Ready4Reading Evidence Portfolio
58
funny , Henny , hungry , Penny , and story . The “long - i sound” column can include words like dry , fly , my , sky , try , and why .
o In Spanish, the letter y makes the long -e sound when it is used as a conjunction word (i.e., and ) in phrases like “ Marta y Juan ” (Martha and Juan). The program provides activities to help Spanish speakers notice this connection between English and Spanish to build confidence in their home language skills. o Homophones can be confusing for multilingual learners if the meaning used in a text is not the most common meaning. Help multilingual learners identify and define homophones in texts from this set, such as weak / week (card #51) and felt / felt (card #60). o Show Spanish-speaking students that the / ow/ and /ou/ diphthongs in about , growl, now , and out approximate the Spanish /au/ sound in words like auto (car). The program encourages students to practice this sound. o The letter i is the hardest sound for Spanish speakers to get used to, so cover it early and often. The short- i vowel sounds slightly like the Spanish sound /i/ in pin ( pin). The long- i vowel sounds like the Spanish sound /ai/ in aire (air). Help students practice these distinctions. o The program acknowledges that synonyms might be difficult for multilingual learners to define. It helps students understand shades of meaning by comparing words like sparkle , gleam , and shine in card #63. o The program recognizes that words with three syllables appear earlier in standard Spanish instruction than in English. The program provides resources to challenge Spanish-speaking students who may already be familiar with long words to notice three-syllable English-Spanish cognates, such as animal , assistant , celebrate , decorate , fantastic , and trampoline . o The closed prefix dis- exists in Spanish but can be spelled dis- or des - depending on the word it modifies. Notice when Spanish speakers borrow from their home language to spell or pronounce English words with the dis- prefix, and model appropriate pronunciation as needed. o The program reminds teachers that the long- i and long- e sounds are the hardest sounds for Spanish speakers to get used to. The long- i vowel (i, ie, igh) makes the /ai/ sound in Spanish words like bailar (to dance). The long- e vowel (e, ea, ee) makes the Spanish i vowel sound in words like amigo (friend). Help students practice these distinctions by sorting words from this set that make long- i and long- e sounds, such as fine , mighty , shine , and flies (long i ), and rethink , screen , cleaned , and gleam ( long e) .
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