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Name Activities for Little Learners

$6.00

NAME ACTIVITIES FOR LITTLE LEARNERS

These resources will help your students learn all about their names. This packet of name activities includes a variety of differentiated whole group, small group, and independent activities for name practice. Furthermore, most of the pages can be personalized for each of your learners. (More information about editing below.)


THIS RESOURCE INCLUDES

Editable Printables

Name Writing:
First, edit the page for each child. Then, have the children practice writing their names with markers, crayons, pencils, etc.  Finally, they can also use this page to rainbow write their name.

Name Work Pages:
First, edit the page for each child. Then, have each child complete their own work page to help them learn all about their name.

Name Labels:
First, edit the labels for each learner. Then, print and post the labels around the room.  For example, post labels in students’ cubbies, desks, etc.

Chicka Tree:
First, using a paper towel roll or rolled-up brown construction paper, create a tree trunk. Then, print the letters for each child’s tree and leaves. Next, each child can glue their name on the tree trunk.  Then, cut the leaves on the lines and attach the leaves. Furthermore, you can also use the Chicka page on a cookie sheet and add magnets to the letter cards to practice making names and words.

Whole Group

King/Queen of the Day:
During calendar time have each child have a turn being King or Queen of the day.  To begin, print out all the pages for each child. Then, have the child come in front of the class to identify, count, order and match the letters in their name. Most importantly, print and create a ‘crown’ for the King and Queen of the day.

Word Wall Cards:
First, edit the page for each child. Then, print a passport size picture for each child.  Next, attach the image to their name card. Finally, laminate and add to the Word Wall or writing station.

Name Graph:
First, have the children count to find out how many letters are in their name. Then, using a pocket chart and the number cards, create a graph. Finally, each child can add their name to the correct number of the graph.

Name Book:
First, edit each page with each child’s name. Then, attach their picture in the picture frame and laminate. Finally,  read whole group at the beginning of the year.  Most importantly, add the book to your classroom library!

Learning Centers

Magnet Names:
First, edit and create a mat for each child. Then, print and laminate the mats and letter cards. Finally, have the student match the letters correctly on the mat.

Pocket Chart Names:
First edit and print the name cards, letter cards, and picture cards. Then, have the students match each child’s picture to their name.  Finally, use the letter cards to spell the name correctly.

I Can Spell:
First, edit and print the resource for each child.  Then, have the children spell their name by rainbow writing, creating a tactile name with rice, pasta or glitter, making letters with playdoh, and so much more!

Clip It:
First, edit the page for each child. Then, print and attach the letter dots to a clothespin or popsicle sticks. Finally, have the children match the letters in their name.

Make-a-Name:
First, edit the page for each child. Then, use a Q-tip to paint the name or practice making small dots of glue and add glitter.

Name Letter Sort:
First, print the mats and letter cards. Then, have the learners sort the letters by letters in their name and NOT in their name.


MORE DETAILS

Read this blog post for more details on the name activities includes.  Then, pick and choose the activities that best meet your learners’ needs.  Above all, be sure to adapt the activities in a way that works best for you and your learners.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE 

Common Core State Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase letters.

CCSSRF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.

CCSSRF.K.1b
Recognize that spoken words are represented in written language by specific sequences of letters.

CCSSRF.K.1
Demonstrate understanding of the organization and basic features of print.

Texas Essential Knowledge and Skills

Language Arts

TEKSLA.K.2.A.iv
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: identifying syllables in spoken words;

TEKSLA.K.2.D.v
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate print awareness by: identifying all uppercase and lowercase letters; and

TEKSLA.K.10.D.vii
Composition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: edit drafts with adult assistance using standard English conventions, including: capitalization of the first letter in a sentence and name;

TEKSLA.K.1.E
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking–oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.

TEKSLA.K.1.B
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking–oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: restate and follow oral directions that involve a short, related sequence of actions;

TEKSLA.K.2.E
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.


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