3.2 Shows competence in observing & planning for literacy & numeracy experiences & environs, adapting to specific learner needs, interests & contexts 

Sand tray name writing

Expected learning outcomes

·Children are effective communicators

· Identity

. Help children to become familiar with their names

Context for the session

·    During group time the other week. Children practices writing their names


·   Children showed varied range of fine motor skills and ability in writing their names and familiarity with letters

Session focus

·      Materials

o   Shallow trays

o   Thick pencils

o   Sand

o   Laminated cards with children’s name

·      Space and pre-session organization

o   Sift sand from sand pit

o   Clear table to place sand trays and name cards

Teach and Learning Strategies

·      Remind children how they practiced writing their names the other week.


·      Have children look thru the laminated name cards for their names. Encouraging them to become more familiar with what their name looks like compared to the names/spelling of their classmates


·     Show children how to use the sand trays to practice writing their names by coping from their name cards.

Reflection and evaluation   

·      The children were familiar with the materials so it did not take long to show them what to do with the sand trays and pencils.


·      Several children played with the name cards and hid them in the sand.


·      After several attempts the children reverted back to scooping and pouring the sand, as they would in the sand pit.


·      Others just looked for their names but made little attempt to write in the sand.


·      So the children did end up doing some writing, reading, hunting, digging and scooping.


·      More than a little sand ended up on the floor and tabletop.


·      The next day the sand boxes were taken out again and the children did some more writing, reading, hunting, digging and scooping. 




Background:  The day before this activity was conducted, the children were asked sit at the tables to write their names on white sheets of paper whilst copying from laminated name cards. Many children found it difficult to grip the pencil. Some were too scared to make an attempt to put any marks on their paper.  One particular boy only attempted to write after I had made faint dotted outline of his name.  It seemed they were scared to have their permanent mistakes clearly visible. After one attempt they quickly showed their paper to the teacher before rushing of to a much more exciting activity.  This experience led me to reflect of alternative ways to encourage those children who were not inclined to engage in writing exercises.