kids Need to Read and Write

We were working on the short /e/ sound, and Cecilia needed to write a sentence with a short /e/ word in it. She did that, and so much more!

Not only did she spell the word wet correctly (Thank you Better Alphabet™ Song!), she was able to use the ey/ay Secret (these letters are just too cool, like Fonzie, and always stick up their thumbs and say, “Ayyyyyyyeeeee!“) to build the word rayn, too!

Watch the ey/ay phonics video and subscribe on Youtube!

Even though the spelling isn’t technically correct (as she didn’t know the Secret for /ai/ yet), Cecilia “owned” enough of the phonics code to write the word that she wanted….and this was so much more exciting to me than the fact that she spelled the word wet correctly!

You see, my class learned about the ey/ay Secret in the first week of school when the word “play” came up in a story. Unlike my first year, I didn’t wait to tell it until mid-January when our reading series introduced it. Instead, I took advantage of the first opportunity I had, and I used that teachable moment to give my students a valuable piece of the code they would need to read and write every day. And use it they did.

Cecilia’s writing shows that she is starting to “play” with the critical sound-symbol (“speech to print”) connections that are the foundation for all reading and writing. She hears the long /a/ sound in the word rain, and she knows a Secret that she can use to convert that sound to print. With each new Secret she learns, her power as a reader and writer grows. She is able to make sense of the sounds letter make in words all around her, in books and on billboards. Text is everywhere, and she’s reading it!

This is such a tremendous accomplishment for a first grader at the beginning of October, and there is no doubt in my mind that as Cecilia learns more Secrets and gains more text experience, she will spell rain with /ai/ and not /ay/…… but for now though, I am smiling! When kids know the phonics Secrets, they CAN read the words!

Karrie singing along with the Better Alphabet™ Song Video in hybrid instruction

Karrie Kehrig is a first grade teacher at St. Lawrence Catholic School in Utica, Michigan. She has an MA in Early Childhood Education from Oakland University and a BS in Science from Siena Heights College. (Connect with Karrie in NEW Secret Stories® Support Group on Facebook here.)

I am so grateful to Karrie for taking the time to share this post and provide a glimpse into what hybrid learning looks like in her classroom this year!

And to “run” with Karrie’s point about just how powerful early ownership of the phonics code can be for beginning grade learners, I wanted to share some “end of year” kindergarten writing samples, along with some first grade writing samples further down, below. The Secrets are everywhere throughout their writing, as they are the tools they use to write about dolphins, kings and queens! For more on how to fast-track phonics for beginning writing, check out the video below, and subscribe on Youtube for more.

You can also download the FREE Secret Stories® Fairy Tale Writing Pack (used in some of the writing samples below) here or by clicking on the pic below.