Biliteracy Development and Instructional Plan

Bilteracy Development:         

This course has been an interesting opportunity to analyze Jorge’s biliteracy development.  While I have worked with Jorge all year, this assignment has a valuable exercise in focusing my attention on one student’s development in each of the language domains.  I support students in multiple classrooms and although I see Jorge each day, my observations are not the complete picture of his biliteracy development that his classroom teacher can construct.  Jorge’s situation this year is greatly affected by the fact that he is enrolled in a classroom that has English as the language of instruction. That being said, here are my observations on Jorge’s biliteracy development.

Jorge’s oral language was more developed and had a larger vocabulary when using Spanish than English.  As a sequential bilingual student, Jorge frequently code-switches and examples of transfer between the two languages can be seen.  This is common among sequential bilingual students (Karen Beeman).  When speaking in Spanish, the primary example of code-switching for Jorge was with numbers.  Since he is in an English-medium classroom, this may be due to the fact that he is learning and practicing the names of numbers and counting in English each day in class.  We are constantly emphasizing numbers, quantities, and one-to-one correspondence in multiple activities throughout any given class period.  Using the WIDA K-12 CAN DO Descriptors, Jorge’s Spanish oral language development appears to be between a level 3 and 4, depending on the task.  When comparing my same observations to the WIDA PreK-K grade level cluster CANDO Descriptors, his Spanish oral language development is much more solidly a level 4.  Us

Jorge’s English oral language development was at a significantly lower level.  Referencing the PreK-K CAN Dos, Jorge displayed skills of answering yes/no questions while struggling with asking one to two word questions placing him between a level 1 and 2.  Code-switching was much more prevalent in his English oral language and he sometimes would not return to English after switching into Spanish for a word or phrase that was not yet in his English vocabulary.  Jorge’s more developed Spanish oral language is reflective of his sequential learning of Spanish first in the home and then English exposure at school.  Jorge’s BICS or social vocabulary and language in English was generally much more developed than his CALP or academic language.

Assessing Jorge’s writing was unique from many other classmates in this course in that, as a student in four-year-old kindergarten, he is very much in the precommunicative stage of writing development in both Spanish and English.  His more highly developed Spanish oral language seemed to affect his writing.  I was very surprised to note his much quicker and stronger frustration with “writing” in English than in Spanish.  Even though his writing was a linear collection of letter-like shapes and forms with little resemblance to the Roman alphabet, he became discouraged and stopped writing in English much sooner than in Spanish.  In my opinion, this could be a reflection of the frustration he feels in class when he is unable to express fully express himself when speaking in English.

I primarily focused on Jorge’s awareness of Concepts About Print when observing his reading and did not notice much difference in these skills between the two languages.  We read in Kathy Escamilla’s article that there are many overlaps when observing Concepts About Print in Spanish and English, which was displayed by Jorge’s similar awareness of CAP in both languages.  However, as was evident when observing his oral language development, he code-switched occasionally into English when telling stories in Spanish that he had mainly heard in English and thus had acquired the vocabulary in English and did not have an equivalent in Spanish. 

In both his oral language and reading I saw evidence that much of the new and more academic vocabulary Jorge has been exposed to possibly for the first time this year at school has been in English.  As a result, Jorge uses these words in English, even when speaking in Spanish and even though his oral language development is clearly much stronger in Spanish.  My theory is that hearing academic vocabulary primarily in English is creating gaps of this same vocabulary in Spanish.  This being said, as I mentioned earlier, Jorge’s language skills for BICS was much stronger than his CALP in English.  In the article we read, Achieving Literacy Success with English Language Learners, the strong effect of oral language proficiency improving positively influencing and growing reading and writing proficiency seems to be evident in both Jorge’s reading and writing.  Jorge’s quicker frustration when writing in English than in Spanish and his reading/retelling reflecting his oral language vocabulary and development both strongly support his claim.

Instructional Plan:

Although my responsibilities with Jorge are in his four-year-old kindergarten class (and I only support students in 4K), I am creating his instructional plan as though he were about to begin kindergarten next year in a DLI classroom.  This instructional plan could be seen as a set of guidelines or recommendations for his teacher next year.  I believe Jorge will be positively affected by having a group of classmates more evenly split between native Spanish speakers and native English speakers.  Currently, Jorge is the only Spanish speaking student in the class and there are often times when he cannot fully express himself in English to his peers.  Additionally, I think it will be a valuable affirmation for him to hear Spanish be valued more and used as the primary language of instruction, which will be the case for 90% of his school day next year.  His exposure to English this year coupled with his primary language of Spanish may allow him to be a valuable semi-bilingual student to his peers and a real asset to the class.  This confidence boost could prove influential in positively affecting his attitude towards school and learning.

As Jorge is further developing his reading and writing next year and moving beyond the pre-literacy and precommunicative stages, respectively, I believe El Dictado can serve as useful exercise for Jorge in highlighting the relationship between the sounds of oral language and the spelling and structure of written words.  El Dictado’s metacognitive nature could be helpful in aiding Jorge’s understanding and awareness of the phonetic and phonological differences between the two languages and situations that might precipitate challenges in either language for him.

Both Tara Fortune’s article entitled Immersion teaching Strategies Observation Checklist and Joanna Click’s Learning Centers:Meaningful Contexts for Language Use in the Primary Immersion Classroom provide great suggestions for best practices in immersion classrooms.  Jorge is a social student who I believe will benefit from cooperative and small group inclusive activities, both in terms of his confidence and his biliteracy.  I particularly recommend Click’s center suggestions focusing on published work, listening, writing and role-playing.  Peer readings of each other’s writings in the published work center could effectively stimulate his interest in writing in both languages and add purpose.  Jorge became frustrated (especially in English) at his lack of skills as we wrote together a few weeks ago.  I think Jorge will feel encouraged when he sees his stage of development in writing is on par with his classmates and that his stronger language skills in Spanish are an asset (and less so that his challenges with English are a deficit).  Additionally, the cooperative nature of these activities will provide situations for Jorge to have meaningful conversations with peers in Spanish that not only further develop his social language, but also allow for additional and authentic practice with academic vocabulary in context.  The learning centers would also be beneficial during the 10% of his instructional day that will be delivered in English. 

Tara Fortune includes a very comprehensive and useful list of immersion classroom suggestions in her checklist.  Among these great practices are two that I believe will especially strongly benefit Jorge: meaningful thematic units and song and rhymes that reinforce content.  Thematic units create multiple opportunities to genuinely apply a set of skills to real life situations.  Units and lessons organized around a theme can work very naturally together with learning centers.  It is important that themes be chosen with a deliberate cultural purpose and/or content material in mind.  Centers can allow for students to access a set of skills associated within a theme from a variety of learning styles and multiple intelligences.  Tangential to this is the impact of songs and rhymes to reinforce content for Jorge.  These have been a powerful tool this year in 4K for Jorge to recall information in both Spanish and English (i.e. counting backwards, sounds of the Spanish vowels, etc.) and I strongly encourage this to be a part of his instructional plan as he begins kindergarten this fall.  A great resource for this is The Bilingual Book of Rhymes, Songs, Stories, and Fingerplays by Pam Schiller.  Every rhyme, song, story, etc has the English version parallel to the Spanish version.  This collection is so useful because the versions in each language are not mere translations, but also still carry a rhyme or rhythm or repeating chorus to along for them to be equally “catchy” and effective in either language.  A variety of academic skills and standards, from all contents and subjects, can be nicely supported through this book.  Judy Ballweg of MMSD also has a great collection of literacy and math supports that can easily be adapted for centers and independent student use to also reinforce targeted skills.

Jorge spent his first school year as the only Spanish speaking student in an English-medium classroom.  I am convinced that Jorge is a sequential bilingual learner.  This was supported in my observations of his oral language, writing, and reading during the past several weeks.  This being said, the level to which Jorge will apply his exposure to English from this year in 4K to his primary Spanish instruction this fall in kindergarten is unknown.  Will he code-switch frequently in Spanish or will this continue to only primarily affect his English?  Will it be a smooth transition for him to switch to Spanish as the primary language of instruction?

In this instructional plan for the start of kindergarten, I do strongly believe his biliteracy skills will improve dramatically from intensive targeted instruction in both Spanish and English and having peer language models for both languages in his class.  I suspect that his semantic and syntactical understanding of both languages will increase as Jorge becomes more familiar and confident with his vocabulary in each language.  I encourage Jorge’s kindergarten teacher to reference the WIDA rubrics, particularly the PreK-K grade level cluster, to help formulate expectations of Jorge through the CAN DO Descriptors.  Furthermore, these rubrics provide a useful method for documenting Jorge’s progress in each of the language domains. I am excited for the instructional style and opportunities in both Spanish and English that await Jorge in a DLI classroom this fall.

Reading

In observing Jorge’s reading awareness, I mainly focused on the two areas of Child as Reader and Concepts About Print.  While a few students in 4K are actually reading words and assigning the correct meaning and pronunciation independently of shared book reading, Jorge is not yet at this stage.  Since we are not teaching the students to read, per se, certain possible areas of observation for this week’s blog post were not as applicable to Jorge’s current stage of development in reading.  One of our areas of observation in the Gold Assessment is to record students’ stage of development in being able to read and retell and a story.  We selected several different versions of Goldilocks and the Three Bears to read with the children during shared book time as well as provided a variety of mediums for students to read and tell the story (eg. Finger puppets, felt board with characters, story images with text for students to order, etc.)

I mention this because it is important to understand that not only had Jorge had exposure to the general version of Goldilocks and the Three Bears but he also selected these books to read with me, possible in part due to our current use of them.  We had versions of Goldilocks that were bilingual, as well as in only Spanish or English.  Both on the day I focused on Jorge’s Spanish reading development and on the day of English reading, Jorge selected a similar stack of books: several versions of Goldilocks, El conejito Knuffle, and Ten in the Bed, Las diez pequenas mariquitas, and Lola goes to the Library.  It is interesting to note that he did not appear to show any particular deference to the language a story was written in, even among Goldilocks, where we have multiple versions of each story available in each language option.  Also, Jorge’s enormous stack of books is very common for our 4K students when we ask them if they would like to read with us.  Jorge is also very familiar with all of the books he selected, which is another common pattern to 4K students selecting books to read.  Familiarity with a text seems to often trump any specific interest in a genre.  Jorge seems to gravitate to reading one-on-one with a teacher or in a very small group.  This may in part be due to the fact that he is more likely to have the teacher’s attention in Spanish if it is one-on-one, as no other students in the class speak Spanish.

As we read in Kathy Escamilla’s chapter this week, there are many overlapping areas between Spanish and English when assessing for Concepts About Print.  When “reading” in either Spanish or English, Jorge displayed the same understanding that books have a distinct beginning and end, a title and an author, words convey meaning and we follow these words in a linear pattern from left to right and top to bottom.  Although Jorge is not yet able to elicit a pronunciation and meaning for independent words, or, for that matter, understand each grouping of letters represents only one word, he does follow his finger along the text from left to right and top to bottom.  In “reading” in both Spanish and English to me, Jorge did speak in a louder voice when he came to a string of capital letters to show that a character was yelling or communicating in an amplified emotion.  In both languages, I did not observe an understanding in Jorge that sentences begin with a capital letter or that punctuation marks carry a specific meaning.  In class we have briefly discussed the significance of exclamation points and question marks when they come up in stories. 

As Jorge is not yet at the stage of development in his reading, differences in Concepts About Print in Spanish and English such as punctuation marks specific to Spanish (eg. Inverted question mark), guión quotation symbol, and the presence of accents) are not yet on Jorge’s radar when reading.  This is likely due more to the fact that he is four and is still in a pre-reading stage of development rather than because of a lack of understanding about reading in either Spanish or English.  While I used the Concepts About Print checklist as a guide to my observations of Jorge’s reading, I did not administer a formal CAP assessment, nor did I use the specific CAP books. 

When Jorge “read” me the story in English, code-switching was much more prevalent.  Although Jorge has been exposed to these books’ vocabularies in both English and Spanish he was much more likely to code-switch for a Spanish word during English reading than for a word in English when in reading in Spanish.  Unlike my observation of Jorge’s oral language, he often returned to the original language of speaking/reading after code-switching.  This was not the case in his English oral language analysis, where he would code-switch to Spanish while speaking in English and never return to speaking in English. 

Writing

Assessing Jorge’s writing this week was much more challenging than assessing his oral language.  Almost all of our students in 4K are still in the preccomunicative stage as referenced in the article we read this week by Rubin and Carlan.  Jorge is able to write his name and some of the letters in his classmates’ names.  Jorge’s writing in both Spanish and English are currently in the precommunicative stage.  His writing is very distinct from his drawing.  He understands that words provide a message.  He is not yet to the semiphonetic stage where he is associating letters with sounds, even with the letters in his own name.  During class, we frequently pronounce the sounds of the initial letters in names and then associate that sound with the name of classmate (eg. “B makes a buh, buh, buh sound for Brian”).  Jorge (and many of his classmates who are also in the precommunicative stage with writing) will often see a letter that begins a classmate’s name and repeat the previous example to describe the sound and name that letter matches.  This appears to be representative of the students’ memories of the entire phrase and not because they have internalized the sound a letter makes independent of the context of a classmate’s name.

This week at school we introduced the post office center, which provided a very natural context within which to encourage student writing.  I sat down with Jorge and we wrote letter s to then put in envelopes and mail to a few of his classmates.  I found it very interesting that in both Spanish and English, Jorge followed the following order of events as he wrote: first he would write the classmate’s name, using a model of the classmate’s name to copy from, second he would draw a picture of what he wanted to say, third he would try to write a message, and fourth he would sign his name.  The third and fourth steps came with my encouragement, as he quickly became very frustrated with his inability to write correctly.  I found it interesting, though, that the classmate’s name and drawing always preceded his written message.  His written message did describe something captured by his drawing.  The classmates’ names and drawings did not show much variation between his “English” and “Spanish” letters/notes.  However, his written letter-like lines and symbols did.  His letters/notes written in Spanish were much longer in the sense that they had many more symbols/letters/ “words” than his English message.  This may have been indicative of his greater fluency, vocabulary, and comfort in speaking Spanish rather than English.  Nonetheless, I was very surprised by this pattern.  Also, even though neither Jorge’s Spanish nor English writing was written with correct letters or had any type of relationship between symbol and associated sound, Jorge became much more frustrated much more quickly when writing in English than in Spanish. 

Jorge can easily become frustrated when he feels he isn’t completing a task correctly and writing in each of the languages was yet another example of his frustration.  This being said, it was interesting to me at how much more quickly Jorge became frustrated with himself when writing in English.  I tried to talk through his frustrations using a tip from the end of Rubin and Carlan’s article of discussing with students “how they write and how they know what to write.”  When I asked Jorge why it he could write so many more letters and words in Spanish, he responded, “porque yo sabo[sic] que mi inglés no es correcto.”  This was heartbreaking for me to hear a four year old already express this type of negative sentiment regarding his own language abilities.

Lastly, on page 729 of this excerpt, Rubin and Carlan discuss a situation of a young girl in the precommunicative stage describing her writing.  She writes her story (in precommunicative abstract lines and symbols) in Spanish and then when asked how she would write that same story in English responds, “Igualito que aquí.”  I was very curious to see what Jorge’s response would be to a similar question when I was observing his writing.  When I posed this question to Jorge at one point during our writing time, he shrugged and then wrote a new set of letter-like symbols and lines. 

This week’s writing observations on Jorge confirmed again to me that Jorge naturally gravitates more to Spanish than English.  His opinions and confidence toward these two languages also support this imbalance.  While I was saddened by Jorge’s statement that he feels his English is incorrect, I feel grateful that he shared this feeling so that I can incorporate it into future interactions with him.

Oral Language Assessment

Jorge is an English language learner I have in a section of four-year-old kindergarten that is taught in English.  Although the main classroom teacher and I speak Spanish, group instruction is mainly delivered in English.  Jorge is the only student in his class who speaks Spanish or comes from a family who speaks Spanish.  Jorge appears to be a sequential bilingual student.  He speaks Spanish with his parents and brother each time I’ve observed them together during a drop-off or pick-up for our 4K class.  All forms and notes sent home are in Spanish, as is all communication with parents.  At the beginning of the school year, after Jorge’s parents were unable to enroll him in a bilingual section of 4K, he spoke almost no English.  From the very beginning, both his classroom teacher and I have tried to support him in Spanish, so he has come to understand that he can speak to us in Spanish and we will understand him.  While Jorge frequently speaks to the teachers in Spanish, he tries to communicate with his classmates, albeit with a limited vocabulary, in English.  I have not discerned any negative nor positive attitudes in Jorge regarding his choice to use Spanish or English, other than his greater comfort and vocabulary when using Spansih.

Although I work with him every day, this week’s assignment was a useful exercise in helping me focus more specifically on his skills in the two languages individually, and not his combined fluency and comprehension when he can rely heavily on code-switching.  In addition to using the provided K-12 CAN DO Descriptors and speaking rubric from WIDA as rubric to guide my observations, I also referenced the WIDA CAN DO Descriptors for the PreK-K grade level cluster.   It is important to note that although the rubric for the PreK-K level cluster is more specific to a four-year-old’s abilities, it can still be developmentally a year beyond a four-year-old.  Lastly, we use the Gold assessment rubric from Creative Curriculum in 4K, which is an observation based tool.  I referred back to my recent notes in Gold on Jorge to help supplement my 30 minutes of oral language observations this week for class.  Some of my analyses also come from my Gold observations, as 30 minutes goes by very quicklyJ  Hopefully, the combined rubrics will help me to provide a more accurate assessment of Jorge’s language abilities.

To assess his Spanish language, we drew and “wrote” cards to his family on Valentine’s Day.  Jorge’s oral language in Spanish seems to be much more dominant than in English.   Initially, we had not planned to recognize Valentine’s Day in class, but several students brought in treats and cards for the class.  Jorge was very eager to make cards for his family and so I adjusted my plans to observe his oral language in Spanish while he excitedly described the notes and pictures he created.   During this time I spoke only Spanish to Jorge and he responded almost exclusively in Spanish.  He described the drawing he was making for his mother in great detail—the flowers, the tree with its leaves, the sun helping the flower grow, the seeds in the ground under the flower and trees—all in Spanish.  He then started describing the colors of the flowers and that “a veces hay flores dentro de mi casa.  A mi mama le gusta las flores.”  Although he used a well developed vocabulary for a four-year-old, he did have grammatical errors such as the above “le gusta” instead of le gustan, but that is an error common among the other Spanish speaking students in our bilingual class, so perhaps it is a frequent error for beginning Spanish speakers, regardless of exposure to English.  His only use of code-switching was with numbers.  I wonder if this is familiar English vocabulary to him as we count everyday together in English as a whole class.  There was very little other evidence of linguistic blending, sementic expressions, or copying when we were only speaking in Spanish.

Jorge’s Spanish oral language in Spanish appears to be between a level 3 and level 4, using the K-12 WIDA speaking rubrics and CAN DO descriptors.  Using his Spanish he is able to use simple and expanded oral sentences, retell stories and events, and offer creative solutions to issues.  As we were making Valentine cards, we ran out of smaller paper.  Jorge offered a solution by articulating his suggestion, in Spanish, that we could open the file cabinet and cut the larger paper down to the size of the smaller paper.   

However, when I analyze Jorge’s oral language in Spanish according to the PreK-K grade level cluster rubric for speaking, which is more developmentally specific to the tasks our four and five-year-olds are completing in 4K, Jorge’s speaking is much closer to a level 4.  The table we were using to create our Valentine’s was next to a board of family photos the students have brought in.  At one point during our 15 minutes, I asked him what was happening in pictures of his family with the cake.  He proceeded to recount some of the details of his brother’s birthday that had happened over the summer.  After listening to my recording afterwards, I was surprised to realize that he did not use a single word of English during these 90 seconds.  While 90 seconds does not sound like a long time, a person can speak many words during this amount of time.  Retelling narrative stories through pictures with emerging detail is an attribute of level 4 speaking on the PreK-K CAN DO Descriptors.

Before I left on Tuesday, Jorge asked if we could make more Valentines the next day.  When I arrived Wednesday during choice time, Jorge was already at the writing center coloring in a piece of papers that had the outlines of numbers 1-10 on it.  Below is an excerpt of the transcript from the recording of this time.  Although Jorge switched into Spanish at times, I maintained my conversation with him in English.

Teacher: What are you working on today?

Jorge: Color

T: What are you coloring?

J: Letters (referring to the numbers he was coloring--this is not necessarily reflective of his English vocabulary as he may have genuinely believed he was coloring letters

T:  Who are you coloring those numbers for?

J:  For my mom. [pointing to an orange zero] Esta es naranja.

T: What number is it?

J: This naranja.

We see code-switching for naranja instead of orange in this excerpt.  Also, his answer of "This naranja" to my question of "What number is it" is reflective of what seems to a lower level of comprehensible input for Jorge when the conversation is responded to in English by the teacher.  It is not uncommon for Jorge to either not respond to a WH question in English or respond with an answer to a different WH question (e.g.  Teacher asks where the students are going and Jorge responds with a number)

At one point we overheard the other teacher in English talking to a student about eating glue sticks.  When she asked, "Is glue a food that we eat?" Jorge giggled and said "era chistoso."  When I asked him, "is it silly that the teacher was talking about eating glue?" he replied, "Si, muy chistoso" and smiled.  This brief exchange was yet another example to me that Spanish was his first and still is his primary language.  Jorge overheard a conversation on the other side of the room taking place in English, comprehended the main idea of it, and responded to it without hesitation in Spanish.

We then proceeded to work on Valentines again.

T: What are you drawing?

J: Es una flor.

T: Who is the flower for?

J: For my mom.  Es que yo quiero a mi mama mucho.

Throughout my observations of Jorge's English oral language, he seems to have trigger words or phrases.  He will insert a Spanish vocabulary word or short phrase that he either does not know or chooses not to say in English.  After this trigger word or phrase, Jorge's language often switches to almost entirely Spanish.  Also, Jorge frequently asks if he can “take water.”  This is just one example of copying that we sometimes see in Jorge’s English oral language.  I would place Jorge’s oral language in English between a level 1 and 2 using the PreK-K CAN DOs.  He is often able to answer yes/no questions about personal information, and name or identify people and objects in the classroom or in illustrated short stories (level 1 CAN DO).  He is very quick to complete phrases and chants in English but struggles with rhymes (level 2 CAN DO).  He does struggle though with asking one to two word questions (also a level 2 CAN DO). 

Throughout the year, Jorge’s English has come a long way.  He went through a silent period for most of the first quarter, where he mainly tried to engage teachers in Spanish or played solo.  In the last month, he has become much verbal in English and we are overhearing him speaking more and more English to his friends.  Today during our outside time, he stated he wanted to build a snowman.  My observations are less complete on his Spanish language development, as they are sometimes shadowed by his impressive gains in English. 

Mi estudiante: el 11 de febrero, 2012

Trabajo de maestra de recursos bilingües en las clases de 4K en Hawthorne, en la parte este de Madison.  En Hawthorne tenemos cuatro secciones de kínder para los niños que tienen cuatro años: dos clases por la mañana y dos por la tarde.  Solamente hay una sección bilingüe que se ofrece por la tarde.   Describo el arreglo de cursos porque el estudiante que he elegido para nuestras clases tenía que matricularse en una sección por la mañana que no es bilingüe aunque el niño es hispanohablante.  Se llama Jorge y tiene un hermano en el salón bilingüe combinado con kínder y primer grado en Hawthorne, también.  Si nuestra escuela proporciona una clase de kínder bilingüe el año que viene, Jorge va a matricularse.  Este año es su primera experiencia en una escuela.

Jorge vive con sus dos padres y hermanos.  Sus padres hablan español, pero su padre sabe un poco de inglés.  Los padres escriben y leen en español.  La sección de 4K en que Jorge estudia se enseña en inglés.  Jorge es uno de los estudiantes que están aprendiendo inglés como segundo idioma que le apoyo y sirvo para mi trabajo.  En la clase con Jorge, los otros estudiantes que también están aprendiendo inglés hablan polaco, mandarín, y hmong como su primer idioma.  Un factor único para Jorge es que su maestra y yo hablamos español y diariamente podemos apoyarle a Jorge en su lengua nativa.  Lamentablemente, no podemos hablar ninguna palabra de polaco, mandarín, ni hmong.

Cuando empezamos en septiembre, Jorge hablaba en español casi siempre.  A veces decía thank you o hello u otras palabras básicas en inglés.  Pero hoy en día, cinco meses más tarde, Jorge habla cada vez más ingles.  En mi calidad de maestra, trato de hablar con mis estudiantes que están aprendiendo inglés diariamente para mejorar su vocabulario y enseñarles conceptos de textos.  Con Jorge, leo libros en inglés y español, pero normalmente hablamos en español sobre lo que pasa  en el cuento que leemos.

Durante la hora cuando los alumnos pueden escoger sus actividades,  con frecuencia Jorge juega en el área de los bloques de madera y Legos.  También a él le gusta pasar tiempo en el centro sensorial, especialmente cuando la mesa está llena de arena.