This activity is easy, fun, interactive and one kids can do fairly independently!
Standards covered:
 CCSS.ELALITERACY.L.K.1.D
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).  CCSS.ELALITERACY.RF.K.1.D
Recognize and name all upper and lowercase letters of the alphabet.  CCSS.MATH.CONTENT.K.MD.A.2
Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 
CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 
CCSS.MATH.CONTENT.K.CC.B.4.B
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 
CCSS.MATH.CONTENT.K.CC.B.5
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. 
CCSS.MATH.CONTENT.K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.^{1}
Prep:

Write the letters in student’s names & your name on individual postits. Write 1st letters in uppercase and all other letters in lower case. Display them randomly on a wall or a bulletin board. Use a large graphing paper or a chart paper for the graph.

Draw & label the numbers horizontally, to represent number of letters in names. Add 0, 1 and 2 to show that nobody has a name with 0 / 1 letter. 🙂 I didn’t think to do this when I did it with my kids, so this is something I would add next time.

Draw & label the numbers vertically, to represent the number of students with the same amount of letters. Label what the numbers represent.

Write the title of the graph on top or use a sentence strip to write your title. Using sentence strips really makes the title pop and it’s easier for the kids to identify.
Activity:

Model the activity. Write your name on the board and have students help you find the letters in your name. Put the postits on a sentence strip as you find them. Once complete have students help you count the number of letters in your name and show them how to represent that on the graph and color in the correct square. Instruct the students to find the letters in their name. Remind them to look for uppercase letters for the first letter and then lowercase letters for the rest.

Use the activity as a center activity so all kids aren’t there at the same time. Provide assistance as needed. (Especially with the graphing.) All students should have access to seeing their names printed correctly and legibly on their desk, chair, anywhere you see fit, to use as a reference when needed.

Display sentence strips with names on your bulletin board or wall, next to the graph.When everyone is done with the activity, same day or sometime during the week, go over the graph as a whole class. Read the title, talk about what the numbers represent. Discuss who has the most / least amount of letters. Ask students to explain their thinking. Study the graph in detail by asking questions like, “How many kids have 4 letters in their name?” “How do you know?” etc.