Re: Name Activities

Posted by deb on 11/26/03

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I especially like the name activities and although it is not
in the BB book or the Month by Month book, I continue to use
and expand on the name activities all year long - the kids
really love it and it is soooo meaningful to them - I truly
think that is one of the most powerful ways to teach the kids
their letters! I did the name activities in the beginning of
school with the kids spelling their names with the letter
people inflatables. So each day there would be a student of
the day and we would write their name on the sentence strip,
discuss # of letters in name, create their name with letter
people and compare letters/what they notice in kids' names. I
took a picture of that child with their initial letter. Early
in the year, maybe for 3-4 weeks, I formally introduced the
letter person's letter 2-3 a week. We used Orton Gillingham
multi-sensory approach to reinforce/practice its correct
letter form. I sent home a letter person coloring sheet to
color and write words that have that letter. I used the
student of the day when possible to help determine which
letter person we would use. After a few weeks most of the
students knew all the letters and most of the sounds. With
the building blocks the kids really had a sense very quickly
that print has meaning and learning their letters and sounds
will help with reading/writing. Good luck!
I'm trying this idea this week. Each week I have a Special
Person, so I'm only doing this once a week. I made a strip of
paper for each child with 10 squares. We are going to write
the child's name with one letter in each square. This week it
is Cooper. Then I will have the kids cut out the letters. We
will play making words with his name. I have large
letters that kids can wear sandwich board style. They will
make the word, then the others will arrange their letters the
same way. I will write the word on the white board. (Some
may want to copy the words later) For Cooper, we will create
red, crop,drop, rope, or,. I plan to keep it short and
simple. At the end, I will let everyone take their letters
home to make the words. I may copy the words for all, I'll
see how it goes. I am also sending home a ME bag...child of
week brings 3-5 artifacts from their life to tell to the
class. I was just thinking of new ideas myself...here is
what I came up with: I do the BB name game w/ 1st, mid and
last names (pic and interview only with 1st) then i decided
to have the daily special person spell their name with big
foam letters, next time, the specail person picks one of our
past poems to read aloud and point to. next time, they roll
and ABC die and we read a tongue twister to go along with the
letter they rolled. that is where i let off. i have only 15
kids...and we do one a day. i need more ideas! help! :)
For our second round, the we all took turns [called on by the
Name Game Special Person!] saying what we know ABOUT the
Special Person. It was a wonderful community builder.
We just started our 3rd round yesterday, building on Martin
Luther King lessons. Using the same process as the 2nd round,
we are sharing how we are the same and how we are different
from the special person, whose last name is what we are doing
for the puzzle and cheer. The kids really love this.
Diane: My thoughts were the same about the drawing part. So I
modified it. We do all the other things and then we did a
predictable chart "My name is ,,,,". When they have glued the
cut up sentence on a piece of blank paper, they draw a
picture of themselves and we make a book, that I send home on
a rotating basis and then keep in our classroom all year.
Like you I just don't have time to do it the other way and my
kids would loose interest. HOpe this helps. LindaCa
I had really wanted to include the drawing of the picture
part this year,,,I didn't do it last year just the other
stuff, but there really wasn't time so I thought I would do
just the picture next time through our names, but now with
what you say maybe I won't. We do the name cheer, count
letters, say what we notice, and use our Letter People to
form the name with the person whose name it is selecting who
will hold each letter. Our first predictable chart was My
name is.. So that is our class book for that and I will send
it home on a rotating basis I think.

Dear Diane,
I've been having the students draw each child as part of the
Getting to Know You's in the first round. My kids love it.
They ask good questions to the child, like "What color are
your eyes?" or "What is your favorite color?" (They usually
dress the child in thoses colors.) My kids love taking their
book of drawings home with them at the end of the day. The
other kids love handing over their drawings to the child when
they are finished. I also have the luxury of only 15 students
in my classes....this may make a difference.

Karen
I did the pictures and name writing last year for the first
time. While I thought it was valuable, it seemed to take such
a l-o-n-g time. Since I teach a 1/2 day program, every minute
is important. I was fully prepared not to do it this year. On
a whim, I decided to do it again (call me crazy!) but for
some reason, it is not taking as long this year--maybe having
some experience in doing it made it go easier. Also, I am not
putting so much emphasis on letter formation (which I did
last year)--we focus on forming the first letter, then they
do the rest as best they can. We will work on the other
letters during subsequent cycles. My class is doing the name
game. We have learned a great deal about patience in doing
this each morning. It is fun for them to try to guess each
morning who is going to be the King or Queen for the day. I
make little crowns that say King... or Queen... out of
sentence strips. They can decorate their crown. For the
activities I changed them up a little. We do the spell the
name activity, looking for vowels and consonants in the
names. Make a math problem with how many vowels and how many
consonants and then we scramble the name on the board and
must spell the name correctly after the name
card is hidden. We also clap syllables, find other words
inside their name, respond with other words that start with
that sound, and last we each draw a picture of the king or
queen.....we write their name on the page plus add their name
after finishing the pictures. Kids and parents have commented
with how excited their child was to bring home
their own book. Oh, we interview them also.
debisue

Since I started in late July, we are already on our 2nd round
of the name game. The first time around we did it exactly
like stated in the BB book (including drawing the picture- my
kids love it!). Toward the end of the 1st time, I saw how my
sons teacher does it and I am using some of her ideas during
my 2nd time. I make a chart for the child to take home. The
first line says: My name is ____ (cut up name goes in here).
We do a cheer for each letter while the star glues their name
up. Then the star chooses people to ask questions about her.
We add the answers to the chart.
Finally the star chooses people to give "Happy Talk". The
students are able to say something nice about the star.
Not only does this keep children's interst (they are involved
in helping to dictate the chart) but it has also helped my
students understand the difference between a question and a
statement.
By the way, at the end each person draws a picture of the
star
student! They still love it!
Jill
Karen,
I agree. I have been doing all the parts for the last five
years. The first two years, I did only one a week, usually on
Friday. The last three, I did it starting on day 2, every
day. We too go over color of eyes, etc and the kids love it
and look forward to taking it home. I have done it with
groups
as large as 23. I do admit that I start getting tired of it,
but the kids don't, occasionally I skip a day. For the
drawing
part, I give a set time limit, 5 min. at first, then the kids
beg for more, we go 6 etc. The kids who say they are finished
are encouraged to add background etc. they are learning to
sustain their work habits. The kids who still need time can
continue to work during snack time.

I changed the writing the 2nd time around. The first time
they are writing the student of the day's name on a blank
line on newsprint. The 2nd time around I have preprinted
paper with the sentence frame "I like ____________." And at
the bottom I add a line with "from__________." Also, the 2nd
time around, if my class has mastered the concept of word vs.
letter we don't do the cheer but instead do syllable clapping
of the person's name. It goes much faster the 2nd time
through the class list.
I have a paper for each child that has two rows that contain
nine blocks each (the longest name in my class is nine
letters). In the top row they print the leaders name (one
letter per block. In the bottom row they print their name.
Then they compare the two names and decided what letters they
share with the leader. Each student writes the letters they
share at the bottom of the page and writes the number of
letters they share. It has really helped with letter
recognition and formation of letters.
One part I have added that the children really love is to
say. "If I
change the B in Billy to a Z, we'll get >>>Zilly! and so on
through
about four initial consonant substitutions. I let them know
they are
rhyming too! It works great for phonics and rhyming!


I think that as a kdg. teacher, you really need to do it all.
My favorite for fast and easy is Pat Cunningham's action
alphabet. Each letter/sound has an action (ex. M-march). For
a quick activity I flash the letter and they say the sound
and
do the action (note there is visual, auditory and action)
They
march while chanting mmmmmmMmarch. I have found that teaching
the sign language alphabet is a great hook for kids too! They
love it! My own children can still remember every letter
person from when they were in kindergarten. I feel something
that powerful has got to have merit, so I use some of that in
my teaching too. They connect with the blow-up, the song and
they love the story. I sometimes give them a treat with the
letter sound. Doing a zillion activities because they start
with the letter/sound usually does not make a good connection
for kids so I don't recommend going overboard on that. We
also
make a tactile letter each week (macaroni on M and write the
letter)
I have been using activities from BB to introduce children's
names and feel that they are learning the letters of the
alphabet quite quickly just by being exposed to them in this
manner. They are learning the letters through association
not just rote learning.
Any time you can play a game with the letters, the children
will also learn their names. At first I will place a few
letters in a circle on the floor or on chairs (some letters
may be repeated. We play musical letters like musical
chairs. When the music stops I ask those standing on an "A"
to clap their hands. Next time it might be those standing on
an "E" put their hands in the air. All are winners in this
game. Change the letters for the next game. I find most of
my ideas on the internet.
Another game is to place letters in envelopes. Have the
children sit in a circle and pass the envelopes around like
hot potato. When you say stop, they look in the envelop to
see who has the letter you say. The child who has it may
choose the letter for the next round.
Using the digital camera I made all my children's pictures.
Then I made copies and we made Mrs. ________ Class Alphabet
Book. The children loved it. It's the most popular book in
our Lending libary. It reads A is for Aaron. B is for Becky
and so on. I made the letter really big at the top of the
page. Each child got a copy to take home and read to his/her
family. Even my young fives have learned the letters that are
represented by their friends.
>> Dr. Jean has some wonderful CDs- one in particular in
Rocky's
theme song tune. It's called Alphacize I think and the kids
are
moving like boxers and punching the air saying A /a/, B /b/,
and
so one. She stops in the middle at times and has them do
jumping jacks and other types of exercise. The kids love it.
I
also agree with the other respondents-it's not just 1
activity.
You need to immerse them with many daily and varied
activities.
We use the Letter People and the kids really like it. Hope it
helps.

Hi All!
Just had to share. We've been in school since Aug. 2 and I
started the name activities Aug 7. During our morning circle,
we do the calendar and a simple math skill (since we do
colors and shapes at first, I integrate these into
patterning, graphing and counting activities.) As we are
closing, I reach into a "party bag" and pull out a name. (Of
course, I have to shake it up and do a little twirl and chant
a little "ditty" "Who's it gonna be, oh, who's it gonna be?
I'll close my eyes tight so I can't see. I'll put my hand in
a pull out a name, then we can play our special Getting To
Know You game!" That is our cue for the name activities to
begin. I draw a name from the bag and the fun begins. We do
all the ideas in the month by month book along with a few
other ideas. I "interview" the child using the chart in the
bb set. Then I began to model other questions to ask the
student (Do you have any brothers, sisters, pets? What's your
favorite color, etc. ) In only 9 days (so far) they are
becoming pros at asking questions and they are already
counting letters in the names and in their own! I do model
the correct formation of writing the name on the chalkboard
as they get ready to color/draw. Some listen and are already
making progress in this! On the first day, no one even
attempted to write the child's name. (you know -- "I
can't"... now they say, Help me make an S or whatever.) I
have always used a similar activity, but never this early and
never with all these other phon. aware. activities. I
am "tickled" with all the progress the kids are already
making! They love this part of the day! When I reach for the
party bag, they get excited! We cheer the name in our
different voices (turtle, robot, mouse, etc.) After the
student puts his name in order ( the cut up name part of the
bb plan), he/she can write it on the board. Then he/she calls
the tables to return to their seats. And yes, I have allowed
the child to walk around after he finishes his picture so
others can see how to draw him. One little girl even stopped
to help another write her name! She sounded like a teacher.
("first make this letter" --and she went to the board to
point at it --it was soooo cute!) This activity is truly
multi-level. Some copy, write, dribble (draw, write) and
today one asked if he could write that he wanted to be his
friend and then wrote some letters! (From this child I was
extremely pleased!) I am excited for all who are beginning.
Don't be nervous. I see how the need for a letter of the week
is not necessary now. There's so much letter rec. going on
with this, I wouldn't even have time for it. I am eager to
see this progression. My advice is to just relax, make time
for this activity each day, even if you have to let something
else go. I feel it is well worth it. Good luck to all who
begin this great program!
Sorry so long, but I am just so excited!
Kim

Word Walls and The Name Game
Each day we have one person who is our helper and we focus on
her name. When everyone has had a turn, we start another
round.
I find it easiest to go in alphabetical order by first names.
I write the students names on sentence strips, using one color
for boys, and another for girls.
First round: We reveal one name each day, beginning with a
cheer:
?Gimme a B (B), Gimme an i (i), Gimme an l (l), Gimme another
l
(l), Gimme a y (y). What?s that spell? (Billy). One more time!
(Billy).
Then I ask if anyone ?notices? anything about Billy?s name and
we look for letters in common with other names, or count
letters
and look for other names with the same number of letters. Then
we take a good look at the student, discussing colors of
clothing, so each child can draw a picture of the helper. I
write the helper?s name on the board and encourage everyone to
try to write that person?s name and then draw a picture of the
helper. The helper gets to take home the pictures drawn by
others, his is put up on the bulletin board with the name card
I?ve made.
2nd Round: The self-portraits are put into a class book and
the
name cards are transferred to an alphabet word wall. Each day
we
read the alphabet and names, then take the helper?s name off
to
cheer and ?notice? letters about this name and others. We form
the helper?s name in magnetic letters, scramble them up and
take
turns putting them in the right order.
3rd Round: When we read the alphabet, we say the sounds in
addition to the letters and names. This time we cheer, write
the letters in the helper?s name on the board and then count
how
many of those letters are in the names on the word wall. Then
we talk about which letter has the most, least, etc. We have
also added another name cheer: ?Bryan, Bryan, that?s his name.
It starts with B, it ends with n, hooray, Bryan! We still
scramble the name with magnetic letters.
At some point we begin to add sight words to the names on the
wall, usually starting with go and we. In December, or after
we
come back from Christmas, we take the names off the word wall
and put them in a pocket chart for the kids to use during
centers. We continue to add sight words the rest of the year,
reading the alphabet, and saying the sounds and words each
day.
Here are additional name ideas; some I?ve tried, some I haven?
t.
*Count the syllables.
*Write the names like a rainbow.
*Name poems from the website Korky?s Kool rhyme machine
(http://www.literacyhour.co.uk/learning_activities/rhyme/rhyme
.html)
*Think of words that begin the same as the name.
*Make up tongue twisters.
*Fill out an interview sheet.
*Mystery person (hangman type game where you draw blanks for
the
letters and the kids guess letters until they know the name.
* Use the letters in the name and look for smaller words.
*Cut up name puzzles to keep in a literacy center.
*Change the initial consonant and play with the word (Sue,
Bue,
Lue, etc.).
*Another name cheer:
No matter what I do or say,
My name will always be the same,
It starts with_____
It ends with ____
Now count to 3 and say my name,
1,2,3,_______.

Hello, I love using the name activities from the BB book. But
I
only have 9 students this year so we go through our names
rather
quickly. So I have had to come up with a lot of different
activities for their names. Some have worked well others have
not. Here is a list of my name game activities:
Names on sentence strips and names cut up so kids have to put
them back together. We do the cheer and interview and the
portraits
Photos of kids with their names made on the computer in
different
fonts, each child gets a bag with a picture and that child's
name
cut up and has to put it back together(we used this at a
center
first).
Sometimes I have done simple activities like saying "The
person
with only one A in his/her name gets to be the helper or "The
person that has a T at the end of their name will be the
helper
today, then we do the portrait of that person.
After Christmas we started the name game over again with
their
last names. Same procedure as the first name game we did at
the
beginning of the year.
Right now I am writing someone's name on the board backwards
and
see if they can figure out whose name it is. They really like
this and are very good at it.
They have learned sooooooooo much from these name game
activities
and I am really sold on the building blocks program/book of
activities. Out of my 9 students, 7 are starting to read
simple
readers and recognizing sight words much quicker this year.
This
was the first year I didn't do letter of the week, and to be
honest, I think the kids are learning faster than before. Of
course with only only 9 students they should be picking up
things
faster with more one on one help. But I do think I will use
this
process again next year. elle

Posts on this thread, including this one

• Name Activities, 11/21/03, by JEM.
• Re: Name Activities, 11/24/03, by Lisa Z.
• Re: Name Activities, 11/26/03, by deb.
• Re: Name Activities, 1/01/04, by Jacque/WA/K-1.
• Re: Last Name Activities, 2/01/04, by Marcia Goudie.
• Re: Making words and chunk with names, 2/05/04, by Kathi D/CA.