This week, separate letter sounds came together to form Qais’s first independently blended word.
We practiced CVC words such as “cat” and “bat” while continuing to combine quantities. His willingness to try again showed growth beyond the word itself.
“His first word was not only read; it was built sound by sound through patience and courage.”
I placed the letters C, A, and T in front of Qais and modeled each sound slowly. We touched the cards one at a time and then moved them closer together.
Qais repeated the sounds with pauses: “C–A–T.” After another attempt, he blended them and said, “cat.” His expression changed immediately, and we matched the word to a picture.
We then replaced the first letter to make “bat.” When he made an error, he did not withdraw as he had in earlier sessions. He paused, listened again, and tried once more.
That persistence mattered as much as the correct word. Literacy was beginning to offer Qais a way to understand and participate in his new environment, while a safer learning relationship made experimentation possible.ood.ning is not an extra activity. For some learners, it is the most accessible route to the same academic objective.
- Organization: City Hope Community, Clarkston, Georgia
- Student: Qais, an eight-year-old Afghan refugee
- Starting point: No prior English literacy, limited verbal communication, heightened alertness, and significant distress around sudden loud sounds