# Name Cards

Name recognition and early math skills are promoted during a transition.

## NAEYC

Creating Caring Communities for Learning

3.B.02- Ms. Schaffer creates and maintains a setting in which children of differing abilities can progress, with guidance, toward increasing levels of autonomy, responsibility, and empathy.

Ms. Shaffer holds up name cards during a transition. When a child sees his or her name, Ms. Shaffer asks the child to tell her how old he or she is. Some of the children respond verbally without hesitation. Other children hold up fingers to represent how old they are. Ms. Shaffer encourages them to use words to tell her how old they are.

Creating Caring Communities for Learning

3.B.05-Ms. Schaffer helps...children learn socially appropriate behavior by providing guidance that is consistent with the child's level of development.

Children waiting to line up during a transition sit quietly while Ms. Schaffer explains the transition activity. She holds up a name card and she asks the child whose name is on the card to tell her how old he or she is. The children remain quiet while their friends, one by one, tell Ms. Schaffer how old they are when their turn comes.

## IELS

10.2-Early Literacy

Children engage in early reading experiences.

Children in Ms. Schaffer's class identify some alphabet letters by their shapes, especially those in his/her own name.

Ms. Schaffer has the names of children in her class written on cards. During a transition, she holds up a card and asks the child whose name is on the card to tell her how old he or she is.

11.1-Comparison and Number

Children understand amount, including use of numbers and counting.

The children in Ms. Schaffer's class show recognition and naming of numerals (1, 2, 3).

During a transition, Ms. Schaffer holds up cards with children's names on them. She asks the child whose name is on the card to tell her how old he or she is. Some children respond verbally and some hold up fingers. When a child holds up his or her fingers, Ms. Schaffer asks, "And how many is that?" and the child responds with the correct number.

## IQPPS

Creating Caring Communities for Learning

3.4- Ms. Schaffer creates and maintains a setting in which children of differing abilities can progress, with guidance, toward increasing levels of autonomy, responsibility, and empathy.

Ms. Shaffer holds up name cards during a transition. When a child sees his or her name, Ms. Shaffer asks the child to tell her how old he or she is. Some of the children respond verbally without hesitation. Other children hold up fingers to represent how old they are. Ms. Shaffer encourages them to use words to tell her how old they are.

Creating Caring Communities for Learning

3.5-Ms. Schaffer helps...children learn socially appropriate behavior by providing guidance that is consistent with the child's level of development.

Children waiting to line up during a transition sit quietly while Ms. Schaffer explains the transition activity. She holds up a name card and she asks the child whose name is on the card to tell her how old he or she is. The children remain quiet while their friends, one by one, tell Ms. Schaffer how old they are when their turn comes.

## HSPS

1304.21(a)(1)(i) – Ms. Schaefer leads the children in a transition activity in a manner that is developmentally and linguistically appropriate, recognizing that children have individual rates of development as well as individual interests, temperaments, languages, cultural backgrounds, and learning styles.

Ms. Schaefer holds up name cards during a transition. When a child sees his or her name, Ms. Schaefer asks the child to tell her how old he or she is. Some of the children respond verbally without hesitation. Other children hold up fingers to represent how old they are. One child is invited to whisper in Ms. Schaefer’s ear as this appeared to make the girl feel more comfortable rather than speaking out loud. Ms. Schaefer encourages them to use words to tell her how old they are.

1304.21(a)(1)(ii) – Ms. Schaefer is inclusive of children with disabilities….

Ms. Schaefer individualizes her approach with each child in her classroom as she leads this transition activity. She recognizes that some children need more support than others and offers this support in a way that is respectful and appropriate.

1304.21(c)(2) - Ms. Schaefer uses a variety of strategies to promote and support children’s learning and developmental progress based on the observations and ongoing assessment of each child.

Ms. Schaefer uses a simple transition activity to assess if each child is able to recognize his or her own name on the name card and state his or her age. She accepts verbal and nonverbal answers for the age and assists children as needed.

## HSCOF

### Literacy

Print Awareness and Concepts

• Shows increasing awareness of print in classroom, home and community settings.
• Develops growing understanding of the different functions of forms of print such as signs, letters, newspapers, lists, messages, and memos
• Demonstrates increasing awareness of concepts of print, such as that reading in English moves from top to bottom and from left to right, that speech can be written down, and that print conveys a message.
• Shows progress in recognizing the association between spoken and written words by following print as it is read aloud.
• Recognizes a word as a unit of print, or awareness that letters are grouped to form words and that words are separated by spaces.

Alphabet Knowledge

• Shows progress in associating the names of letters with their shapes and sounds.
• Increases in ability to notice the beginning letters in familiar words.
• Knows that letters of the alphabet are a special category of visual graphics that can be individually named.

### Mathematics

Number and Operations

• Demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quality.