Sign in or 
Share this
"The Name is the Game" (Pre-K; Amy)
"The Name is the Game"
(Amy Lawson; Pre-Kindergarten; Social Studies)
(Amy Lawson; Pre-Kindergarten; Social Studies)
| Content: (Topic) Name recognition. | Teaching Strategy: Interactive |
Learning Objectives:
| Assessment:
|
Common Essential Learnings (CEL’s):
| Prerequisite Learning:
|
Equipment/Materials:
| Advanced preparation:
|
| Presentation Set: (3-5 Minutes) Gather the students into their circle area. A chart, containing the names of all of the students, should be placed by the circle. If they have been stationary for some time, ask them to jump up quickly and “shake it out” before sitting again. While they are standing, try to make sure that the students are spaced out, so that they will all be able to see the chart clearly. Once the students are sitting, ask: what is a name? Discuss this – does everything have a name? What do we use our names for? Attempt to steer this to what is MY name? I will give my name: “My name is Ms. Lawson.” Development: (10 Minutes) Ask: can anyone tell me his or her name? (Students may blurt out responses – make sure to ask them to raise their hands, and choose a student who is doing so.) If several students raise their hands, try to ask them all. This builds recognition! Take the “talking ball,” or any object that may be passed around. Explain to the students that you will be asking everyone to share their name. Pass it around to the students, ensuring that everyone has a turn. When each student says their name, present them with their symbol which contains the name. Point to the text and say the name very slowly when the cards are given out. Go until all students have their cards. Go to the chart. Repeat that my name is “Ms. Lawson,” and point to where my name appears on the chart. I will take my symbol card and place it underneath my name. There are two ways to work with the chart, depending on how well the students understand the activity. The first option is to point to any name on the chart and ask the students to try to read it together. Then, once we have discovered what the name is, to ask that student to come up and place their card underneath that name. Another option which may be too difficult presently is to ask the students to come up one at a time and try to find their name. They are still struggling with name recognition in this way (they have to identify their place every snack period, and it is still a struggle for most.) If the activity is repeated later on in the year, or if I begin using the first method and the students are finding it very easy, I may use this alternative. Closure: (2 Minutes) Once all of the names are under the symbols, go through it as a class repeating every name. Repetition is very important right now! Especially if photos have been used on the symbol cards, the chart may stay up for a while or the activity can be repeated. | Classroom Management Strategies o Students will be asked to sit in a circle. Try to make sure early on that the chart will be visible to all of the children to prevent them from crowding in. o While sitting in the circle, students will be asked to sit “criss-cross, applesauce.” o If students are misbehaving, I will use the “1-2-3” warning system the classroom practices. If a student is being particularly disruptive, I will ask if s/he needs time alone. o The “talking ball” may be very distracting. Some object should be used – a talking stick, or something similar, may be more practical. Before using the object, make sure to remind the students that it means we should be quiet and listen to the person speaking. o Some students may be eager to jump up and help. Try to make sure that only one is getting up to work on the chart at a time so that they can all watch! o Alternatively, some students may be shy. Encourage them as much as possible. Try to determine if they are not participating out of shyness or out of a lack of understanding. Encourage the students to look for clues while trying to find their name. When looking for their snack places, they are encouraged to look for the first letters of their name and link it up. I will try to use this strategy with them. |
Extensions:
1. The chart idea can be continued another day, if the students seem to enjoy it. Once there appears to be some progress made on name recognition, other attributes can be focused on, while still using the name symbols. Which students have a brother? Which students like pizza?
Adaptive Dimension:
1. The chart, in its original form, is very text-heavy. While the purpose is to build the textual name recognition, being able to link it to a photograph may be very helpful, as all of the students are still developing their reading skills. On the chart, next to each name, there may be a photograph.
2. Alternatively, the photograph may appear only on the name symbol, whereas the chart remains exclusively textual. Ideally, the name would also be written below the photo. I would like to try this one! I think that this would help the students associate
3. A similar idea to the first that does not include photographs is to allow for colour matching. When writing the chart and creating the name symbols, assign a different colour to every student. If my colour was pink, for example, both the text on my symbol and the text on the chart that says “Miss Lawson” would both coloured pink. If a student is struggling with matching their name, they can be encouraged to look for their colour.
Go back to .... Lessons By Grade Level // Main Wiki!
lawson2a |
Latest page update: made by lawson2a
, Jan 13 2008, 12:52 PM EST
(about this update
About This Update
Edited by lawson2a
240 words added view changes - complete history) |
|
More Info: links to this page
|
There are no threads for this page.
Be the first to start a new thread.
