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At-the-Beach Names

Let's Learn and Use Our ABCs!

  • Directions

    1. Divide students into small groups. If possible, have an adult available to work with each group. The group facilitator will ask each student his or her name and how to spell the name. Each student will write his name with upper-and-lower case letters, as appropriate, on a piece of construction paper using Crayola® Construction Paperâ„¢ Crayons .
    2. Provide students with recycled, rectangular cardboard pieces measuring about 3" x 4". The number of rectangles needed by each student is equal to the number of letters in each student's first name.
    3. Students use Crayola Crayons to draw one outline letter in their names on each cardboard rectangle. The letters should spell the child's name when all are complete. Encourage students to use the majority of each rectangle for each letter.
    4. Using Crayola® Scissors, students cut out the letters for their first names.
    5. Provide students with a large piece of fine sandpaper. Children place their letters backwards on the smooth side of a sheet of fine sandpaper and trace around their letters with crayons and cut out the sandpaper letters.
    6. Students glue sandpaper letters, with the rough side up, to 5" x 8" index cards. Allow glue to dry overnight.
    7. Allow class time for students to practice spelling their names using the sandpaper letters. Have students say each letter orally when spelling their names.
    8. Ask students to explore the feeling of the sandpaper letters. Have children use their fingers to trace each letter and describe how the sandpaper feels. Write student descriptive words on a classroom whiteboard. How many different ways can they say rough?
    9. Ask students to make connections between their sandpaper letters and a trip to the beach. Discussion to follow. What other beach experiences can students share?
  • Standards

    LA: Know and apply grade-level phonics and word analysis skills in decoding words.

    LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.

    LA: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

    LA: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

    MATH: Describe and compare measurable attributes.

    VA: Use visual structures of art to communicate ideas.

    VA: Select and use subject matter, symbols, and ideas to communicate meaning.

  • Adaptations

    Possible classroom resources include: The Alphabet Room by Sara Pinto; Shiver Me Letters: A Pirate ABC by June Sobel; Dr. Seuss's ABC: An Amazing Alphabet Book! by Dr. Seuss; The Letters Are Lost! by Lisa Campbell Ernst

    Once students have been successful at spelling their own first names, challenge them to spell the first names of classmates. Students swap sandpaper letters with a teammate and try to accurately spell the classmate's name.

    Students investigate the individual letters in their first names. Ask questions such as "Who has an "a" in his name?" or "What sound does a "w" make in a name or other word?" Continue by asking about sounds such as a "hard c" or a silent letter.

    Have students investigate whether or not they have smaller words contained within their first name. For example, the name "Jason" contains "as", "son", and "on" within the name.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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