To a child, there is nothing more important than his or her own name. Using names to teach letters and name recognition is a very powerful teaching tool. See blog post, Using Name to Teach the Letters and Sounds of the Alphabet.

This post provides lots of ideas for using children’s names to teach the letters of the alphabet.

Teaching Letters with Names journeyintoearlychildhood.com — https://wordpress.com/post/ journeyintoearlychildhood.com/739

However, not all letters of the alphabet will be in the children’s names. We teach all letters of the alphabet during small group and centers but we can also use books with names to include more letters in all of the graphs, charts and chants we use with the student’s names.

For example, we can read A My Name is Alice by Jane Bayer and Steven Kellogg. Allow the students to choose a couple of the names from the book that contains letters not yet on the name graph to give a name to favorite classroom stuffed animals or pets.

Here are some other great books to teach letters of the alphabet through names:

(Click on the book titles to link to Amazon.)

A My Name is Alice by Jane Bayer and Steven Kellogg

My Name is Yoon by Helen Recovitis

Great book to help students pay attention to the formation of letters and the meanings behind names.

Chrysanthemum by Kevin Henke

Students love to chant this name and add it to the number of letters per name since it is so long!

Name Jar by Yangsook Choi

Great book to discuss the importance of your own name and of origins of names.

The Chronicles of Nannie by N.C. Memeh

Using Name Books to Teach Letters of the Alphabet — Journeyintoearlychildhood.com

In a previous blog post, we discussed NO MORE LETTER OF THE WEEK.

To a child, there is nothing more important than his or her own name. Using names to teach letters and name recognition is a very powerful teaching tool. Names are very meaningful to children, therefore they are eager to learn to identify the letters in their own names first; it is very empowering and motivating for them. A child who is eager, motivated, and feels empowered about his or her own learning is going to learn more quickly and retain more than a child who is not.

Ideas for Letter Instruction through the Use of Names during Whole Group Instruction and/or Transitions:

Each day choose one to three names during morning meeting or as a transition; can be one of the classroom jobs such as the line leader or teacher helper.
The number of children names examined each day (1-3) depends on when in the day this activity is incorporated, and the amount of time provided.
- If adding the activity to a morning meeting, you may only want to use one name to keep the whole group sitting on the carpet time short and purposeful.
- If adding the activity to transitions, you may want to use 2-3 children’s names throughout the day at various transition times.
Complete the same activity each day until you have used all of the student’s names in the classroom.

Examples of activities:

Round 1: Chant My Name

Hold up a name that has been printed on cardstock with the student’s picture.
Ask “Whose name is this?”
That student stands at the front of the room and points to each letter as it is chanted by the class. (example with Becky)

Teacher Class

Whose name is this? Becky

Give me a B B

Give me an e e

Give me a c c

Give me a k k

Give me a y y

What is the word? Becky

One more time Becky

(Can add movements for each response or a cheer such as fireworks at the end etc. If students know the letters in their names, then they can lead the chants)

During transitions throughout the day, pull cards and have students identify their name to line up, move to the next activity, etc.

o Extension: Teacher/TA carries the name card while traveling the hallway to chant the name in a whisper during any times that the students may need to be waiting in the hallway.

ROUND 2: Mixing Up My Name

Show the students a name and have the child whose name it identifies the name
Place the letters in the name mixed up in a pocket chart and have the student sequence of letters in his/her name.
- Differentiation: Ask students to place the letters in his/her name in sequence…
  - on top of the model of his/her name = letters are in the same font
  - under the model of his/her name = letters are in the same font
  - under the model of his/her name = letters in a different font
  - with no model in the same or in a different font
- Encourage the student to name each letter as he/she sequences them.
- Have all students draw the first letter of the name in the air- showing the students and verbalizing the correct path of motion. A Magna Doodle works well for this activity using the circle shape piece. Draw the letter on the Magna Doodle so that all students can see and hear the correct path of motion. (or a whiteboard)
- Have all students say each letter in the name
- Teacher: “What does that word spell?” Students: (say the name)

Extension: Graphing: Have students color in a square on a graph for each letter of his/her name. If the student has two or more of the same letters, he/she would color in that number of squares. Compare which letter is used the most in the student’s names, the least and which letters are not used at all in the names.
Extension: Add a large variety of letters cut from cardboard food boxes and cardstock advertisements in the art and creation station. Allow students to make posters of their names. This is a great way to add in various fonts.
Extension: Write students names on an 8×11 or 11×14 piece of paper in large letters using appropriate upper- and lowercase letters and correct letter formation. Allow students to use a variety of hole punches to cut circles or shapes to glue onto the lines in his/her name.