Children come to preschool with wide ranging ability levels when it comes to recognizing and writing their names.  Some of this is due, quite frankly, to the length of their names and which letters are included in them.  Think about it.  Who will likely learn to write their name first?  Lilly, or Savannah?  Some of the difference is due to their different ages.  In a mixed-age setting, the one year difference between 3 and 4 is dramatic!  Even a six month difference is often pronounced.  Varying rates of development in fine motor skills or even interest in writing may also be causes for different skill levels.  Here is how I have addressed this challenge with my preschoolers.

Using a basic plastic photo holder, I trim back the plastic on the top layer of each pocket, to make the opening more perceptible.  I then write each child’s name at the top of an index card and insert each one into a pocket.  Each day as the children arrive, they know that their job is to “sign in”.  They find their names in the pockets (which I have hanging on the wall near the writing table), and write their names on the cards.  At the end of the day, I remove the cards, write the date on the bottom (you could get a really cool date stamper like this to be really slick *affiliate*), and then make any necessary notes.  Each card is then placed in another photo holder, specific to each child, to create a collection of writing samples through the year.  At the end of the year (or at shorter intervals if desired) I stack the cards in the pockets so that the child’s first and last samples are visible one above the other.  Then I can point out the progress to the child, send the samples home, or use them in parent-teacher conferences.  This allows me to track progress on a key skill and also allows the children to work from their individual starting points.  Here’s Ella’s one year progress: [Read more…]