CLAMS Card
Activity: Brown Bear Story Time
Communication
Literacy
Academic
Motor
Social
 Answers yes/no questions about the story (“Is this a
house?”)
 Completes fill-ins: “Brown bear, brown bear, what do
you _____?”
 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?”
 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)
 Uses pointer finger to indicate response (pointing to
correct animal)
 Models animal action (frog hops)
 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
Literacy
Academic
Motor
Social
 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)
 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)
 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)
 Child uses pointer finger to indicate response (pointing
to correct animal)
 Models animal action (frog hops)
 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)