CLAMS Card
Activity: Brown Bear Story Time
Communication
/
  • Answers yes/no questions about the story (“Is this a house?”)
  • Completes fill-ins: “Brown bear, brown bear, what do you _____?”

Literacy
/
  • Selects correct picture for visual strip that states: “I see a ______looking at me”
  • Approximates letter sounds with a model, or signs the Zoo-phonics equivalent with prompts
  • Points to words while reading and repeats letter sounds and matches sounds with letters in the book (“B” says “buh”); practices rhymes, “which word rhymes with cat? book or hat?”

Academic
/
  • Matches identical pictures to the book illustration; matches color to color
  • Matches non-identical pictures to the book illustration, matches animal figurines/stuffed animals to book illustrations, labels colors and matches color to color (green dot matched to green frog)

Motor
/
  • Uses pointer finger to indicate response (pointing to correct animal)
  • Models animal action (frog hops)

Social
/
  • Identifies student for next turn by pointing
  • Taps peer and shows book page, says “John, look, I have red bird”)
  • Identifies student for next turn by labeling (“John’s turn”)

Differentiated CLAMS Card
Activity: Brown Bear Story Time
Communication
/
  • Answers yes/no questions about the story (“Is this a house?”) (John shakes head, Dana uses yes/no cards)
  • Completes fill-ins: “Brown bear, brown bear, what do you _____?” (Tara & Michael say “see”, John touches eyes)

Literacy
/
  • Selects correct picture for visual strip that states: “I see a ______looking at me”; approximates letter sounds with a model, or signs the Zoo-phonics equivalent with prompts (John, Dana)
  • Points to words while reading and repeats letter sounds and matches sounds with letters in the book (“B” says “buh”); practices rhymes, “which word rhymes with cat? book or hat?” (Tara, Michael)

Academic
/
  • Matches identical pictures to the book illustration; matches color to color (John, Dana)
  • Matches non-identical pictures to the book illustration, matches animal figurines/stuffed animals to book illustrations, labels colors and matches color to color (green dot matched to green frog) (Tara, Michael)

Motor
/
  • Child uses pointer finger to indicate response (pointing to correct animal)
  • Models animal action (frog hops)

Social
/
  • Identifies student for next turn by pointing; taps peer and shows book page (John, Dana)
  • Identifies student for next turn by labeling (“John’s turn”); says “John, look, I have red bird”) (Tara, Michael)

START Materials 17-18