name practice

In Kindergarten we learn about letters and words. We connect much of our initial learning to our names; our names are words, important words. The children have been practicing saying their names clearly and have been practicing saying the names of their peers. This week we will learn that words are made of parts and we will listen for the parts (syllables) in our names. 

Name Building

Last week we used natural materials to build our names. We noticed the letters in our names and the lines we needed to form each letter; straight lines, slanted lines, and curved lines. 

Working with small materials- such as pinching tiny stones when building a letter- strengthens hand muscles. Ongoing opportunities to pinch and develop hand and finger muscles will support the children in grasping a pencil or pen when printing and writing conventionally. We have noticed how important it is for this group to develop their fine motor skills and control. We will continue to offer fine motor opportunities connected to our academic learning.

The following day we built our names a different way. Children were given a large copy of their name. First they pointed to and read their names. Then they cut the letters out and used boxes on a canvas to put the letters in order, building their name. As they worked we talked about how many letters, beginning letters, and letter names. 

What do you notice about your name?
How many letters are in your name?

What is the first letter in your name?

Connections to Math Workshop

Through these "name practice" experiences children explored how many letters in their names and began conversations about what is the same and different. These conversations connected to our math workshop, as we have been thinking of different ways to sort our names based on what we notice and then count and show how many names in each sorted group. 

the letter t

We engage with letters and sounds every day in many different ways! From circling noticings on the morning message to tracing letters in the sand when playing on the big playground. All of our learning is connected. An important part of my practice is ensuring children see these connections, supporting the transfer of their developing knowledge and skills across content areas and contexts. 

This week we connected our previous work exploring different kinds of lines to introducing the first letter we will learn; t. When introducing the letter t we talked about what we notice and what we already know.

Children noticed straight lines, details in the picture of a top, some knew the letter name, and many thought of words that begin with the /t/ sound!

I can say letter names and sounds.

1. Introducing Tt during Morning Meeting

What do you notice?
What do you know?

When making the sound for t and producing words that begin with the same sound, children are developing their phonological awareness. It is essential children understand that words are made up of sounds.

2. Building the letter Tt

We brought our initial learning into the woods. Children used clipboards with the letter picture card at the top. Using the picture and what we noticed, they used materials to build the letter Tt on the trail. On Monday we will take pictures of things on the trail that begin with the /t/ sound, continuing to bring our learning about letter names and sounds into the woods!

3. Tracing and Printing

We continued to reinforce our learning about the letter Tt in the classroom, connecting our work as Tt builders on the trail to our practice and learning during Morning Meeting and Fundations. While Fundations is a special time in our day to learn letter names and sounds, we practice carrying our learning with us and applying it in many different ways! 

4. My Book of Letter Tt

On Friday we introduced little letter books. Children are able to begin making the connection to print and use their developing picture power to read pictures with the same beginning sound; /t/.

Top
Turtle
Tiger
Tree
Train

What else begins with the /t/ sound?