USING BRAINSCIENCEASAROADMAP - TO FAST-TRACK PHONICS SKILLS FOR READING! - BY KATIE GARNER, M.ED - SECRET ...
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Using Brain Science as a Road Map to Fast-Track Phonics Skills for Reading! By Katie Garner, M.Ed. ©2020 CLICK HERE to join the NEW Brain-Based Phonics Support Group on Facebook!
Carry on the conversation by clicking on the social media icons below! CLICK HERE to join the NEW Brain-Based Phonics Support Group on Facebook! CLICK HERE to Subscribe to the Secret Blast!
Click HERE for free anchor posters used in session. Click HERE and HERE for the Better Alphabet™ Song to fast-track individual letter/sound mastery in 2 weeks to 2 months!
There is a WIDE GAP between WHAT WE KNOW ABOUT THE BRAIN AND HOW WE TEACH KIDS TO READ Click HERE to play video t Why is T more important than TH?
EARLY LITERACY RESEARCH ON TEACHER PREPAREDNESS AND EFFECTIVENESS “Despite overwhelming (brain) research, many teachers still cling to a random assortment of mixed methods. Without clear purchase on what it takes to become a good reader and what some kids might be missing, their instructional successes will be fortunate accidents, and that goes for the principals who supervise them, and district leaders, as well.” Dr. Michael Pressley Click HERE for more
3 Kinds of Kids EASY to teach to read HARD to teach to read VERY HARD to teach to read 5 Year Study by Stuhlman & Pianta (2009)
K-2 Teacher Effectiveness in Literacy Instruction 25% of teachers were able to teach almost EVERYONE to read, making virtually no referrals/retentions. 50% of teachers were able to teach only those in the EASY TO TEACH group, and were responsible for approximately 25% of all referrals/retentions. 25% of teachers were able to teach almost NO ONE to read, and were responsible for approximately 75% of all referrals/ retentions. *5-Year Multi-State Study/ “Stuhlman & Pianta”
By 3rd grade, as compared to ON and ABOVE grade level peers— STRUGGLING LEARNERS Logged up to 50% less time on text Were taught fewer (decoding) skills Received inferior reading instruction from less experienced (upper grade level) staff Click HERE, HERE & HERE for more International Readers Summit Keynote Series Anne Cunningham, National Early Literacy Panel Report/ N.E.L.P. Report Katie Garner, Cracking the Reading Code with the Brain in Mind! Richard Allington, What Really Matters
WHAT REALLY MATTERS? EARLY, INTENSIVE & EXPERT literacy instruction at the earliest possible grade levels! RESEARCH SHOWS that rich and ongoing professional development for PK-2 teachers produces greater gains than any form of one-to-one tutoring, resource intervention and/or retention, combined. Teacher expertise is the most critical variable in highly effective reading instruction. Click HERE for more
The most critical variable for effective early literacy instruction is TEACHER EXPERTISE “It just is….It just does…You just have to remember…” “Teaching phonics is not intuitive. Most teachers in early grade classrooms today have received little to no training on how to do it effectively, leaving them feeling frustrated and ill-equipped—despite their most diligent efforts. Dr. Michael Pressley, Journal of Literacy Research-: Effective Beginning Reading Instruction What Really Matters? EARLY, INTENSIVE & EXPERT literacy instruction at the PK-3 grade levels. Research shows that rich professional development for PK-3rd teachers produces greater gains than any form of one-to-one tutoring, resource intervention and/or retention, combined.
Click HERE to play video The Brain is the Ultimate “Pattern-Making” Machine!
Teaching Phonics Is Not Intuitive…. Click HERE for more! “Teaching phonics is not intuitive, and most teachers in elementary grade classrooms today have received little to no training on how to do it effectively, leaving them feeling ill-equipped and unprepared, despite their best and hardest efforts.” —Dr. Michael Pressley, Journal of Literacy Research: Effective Beginning Reading Instruction
WALKING (and WRITING!) IN THEIR SHOES 13
3. Draw a rough outline of the brain over (approx. 3/4 of the page).
1. Pick 10 random letters and write them down inside your brain.
2. Pick 5 “high-frequency” SIGHT WORDS sight words and write them inside the brain next to the letters.
4. Draw a picture of your favorite animal outside the brain, anywhere on the page.
5. Using only the 10 letters and 5 sight words “in your brain,” write what your animal is and why you like it so much.
The more TOOLS you bring to the table, the more VALUE you take away… EVERY. SINGLE. DAY. Click HERE 19 for more
End of Year TK/PK Writing is a WINDOW into the MIND of a Reader! READING & WR “2 Sides of the ITING Same Coin” Click HERE for more The more TOOLS you bring to the table, the more VALUE you take away ALL DAY LONG!
Kindergarten Writing in November Click HERE for more
PHONICS = BRAIN ANTAGONISTIC It’s hard to teach something that doesn’t make sense in a way that actually makes sense. Click HERE for more NO logical/meaningful explanations for WHY letters make the many different sounds that they do It takes 3-4 grade level YEARS (pre K-2) to acquire the WHOLE “code” needed to read & write
WORKING AGAINST THE BRAIN IS LIKE SWIMMING AGAINST A CURRENT… It takes TWICE as long to go HALF as far! Click HERE for more BRAIN ANTAGONISTIC
WORKING WITH THE BRAIN IS LIKE RIDING A WAVE… Get TWICE as far in HALF the time… without any effort! Click HERE for more BRAIN COMPATIBLE
Using Neuroscience to Streamline & Fast-Track SHIFTING PHONICS INSTRUCTION INSTRUCTION BRAIN BRAIN ANTAGONISTIC COMPATIBLE What Really Matters? Click HERE & HERE for more “…because 3-4 grade level years is too long to make learners wait for the EARLY, INTENSIVE & EXPERT ‘whole’ code.” —Dr. Richard Allington literacy instruction at the PK-2 grade levels.
“A says apple, a-a-a” “O says octapus, o-o-o” Let’s sound out this word, Ahhh…..gust
“A says Apple, a-a-a” “O says Octapus, o-o-o” WHY? Why is the letter A making O’s sound in the word August?
“WHY” = Patterning THE ULTIMATE “PATTERN-MAKING” MACHINE! The Brain’s System for Learning -Problem Solving PATTERNING -Critical Analysis -Diagnostic Thinking
“WHY?” “It just IS… It just DOES… You just have to REMEMBER…” Brain’s Translation— “Don’t think…..just MEMORIZE!” (i.e. “Stop thinking!”)
‘Grown-Up’ Reading & Writing Secrets (The “secret” sounds letters make when they get together!) Click HERE for more re t!” se c t ’s a h ! I hh h “S h Logical explanations for letter-sound behavior that learners’ brains CRAVE!
Shhhhh… It’s a “SECRET!” Secrets make it important to kids, triggering their need to know, and marking the information for memory & prioritized learning in the brain. Click HERE for more Secrets trigger our NEED TO KNOW effectively putting a ”catcher’s mitt in place in the brain!”
MAXIMUMIZING INSTRUCTIONAL DENSITY Click HERE & HERE for more “Ahhhhhhhhhhh…” ONE “Secret” is worth a THOUSAND words! (August, awful, awesome, Austin,)
Teach the READER, not the READING! CKS L O UN gust ful stin esome tumn s
Feeding the brain the LOGICAL EXPLANATIONS that it craves…. BURP! THE ULTIMATE “PATTERN-MAKING” MACHINE! Click HERE & HERE for more You have to MAKE SENSE to keep the brain “in the game!”
—extreme body gestures, vocal inflections, rhythmic/pitch variations, etc… Lulu August awful Click HERE & HERE for more! NOVELTY captures the brain’s attention and triggers the “NEED-TO-KNOW!”
Accessing “Backdoor” Routes for Accelerated Learning …to bypass areas of weakness and tap into areas of strength! *Working Memory *Paired Associate Memory *Cognitive Processing *Developmental Readiness *Auditory Discrimination *Auditory Processing *Speech & Articulation *Language Deficits Click HERE & HERE for more
A BACKDOOR FOR LEARNING Click HERE for more …the earlier-developing and already primed Social-Emotional “Feeling-Based” Networks
Targeting Phonics Instruction to “Backdoor” Social & Emotional Systems for Accelerated Learning & Easy Skill Retrieval Indicates multiple areas of engagement Bypassing Areas of Weakness A “BACKDOOR” DELIVERY SYSTEM Front-Loading the Code via the SOCIAL-EMOTIONAL “SUPERHIGHWAYS!” Click HERE & HERE for more
What’s USED together becomes FUSED together in the brain! PHONICS & FEELINGS Click HERE to play video and HERE for more! “It’s neurobiologically impossible to think deeply about things you don’t care about.” —Mary Helen Immordino-Yang
Activating Social-Emotional Systems in the Brain to Forge Deep Connections to Abstract Phonics Skills! “It is neurobiologically impossible to think deeply about things you don’t care about.” —Dr. Helen Immordino-Yang/ Harvard University Neuroscientist Click HERE, HERE & HERE What’s USED Together Becomes FUSED Together in the Brain!
What’s used together becomes fused together in the brain! Click HERE to play video & HERE for more UNLO CKS her, were, November girl, circle, dirt turn, hurt,
“The more areas that are engaged, and the more widespread those areas are, the deeper the learning!” —Mary Helen Immordino-Yang
Hijacking “Backdoor” Social & Emotional SUPERHIGHWAYS r ! r rrr WHY WAIT? KIDS DON’T NEED TO E r MEMORIZE STO her RIE S were November KS C girl U N LO circle turn WHAT THEY Thursday ALREADY UNDERSTAND Click HERE to play video & HERE for more Conneting NEW Information to EXISTING Understanding!
“FRONT-LOADING” THE CODE WITH STORIES Stories are the easiest and fastest way to activate the brain’s EMOTIONAL SYSTEMS. Click HERE & HERE for more THE BRAIN ON STORIES Stories are EASY to remember, because stories are HOW we remember. STORIES PROVIDE AN EASILY ACCESSIBLE FRAMEWORK FOR MEMORY RECONSTRUCTION
Taking advantage of LOOPHOLES FOR LEARNING Click HERE & HERE for more August awesome awful bird Austin her turn ….to break down the grade level "walls” that DELAY access to the code!
THE BRAIN ON STORIES BYPASSING AREAS OF EARLY LEARNER WEAKNESS *Cognitive Processing *Auditory Discrimination *Articulation Capability Click HERE, HERE & HERE for more Kids can’t read OR write anything without vowels… so WHY do we DELAY teaching them?!!
You can’t READ or WRITE anything without vowels! We had a few superhero vowels pay us a visit this week! Since we already knew the vowel secrets, we’ve known that vowels had more than one sound since the first week of school, so we didn’t have to wait until this week in our phonics program to find out. But it was a fun review. the “secret” Click HERE for more “CHEATING THE BRAIN!” Bypassing Areas of Inherent Early Learner Weakness *Cognitive Processing *Auditory Discrimination *Articulation Capability *Language Deficits *Speech & Language Delays *Paired Associate Memory *Working Memory
Transforming “High-Leverage” Phonics Skills into Child’s Play! mommy yes daddy yellow candy you January yak happy “Sneaky” Click HERE & HERE for more by July my by why Why make kids wait until 2nd grade to learn about Sneaky Y?
Reading/phonics typically “programs” formally introduce the “positional sounds of Y“ at the END of second grade… THANK YOU NOTE FROM 1ST GRADER TO HER TEACHER Click HERE for more
day say play they obey Just “too cool!” Click HERE to play video & HERE for
yummy July mommy Click HERE for more they Teach the READER, play not the READING! Sunday
Stanford University Brain Study on Sight Words “Sounding-out words sparks more optimal brain circuitry than memorizing them.” Never MEMORIZE words you can READ! The less of the CODE kids know, the more WORDS they have to memorize! Click HERE, HERE & HERE Teach the READER, not the READING! by turn say were girl mommy saw her the how blow for day MAXIMUM INSTRUCTIONAL The prize for memorizing a sight word is one word. DENSITY The prize knowing a Secret is HUNDREDS of words!
Teaching the READER, not the READING! MAXIMUM INSTRUCTIONAL DENSITY Our1st Grade Intervention Group had to introduce these Secrets to read 1st GradeGeorge” “Curious Journeys from Reading ourSeries Week Reading Journeys 3 /Lesson Series, 3 (Level Lesson B Reader)3. 3-4 grade level years is TOO LONG to make kids wait for the whole code, “This story had 17 words that my students COULD NOT READ without knowing these FOUR phonics Secrets. They just wouldJust have look had towhere memorizethe Secret them. When I Stories tookabout stop and think them!!! it, it’s mind-boggling, especially when they have to read and write in beginning in KINDERGARTEN! and it makes me so mad on behalf of my already struggling Title I & ELL students!” Our1st Grade Intervention Group had to introduce these Secrets to read “Curious George” from our Journeys Reading Series,Not Lesson the 3. Teach the Just look Click where HEREthe Our1st &Secret GradeHERE toStories Interventionplay Groupvideos hadtook them!!! to introduce these Secrets to read READER Grade Intervention Group hadOur1st and HERE “Curious to introduce to read George” these from Secrets Grade Intervention more Our1st our Grade the to Group Just look where“Curious READING readIntervention Journeys had George” Secret totook Stories Group Reading Series, introduce from had to Lesson 3. introduce the these our Journeys them!!! urious George” from our Journeys Reading Series, Lesson 3. Just look where the Secret Stories took “Curious George” from our Journeys Reading Series, Lesso Secrets Reading Se Our1st Just look where the Secret Grade took Stories Intervention them!!! Group had to introduce these Secrets to read Just look where the Secret Stories took them!!! “Curious George” from our Journeys Reading Series, Lesson 3. Just look where the Secret Stories took them!!! Our1st Grade Interventio “Curious George” fro Just look wh
BRAIN ANTAGONISTIC BRAIN COMPATIBLE Fast-Tracking Phonics Fast-Tracking Phonics on a Brain-Based “BUFFET!” Click for HERE Providing SYSTEMATIC, EXPLICIT …feeding the & SEQUENTIAL brain by giving phonics instruction, kids WHAT while at the same they need time… WHEN they need it! and HERE for more WHAT NO they need,LEVEL GRADE WHEN they need it— “WALLS” with NO grade level “walls!” Because 3-4 grade level years is too long to wait for the ‘whole’ code!
End of Year TK/PK Writing is a WINDOW into the MIND of a Reader! READING & WR “2 Sides of the ITING Same Coin” Click HERE for more The more TOOLS you bring to the table, the more VALUE you take away ALL DAY LONG!
Click HERE, HERE & HERE for more Using writing as a “window” into the mind of a reader! Research shows that reading and writing are identical processes in the brain, up to the point of skill-automaticity.
1st Day SIMULTANEOUS SKILL ACCESS End of 1st Month Kindergarten Individual Letter Sounds AND Phonics Secrets! Kindergarten Oct 1st Kindergarten— Month 1 Using writing as a “window” into the mind of a reader! the best WINDOW into the mind of a READER Kindergarten Bell Curve High, Medium & Low Click HERE for more KINDERGARTEN WRITING
USING WRITING AS A “WINDOW” INTO THE MIND OF A READER! LOW 1st Day Kindergarten MED HIGH A NEW Kindergarten Bell Curve of “High, Medium & Low”….
KINDER WRITING— 1 MONTH Mark LOW It’s amazing what beginning kindergartners can do with MORE of the code! MED Click HERE & HERE for more HIGH A NEW Kindergarten Bell Curve of “Low, Medium & High!”
KINDER WRITING— 1 MONTH Mark Maximizing the INSTRUCTIONAL DENSITY of daily reading & writing! The more TOOLS kids bring to the table, the more VALUE they take away!
KINDER WRITING— 1 MONTH Mark Maximizing the INSTRUCTIONAL DENSITY of daily reading & writing! The more TOOLS kids bring to the table, the more VALUE they take away!
KINDER WRITING— 1 MONTH Mark Maximizing the INSTRUCTIONAL DENSITY of daily reading & writing! The more TOOLS kids bring to the table, the more VALUE they take away!
KINDER WRITING— 1 MONTH Mark MAXIMUM INSTRUCTIONAL DENSITY It’s amazing what kids can do with MORE of the code, and how much more VALUE they can take away from daily reading and writing! Click HERE & HERE for more
It’s amazing what kindergartners can do when they they have the “whole” code! \ Click HERE & HERE for more LOW SPRING Kindergarten Writing MEDIUM HIGH Maximizing the INSTRUCTIONAL DENSITY of daily reading & writing! Using Brain Science to BREAK DOWN GRADE LEVEL WALLS that DELAY learner-access to the code!
“Middle/Average” “BACKDOOR” Kinder— (AVG.) KINDER Late Spring WRITING—SPRING AVERAGE MAXIMUM INSTRUCTIONAL 65 DENSITY
“BACKDOOR” (LOW) KINDER WRITING—SPRING Click HERE for more “PRE-IDENTIFIED/LOW” Kinder— Late Spring MAXIMUM INSTRUCTIONAL DENSITY
like, cake, flute, super, biker r Mommy E® Click HERE, HERE & HERE for more
Kindergarten— Week #3 “How did you know to put an /e/ at the end of the word ‘like?’” Using “universal” social-emotional experiences and understanding to navigate unfamiliar text! Click HERE to play video, and HERE & HERE for more “like” vs. “lik” Immediate Skill-Transfer for Reading AND Writing!
Always GO with what they KNOW CHEATING — THAT triggering the SOCIALSTICK STICKEMOTIONAL IT WITH “feeling-based” networks THE to engage! BRAIN! Click HERE and HERE for more STORIES MAKE IT STICK! Especially stories they already know! —Dr. Helen Immordino-Yang/ Harvard University Neuroscientist
® fr making biking hero hibernate motorcycle Babysitter Vowels® do what “mom” would if she were there—which is tell any vowel that’s one letter away to SAY ITS NAME!
A Kindergartner Named ABEL Click HERE for more Let me tell you about a little guy named Abel… He is an English Language Learner who entered kindergarten knowing 7 letters and no sounds. Thanks to the “Better Alphabet” he got them ALL by October! Yesterday, I sat down next to Abel and asked him to read to me. That’s when he pulled out Arthur’s Halloween. I said, “Oh, this looks like a great picture read. Can you tell me a story to go with the pictures?” (This is kindergarten after all, and it's a tough book!) Abel gave me a strange look, and then….he just started READING it! I was stunned! Later in the day, I had him read it again so that I could video it.
Click HERE to play video Mommy E® hibernate ESL KINDERGARTEN - END OF OCTOBER Click HERE for more Babysitter Vowels® making Click HERE to play video
The Easy Way To KNOW! Which Way the Vowel Will GO! “sparkly e” Click HERE for more Always GO with what they KNOW to shorten the learning curve!
Click HERE and HERE for more
Just as an apple won’t fall from the tree, a letter won’t stray too far from its sound! have river Teaching the READER, not the READING! You can’t think OUTSIDE the box until you know what’s IN it! Click HERE, HERE & HERE for more
FIRST GRADE/OCTOBER This 1st Grader is NOT happy! “thriling” vs. “thrilling” Babysitter Vowels® Click HERE to play video
Thinking OUTSIDE the BOX is EASY once you KNOW what’s IN it !
How to Decode Tricky Sight Words! what "Thinking Vowels” Head-Bop Trick! of was come done want some love around about again another Click HERE for more! Sometimes vowels just can’t make up their minds…. “Should I be long? Should I be short? Uhhhhh…..”
Thinking OUTSIDE the Box (with text) is EASY when you know what’s IN it! Click HERE for more
S the strategies E C R S E T T O S R Click HERE for more I Stories are the fastest and easiest way to engage the brain’s social-emotional learning systems— E triggering a “need-to-know” for learner-driven instruction! S
Click HERE to play video Click HERE to play video Extending Your Reading “Block” ALL DAY LONG! Click HERE to play video Click HERE to play video
From Apathy to Engagement! “Kids can’t think deeply about things they don’t care about!” Click HERE to play video Providing logical explanations for letter sound behavior that learners’ brains crave!
Using as a “backdoor” into the BRAIN
CHEATING THE BRAIN “The Better Alphabet” Click HERE for more EYE MUSCLE GLUE MOUTH Letter Sound Mastery in “2 WEEKS to 2 MONTHS” Tapping Into Body Intelligence via Muscle Memory to “Fast-Track” Individual Individual Letters & Sounds!
THE LETTER RUNS CHALLENGE HIGH Click HERE to play video STRESS LOW How well do YOU know the alphabet?
THE LETTER RUNS Click HERE to play video “Jedi-Style!”
Mimicking DECODING & ENCODING with M U S I Click HERE to play video C Click HERE to play video for SKILL AUTOMATICITY
Phonemic Awareness & Phonics Fun “Making & Breaking” Words Click HERE to play video 1st Grade - March
BRAIN ANTAGONISTIC BRAIN COMPATIBLE Teach the READER, not the READING! Click HERE to play video …..and teach so they CAN’T TURN IT OFF!
Teach so they CAN’T TURN IT OFF BRAIN COMPATIBLE BRAIN ANTAGONISTIC Click HERE for more …because 3-4 grade level years is just too long to make kids wait for the ‘whole’ code!
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The Elephant in the Room when it comes to teaching the “Code!” Click HERE, HERE & HERE for School Administrators!
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