Name Games: Initial Sounds and Extensions

We all know the importance of a learner's ability to say, recognize, and write his or her name. Studies 

http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdf

have shown over and over again the power of using a child's name as a building block, or motivation, for meaningful context for sound and letter learning. We often expose students to their name by asking them to say in a morning greeting, sin-in on a play plan, posting it on cubbies, having students place it in the play-based learning center of their choice, or write it on their artwork or writing. But...how often do we intentionally incorporate it into the learning experiences that build additional letter and sound correspondence? What if we played games with names? 

• Rhyming games
• Beginning letter sound games
• Silly word games

While I would never suggest only focusing literacy on students' names, I do think there is a time and place for "playing with and learning" from students' names. Below is one example of a quick game that could be setup in a play center for students to interact with during center time. Maybe they start with their own name, but my hunch is that some will want to work with friend's names, too. 

Idea #1:Have magazines handy for picture gathering, or have a variety of pictures cut out and placed to in envelopes so you could reuse them again and again- no gluing needed here. 

Idea #2: Adhere pictures to magnets  and place on your marker board. Let the students place  their name card, or write their names right on the board. They would then pull down the pictures that begin with the same sound as their names. Snap a quick photo for assessment and you've got data!

Idea #3: Have students write their names and draw pictures of things that begin with the same sound as their name. You could have them dream up the objects, or look "sound hunt" around the room for objects that begin with the same sound. (Sarah- sandpaper, scissors, etc.)

What is your idea? Please share it below!

http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdf