Aicha

Aicha is a caring, friendly and energetic child who entered the classroom with a wide smile each morning. She displayed an affinity for all things related to princesses and loved making all kinds of art. Aicha’s mother, younger sister and herself arrived in New York from Senegal to join Aicha’s father one week prior to the start of school. Aicha spoke French and her family wanted her to learn English.

Aicha and her family

During the first two months of school, Aicha would communicate via gestures such as pointing and nodding her head to indicate yes or no. I also used Google translate to communicate with her in French. I incorporated visuals as much as possible which aided her understanding. See images below.

Each time I displayed a student's work, I used cards like the one below which contained the student’s photo and name with his/her first name. This enabled Aicha to recognize and learn both her own name and her friends’ names.

Morning Time Schedule with visuals of Aicha and her friends performing the steps

Classroom Job Chart

Daily Schedule

Daily Schedule

Community Expectations

Visual Calendar showing home and school

Weather Chart

Each time I displayed a student's work, I used cards like the one below which contained the student’s photo and name with his/her first name. This enabled Aicha to recognize and learn both her own name and her friends’ names.

Language

As Aicha’s English comprehension and receptive language improved, she uttered a few words such as “I, this, and bathroom.”

Language Activities Planned

Each morning, during circle time, we began our day by singing a song that included hello in all the languages of our class. Aicha’s face lit up each time she heard “Bonjour!” I also played music in the various languages spoken by my students. It is important to me that all students feel comfortable and have a sense of belonging. Incorporating home languages was one way to accomplish this goal.

In order to improve Aicha’s ability to speak and understand English, in addition to referring to visuals and sticking to a predictable routine, I modeled new language and vocabulary consistently throughout the day. I would help Aicha by adding words, asking closed end questions with visuals as choices, or assist her with prompts when she needed help to express herself. In addition,I made sure to provide her ample time to respond. During read-alouds, I would include vocabulary cards with targeted words and visuals. While working with students in small groups, I would ensure Aicha was placed with children who had strong English language skills. Aicha had opportunities for self directed activities that matched her interest and language abilities.

During breakfast one Monday morning in April, 2019, children talked about what they had done the previous weekend. After one student spoke about going to the playground and enjoying the swings, Aicha replied, “Yesterday me and Ryo is going to the park and our babies. We see ice cream but have no money. We play slide in the park.” Then Aicha and the other student engaged in a brief conversation about other activities they enjoy at the park, including the see saw and monkey bars.

Social Emotional

At the Fall checkpoint, Aicha did not yet meet the Pre-K level for the standards “Interacts with peers” and “Makes friends.” Aicha would often play alone during center time, selecting centers such as painting on the easel. At times, I observed her content in the cozy corner. Upon noticing that Aicha gravitated toward art activities and confirming this by speaking with her father, I learned that she loved crafts and making artistic creations, especially anything sparkly. Therefore, after reading the Creative Curriculum book Papi, How Many Stars in the Sky by Angel Vigil, in which children learned that stars can look like many different things, I created a small group in which children used glitter to make pictures of their own stars. Aicha was immediately attracted to this activity. In the group, I encouraged communication and cooperation. After this activity, I deliberately planned other activities such as journal decorating and cooking projects in which Aicha readily participated with her classmates. After joining several of these groups, Aicha began to sit next to children in the kitchen and pretend to cook alongside her peers.

Aicha in the Classroom

September 2018

Above is Aicha’s September self-portrait. When asked what she likes best about school, she shrugged her shoulders.

October 2018

At the beginning of the tree study, children observed various items from trees including leaves, acorns, pine cones, and twigs. They used their senses to examine these items and then sketched their observations. They used words to describe the various items in their drawings.

December 2018

When asked what Aicha enjoyed doing in the winter time, she exclaimed, “Snowman” and drew a picture to match her words.

February 2019

At the conclusion of the Buildings unit, students were asked what they learned. Aicha replied, “You use a hammer to build a house.” She wanted to trace the letters in the words

Aicha and her classmates dancing to "Bonjour, Bonjour!"

At the beginning of the school year, Aicha would spend time in the Cozy Corner lounging around.

September - October 2018

When encouraged to select a center, Aicha chose independent activities that did not require interaction with others, although often times she did play near others.

Aicha has fun creating pictures with dot markers.

Aicha is participating in the "Stars in the Sky" activity. Although others cannot be seen in the photo, they are seated at the table with her. Aicha benefited from guidance and support from teachers in order to respond appropriately to others' expressions. For example, I pointed to the glue when another student requested it from her.

November - December 2018

Aicha demonstrated a preference for Coco and Kaishu (journal making and cooking). For example, she looked at Coco's journal before placing her stickers. Aicha established special friendships with both of these students.

February 2019

This is our Snowball Cookie recipe with visuals.

February 2019

Aicha and her classmates follow the recipe.

February 2019

Aicha's friends observe as she stirs the mixture.

February 2019

Aicha and Kaishu decorate their snowball cookies

Spring 2019

Aicha began playing with more of her classmates. She referred to her classmates as her friends. In this photo, Aicha remarked, “I like playing in the kitchen with Charlotte and Janaya.” Aicha understood the concept of taking turns and the three girls shared the purple mask.

March 2019

Aicha was asked to sort the bears by color. She made two collections. She accurately and proudly stated “blue” and “yellow.”

April 2019

Aicha completes a preferred art activity in a small group with students who displayed strong English language skills.

May 2019

During the Balls unit, students were asked what their favorite kind of ball was. Aicha responded, “I like basketball because I play with it.”

June 2019

For their June self-portrait, students were asked to draw themselves along with their favorite unit of study. Aisha noted, “I like clothing because I like skirts and dresses.”

June 2019

I regularly modeled ways to successfully play with others. Over time, Aicha learned to ask, “Can I play with you?” In the photo, she questioned Ben as to whether she can build with him. At times, she would watch her friends playing and then give ideas before joining in.

Aicha

Language

Language Activities Planned

Social Emotional

Aicha in the Classroom

Emails From Aicha's Family