Trainer Since 2000

Comments: I'm embarassed to say it took me a long time to figure this one out: I'd been struggling with the transition from basic code to advanced with one of my small groups...but in only one aspect of variation/overlap. They just didn't seem to be able to read unfamiliar vowel-(e), or consonant spellings with (e) at the end, without trying to assign the (e) a sound. We did all the standard activities, and much extra practice, but still they persisted. (It seemed odd that they'd moved very easily to variation/overlap with other sounds/spellings.) I wanted to move on, but this became a serious barrier to their being able to get into reading more independently, since final (e) is so common.
Then, the lightbulb came on. The boys' names are Jose and Jorge (pronounced Georgie). All their days are filled with mapping and reading their own names by assigning the (e)s a sound. DUH!
Since then, we've talked about names often having their own spelling patterns and characteristics which are different from "real" words, and I've been able to get their lightbulbs flickering on.
I just wish I'd've been able to figure it out sooner! Thought everyone would enjoy a giggle at my expense.

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