LANGUAGE ACTIVITY

Name: Katie Lageson

Course: EED211
Date: 2/7/16
Activity: Print Knowledge matching letters
Age of child/or group of children
The child that I completed this activity
with was three years old.
Objective of the activity (standards):
Strand 2: Emergent Literacy Concept 1: Concepts of print, E: Recognizes own written
name and the written name of family and friends
Describe or identify specific materials used/needed
The materials needed to complete this activity were laminated letters and the childs
name traced out on a piece of paper.
Internet resource address
http://www.getreadytoread.org/images/content/downloads/skill-buildingactivities/Eng121INDIVIDUAL_BEG_ALL.pdf
Describe the implementation of the activity
This activity was implemented inside the classroom as a one-on-one activity. I had
planned on using two children for this activity, however one of the two children was absent
therefore I only did the one child. This activity took about five minutes to complete and was
repeated twice with the child. First I had gathered all of my materials needed for the activity.
Then I asked the child if he wanted to play a game with me and he agreed. I showed the child the
outline of his name and asked him if he recognized what it was. He recognized them as letters,
and then pointed to the first letter in his name and exclaimed, Hey thats my name!. I corrected

LANGUAGE ACTIVITY

him by explaining that the entire word was his name. I then reviewed each letter in his name with
him. I first asked if he knew what the letters were called; some letters he knew and others he did
not. I then reviewed the sound that each letter makes as well as naming each letter with him. I
then sounded out his name and then said the name twice. I had him do this with me. I then
explained that he was to match the letters that were in the pile to the letters in his name. He did
this easily and named a few letters correctly as he matched them.
Evaluate the activity
The strengths of this activity are that it helps children recognize letters visually as well as
identifying their name. Once children get a good understanding of what their name looks like as
well as the letters that associate with their name, they can then move on to printing their name.
However, this limits them to the letters that are only found in their name. This game could be
modified to having children recognize other words such as mommy, daddy, dog, cat,
etc. however we need to be aware that this becomes DAP for the particular age that you are
working with. With this activity, I only used uppercase letters because they are easier for
children to recognize, however if you were to use lowercase letters as well, children can learn
that there are upper and lower cases letters and how to properly use them regarding their name.
Language outcome of the activity
The language outcome of this activity is that the child that I worked with got a better
understanding of what his name looks like as well as knowing what letters are associated with his
name. Before, he recognized the letter J as being his name but I showed his that J begins his
name but that the entire word was his name. We also reviewed the phonics of each letter. By
repeating this activity, this child can then begin recognizing the letters in his name in other words
as well.