Ready4Reading Evidence Portfolio
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o The /wh/ digraph has no sound transfer or spelling match in Spanish, Cantonese, Vietnamese, or Hmong. Help students practice this sound in words like what . Spanish speakers can use the Spanish /ju/ sound in words like jugo to approximate the /wh/ sound in English. o Students who speak Chicano or African American English might drop the final letter in final consonant blends . For example, they might say “des” instead of “ desk. ” Help them practice voicing final consonants. o Words that end in double l might be confusing to Spanish-speaking students. In Spanish, the double makes a distinct sound unlike /l/. Help students practice the double l sound by extending the blend. Spanish speakers might switch or merge the /ch/ and /sh/ sounds . For example, they might say “shat” instead of chat or “chip” instead of ship . Help them sort /sh/ and /ch/ words into columns. o The long- a vowel has a direct sound transfer in Spanish and an approximate sound transfer in Cantonese, Vietnamese, and Hmong. The long- a spelling in English ( a, ai, ay ) does not match the spellings that produce the sound transfer in these languages. Teachers are guided to talk to students about the letters or combinations of letters from their home languages that approximate the long- a sound in English.
o Spanish speakers can borrow the sounds ei in Spanish language words like seis (six) and reina (queen) to approximate the long- a sound in English.
o The long- u vowel has a direct sound transfer in Spanish and an approximate sound transfer in Cantonese. The program guides teachers to talk to students about the letters or combinations of letters from their home languages that approximate the long- u sound in English. o Spanish speakers can use the sound llu in Spanish words like lluvia (rain) to approximate the long- u sound in English. The program helps students practice this sound using words from this set, such as cute . o The long- o vowel has a direct sound transfer in Spanish and an approximate sound transfer in Cantonese and Vietnamese. The long- o spelling in English ( o, oa, ow ) does not match the spellings that produce the sound transfer in these languages. The program guides teachers to speak with students about the letters or combinations of letters from their home languages that approximate the long- o sound in English. o The concept of a consonant letter used as a vowel may be foreign to multilingual learners. Ready4Reading provides explicit opportunities for these students to notice when the letter y makes the long- e and long- i sounds. Ask students to sort words into columns every time they read a word from this set that ends in y . The “long - e sound” column can include words like away , body ,
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