What's in a Name?

Handwriting practice in the kindergarten is linked to basic reading and spelling achievement; for example, when children learn how to form the letter m, they can also be learning its sound. Attention to the links among handwriting, reading, and spelling skills can help to reinforce early achievement across these areas.

This lesson is designed for a small group during our literacy block.  In order to prepare the children for this lesson, I have printed and laminated name tags so that the students can write on the tags with dry-erase markers.

Children, Trace over my writing of your name two or three times, reading the letters as you go.  Remember that the first letter is a called a capital letter.  By preparing the child is this manner, I feel that they are more comfortable being asked about the letters in the next part of the lesson.

I also have prepared letter cards, tiles or other easily manipulated items for them to match to their names.  Can you  match a letter card to each letter in your name.  The letter cards are in capital and lowercase versions, so which type of letter will you use at the beginning?  That's right, you will use a capital.  Point to each letter in your name and tell me the sound of the letter.  For example: Sam 1. Write Sam 2-3 times.  2. Match the letter cards to his name tag. S-a-m.  3. Say the letter sounds: Sss-a-mmm

In front of each child now is a name plate, and the Letter cards that are spelling out their names.  Here the child gets to chose the manipulative in which to spell out their name again: tiles, toy trucks with letters written on them, letter erasers, letter blocks, beads and string.  We repeat the steps as above.  You did so well with the letter cards that now we are going to spell out your name using these letter trucks.  Pretend this paper is a parking lot, and you will park the letter trucks in order to spell your name.

While the child is "parking" the trucks, I gather up the letters and add a few extra into the mix.  The child then is given a sorting mat to separate the letters into two categories--"in my name" or "not in my name".  After the child has finished the Letter sort, he is asked to put them back into the correct order.  I am giving you the letter cards back, but I have added a few extra in to "trick" you.  You are going to sort the letters.  All the letters that are in your name will go on the left side, and all the letters that are not in your name go on the right side.

The last thing for you to do at this station today is some Name writing practice of the correct formation of their name onto this piece of paper.  On the first line you will write your name with a pencil.  On the second line you will use a crayon.  On the third line you will use a marker, and on the fourth line, you can choose a fancy pen to write with.  If you can't remember the order I just said, don't worry.  There are picture clues on the paper to help you.

Once the child has completed the assigned activities, I have them identify the letter names and sounds, and correctly spell out his/her name. The child should write their name correctly by following their name tag in this initial lesson application.

Can you tell me how many letters are in your name?  What letter does your name start with? Do you have any double letters?  What sound do you hear at the beginning of your name?

Each week, the children are given a mini assessment by my paraprofessional or myself.  With this type of practice, there should be an increase in the letter sound identification as well as letter ID.