Completing the alphabet created an important milestone in the children’s literacy journey.
This week introduced V, W, X, Y, and Z while reviewing earlier letter sounds. We also began subtraction and practiced calm responses to frustration caused by language barriers.
“Frustration often means that the desire to understand is already present.”
We explored the final alphabet letters through images, movement, and sound matching. Rather than treating completion as a test, we mixed familiar and new cards so that children could experience both confidence and challenge.
For mathematics, we began with a visible set of objects and physically removed one or more pieces. Children counted what remained before seeing the subtraction symbol.
When learners could not express what they wanted, we returned to visual cards, gestures, and modeled choices. Adults lowered their voices, reduced the number of words used, and allowed extra processing time.
Completing the alphabet did not mean every child had mastered every sound. It meant that all learners had been introduced to the full system and now had a foundation they could continue building.o letters and numbers. Greater comfort, communication, and willingness to try were equally meaningful achievements.
- Location: City Hope Community, Clarkston, Georgia
- Learners: Refugee children in Grades 1–5 facing trauma, language barriers, and limited prior literacy or numeracy instruction
- Schedule: Once a week, 2.5–3 hours per session
- Learning framework: Safety and grounding → non-verbal and sensory communication → scaffolded literacy and mathematics