top of page

"Language is the road map of a culture. It tells you where its people come from and where they are going." - Rita Mae Brown

2.png

Ian (Social Emotional)

Ian is a bibliophile; he never turns down the opportunity to listen to another story during a mystery read or Storytime. He enjoys doing puzzles and using his imagination to engage with the centers in the classroom. He likes getting messy and is quick to volunteer to engage in gross motor and sensory experiences. He now loves retelling stories and requesting storytelling during lunchtime.

 

He is growing up in a bilingual household with a mom who is a Spanish speaker from Paraguay and a dad who is an American English speaker. His brother is one year older than him and also attends the same 3K/Pre-K Center. He does not mention his brother at school and will not acknowledge him if we pass him in the hallway. 

​

During the November conferences, his parents expressed that Ian would not talk about his classmates even when presented with pictures from the weekly photo folder, with the exception of Aarya on occasion. However, he had no problem discussing the books we had read in class that week. His parents worried that he wasn't socializing with his peers and that he was always in the shadow of his older brother at home. It was hard for them to distinguish Ian's interests from him just following his brother's preferences.

TSG Assessment Data

Ian TSG SE.png

The green shaded area represents the widely held expectations for Ian's age group. From the Fall to the Winter, Ian has shown significant growth in all the social-emotional objectives, but more specifically in interacting with his peers, making friends, and balancing their needs and is now meeting the expectation range for his age.

TSG Literacy Ian.png

The shaded area represents the expected level of literacy skills for Ian's age group. From Fall to Winter, there has been a significant improvement in Ian's ability to identify letters and write his name. He has progressed from level 1 to level 2 in identifying and naming letters, and from level 3 to level 5 in name writing. Although he met the expectation for retelling stories at level 3 initially, he has now improved to level 4 from Fall to Winter.

Fall 2023

During the fall, Ian preferred to engage in predominantly solo activities. He was often found in the library reading alone or with a teacher. He would prefer to work on puzzles in parallel play during choice time. He also enjoyed eating at the round two-person table during lunchtime.

 

When using writing implements, he required hand-over-hand scaffolding. To help himself, he used a two-handed grip to write.

Next Steps

Ian's goal was to engage and work together with his peers. We discovered that he enjoys imaginative play and sensory experiences, so we encouraged him to join activities that involve dramatic play, music, and science exploration.

 

To help him identify letters and write his name, we organized activities that focused on breaking down the construction of each letter. With these experiences, Ian was able to attempt to write his name using his name tag. We prompted him to consider whether the lines were straight or curved and the number of lines required for each letter.

Winter 2024

Ian continues to enjoy sensory experiences and shows his growth daily. He now uses his hands to create distinct shapes and likes working with clay. He still enjoys The Three Little Pigs but now enjoys taking a turn to retell it with his friends during lunch. 

 

Ian can also recognize and identify all the letters in his name. Interestingly, he prefers not to use his name tag to write his name and sometimes writes it from right to left.

bottom of page