CLAMS Cards for Activities in Early

Childhood Classrooms

START Project 2019

CLAMS CardActivity: 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”)

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CLAMS CardActivity: Sand Table

Communication • Answers fill-ins: “you found a ____”, “is that a dog?” (yes/no); chooses tongs or sifter

Literacy • Matches figurines found in the sand to picture with written words (horse); some students with more advanced reading skills may match figurines to the first letter (“h”) or to the written word.

Academic • Counts animals found for each picture, graphs numbers

Motor • Uses tongs or sifter to remove animals from the sand

Social • Shares items with peer (tongs, sifter), says “Here you go”, responds to joint attention: “look” (staff points to animal found by peer)

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CLAMS CardActivity: Pizza toppings in sensory table

Communication Is that a pepperoni? (yes/no) Which one do you want? (tongs, ladle)

Literacy Matches pizza topping to sample (with words written

or initial letter sounds)

Academic Talks about colors Labels categories: fruit, vegetables, meat

Motor Manipulates tongs or ladle

Social Shares tongs with peer

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CLAMS CardActivity: Obstacle Course

Communication Fill-ins: Ready, set, ______

Literacy Finds name “STOP” sign

Academic Find the (color, shape)

Motor Walks on line Crawls Jumps

Social Gives friend high five/fist bump Cheers for peers Slaps five as crosses the finish line

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CLAMS CardActivity: Puff Painting Black Sheep

Communication • Identifies animal, requests materials (paper, popsicle stick)

Literacy • Traces or writes name on picture, follows visual sequence to complete activity

Academic • Names colors, talks about mixing colors• Talks about sheep features: puffy, soft

Motor • Holds popsicle stick or paintbrush to paint, stirs to mix colors, paints along line

Social • Shows or says “look what I made”, passes materials to peer upon request

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CLAMS CardActivity: Animal Relay

Communication • Completes verbal fill-ins: “Ready, set, ____”• Children make animal noises

Literacy • Reads “STOP” and “GO” on sign• Reads “Start” and “Finish” from tape on the floor

Academic • Uses picture to determine animal action

Motor • Students moves across the room like the selected animal

Social • Waiting turn, cheering for classmates; giving five at the starting line; models action on video or model provided by peers

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CLAMS CardActivity: Scavenger Hunt

Communication • Fills in “Ready, set, ____”; identifies animal; uses expanded language, “it’s a _____ (horse)”; answers yes/no: “is this a dog?”

Literacy • Uses visual strip to determine which animals to find

Academic • Matches animal to correct picture, counts animal legs

Motor • Navigates room and collects animals; crawls or climbs to obtain animals that are out of reach (animals placed inside tunnel, under the table)

Social • Shows peer animal he found; helps peer find an animal; cheers for peers

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CLAMS CardActivity: Snack

Communication o Requests- “I want a ____ please.”, or “can I have _____” (have some food out of reach to create opportunities)

o Asks for help to open containerso Adult shows child a food choice-“Do you want

this?” Adult waits for yes/no response and prompts as necessary.

o Adult holds up two food items, and child makes a choice by pointing or verbalizing

Literacy o Identifies name and peers name or letters on place mats

o Follows visual schedule for snack sequence o Reads (with support) environmental print on snack

packages

Academic o Identifies colors and shape of foodo Counts, e.g., food pieces, people at tableo Problem solving with materials (adult may need to

create opportunity for this, e.g., water spills, what do we do?)

o Identifies, matches and sorts snack foodso Recall-“What did you eat at snack?”

Motor o Uses fine motor skills to open, tear, pick up small pieces of food, point, etc.

Social o Greets those who enter and leave areao Shows a peer/adult snack itemso Imitates a peer/adult while manipulating materialso Shares and/or trades items o Comments on what peers have to eat

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CLAMS CardActivity: Sensory Table

Communication o Requests items for a turn - “Can I have a turn?”)o Asks for helpo Adult shows child two objects from the table-“Do

you want to find this, or this?” Child chooses items to find

o Adults says “did you find a _____?” Child is prompted to say yes or no

Literacy o Child follows visual sequence of sensory table activityo Identifies letters (if in table) and sounds or first

sounds of objects in the table o Sorts materials by first sounds or matches items to

words (animal toys matched to word “animal”, cars matched to “car”)

Academic o Identifies colors and shape of materialso Counts or graphs objects found in the sensory table,

counts number of children playing at sensory tableo Problem solving with materials (e.g., “we lost our

tongs, what else could we use to pull out the cars?” )o Identifies and matches objects in the tableo Sorts materials in the table by color or characteristico Recall-“What or who did you play with at the sensory

table?”Motor o Uses fine motor skills and pincer grasp to manipulate

small objects in tableo Pours, shovels and uses tools in the table

Social o Greets those who enter and leave areao Shows a peer/adult items found in tableo Imitates a peer/adult while manipulating materialso Shares and/or trades items o Comments on what peers found

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CLAMS CardScarecrow Relay

Communication Says, “Boo” Requests help

Literacy Follows picture schedule of steps in routine

Academic Problem-solves when difficult to put on clothing items (e.g., sit down to put on boots)

Recall: What did you dress like?’ Wh-Questions: Who wasn’t scared of anything?

Motor Putting on clothing items

Social Waits turn Adult prompts to “look at what _____ is putting on!”.

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CLAMS CardActivity: Surprise Box at Circle Time

Communication Verbal responses: “it’s a _____” Yes/No questions “Is that a _____?”

Literacy Emphasize beginning letters and sounds of objects (“Buh”, “Ffff”, “Bug starts with the letter B”)

Academic Features of objects (color, shape, texture) Same and different

Motor Using finger to point Reaching into surprise box

Social Waiting turn “who’s next?” Raising hand for turn

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CLAMS CardActivity: Snack- Ten Little Apples

Communication Requests needed items for the project Completes fill-ins: “We’re making 10 little ______” Answers yes/no: “is the tree purple?”

Literacy Identifies name on placemat Follows recipe picture sequence

Academic Counts out the required number of “apples” Mixes blue and yellow food coloring to make green;

talks about color

Motor Stirs frosting Spreads frosting Places small red hots on tree with fingers

Social Asks peer to pass materials Comments on peer’s snack, “you made a tree” Asks and answers questions about snack “what are

you eating?”

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CLAMS CardActivity: Circle Time- Oral Motor Bags

Communication Choice-making: “which one should we do next?” Yes/No – “is that instrument loud?”

Literacy Students identify the oral motor bag with their own name on it

Academic Discussion of features: color, loudness, fast/slow Find the one that is _________ (blue) Prediction – “do you think this instrument will be

loud or quiet?”

Motor Oral motor activities: blowing, intaking breath

Social Questions about peer items “who has a blue kazoo?”

Responding to “stop” or “all done” “Look at what ______ (peer) found. Find yours”

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CLAMS Card

Activity: Play-Doh

Communication Requests- “I want a ____ please.” (have some items out of reach to create opportunities)

Asks for help Adult shows child a play-doh toy or color-“Do you want

this?” Adult waits for yes/no response and prompts as necessary.

Literacy Makes letters out of play-doh, names letters and makes letter sounds

Makes child’s name or peer names with play-doh Follows visual sequence of play-doh activity (e.g., roll,

cut, line up snakes)

Academic Identifies colors, shapes, objects (cookie cutters) Counts objects or small things made with play-doh Identifies play-doh numbers Measures play-doh snakes (longer, shorter, etc.) Problem solving with materials (needs blue play doh to

make water, and doesn’t have it) Recall-“What did you make with play-doh?”

Motor Hide small objects in play-doh for child to find using fine motor skills

Child uses play-doh scissors, roller, cutters and other play-doh toys that promote fine motor skills

Makes snakes and balls with play-doh through rolling Squishes and squeezes play-doh with hands

Social Greets those who enter and leave area Shows a peer/adult a completed play-doh masterpiece Imitates a peer/adult while manipulating play-doh and

play-doh toys Shares and/or trades play-doh and toys Comments on peers work

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CLAMS Card

Activity: Puzzles

Communication Requests- “I want a ____ please.” (have some things out of reach to create opportunities)

Asks for help Adult provides two options for puzzles, child makes choice by

pointing or verbalizing Adult shows child a puzzle or piece-“Do you want this?” Adult

waits for yes/no response and prompts, if needed

Literacy Child follows visual sequence of completing a puzzle Identifies letters and letter sounds (if on puzzle) Identifies first sounds of objects on puzzle Rhymes with objects on puzzle Child finds namecard and places next to completed puzzle

Academic Counts pieces and puzzles Sorts or matches pieces Identifies objects, colors, shapes on pieces. “I have a _____.

What do you have?” Problem solving with materials (e.g., adult provides an “extra”

puzzle piece that doesn’t belong) Recall-“What puzzle did you make?”

Motor Picks up, manipulates and inserts pieces into puzzle board Uses pointer finger to point to completed pictures within the

puzzle

Social Shows a peer/adult a completed puzzle or unique piece Imitates a peer/adult Adult says “Look what _____’s making” and points to another

peer’s puzzle to prompt joint attention Waits and takes turns while building a community puzzle.

Provides high fives to peers. Comments to peers Shares and/or trades pieces or puzzles

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CLAMS Card

Activity: Dramatic Play

Communication Asks for help Child chooses role or dramatic play activity when

presented with a choice Child repeats simple scripts that accompany dramatic play

activity

Literacy Child follows a visual sequence of dramatic play activity Child uses emergent reading skills to follow play script,

with support

Academic Academic skills are built into the dramatic play activity (e.g., counting coins, labeling characteristics)

Problem solving with materials (e.g., the picnic basket is missing, what should we do?)

Recall-“What did you pretend?”

Motor Puts on dress up materials; manipulates pretend play objects

Writes (dependent on activity) Performs gross motor movements (dependent on activity)

Social Greets those who enter and leave area Follows a conversational script with peers/adults Shows a peer/adult an outfit, action, etc. Imitates a peer/adult while in area Shares materials (e.g., shares a baked muffin, holds an

umbrella for a peer) Comments on peers actions

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CLAMS Card

Activity: Art

Communication Requests- “I want a ____ please.” (have some items out of reach to create opportunities)

Asks for help Makes choices for paint/crayon/marker colors Adult shows child scissors, glue, etc. -“Do you need

this?” Adult waits for yes/no response and prompts as necessary.

Literacy Follows a visual schedule of the art activity Identifies letters and letter sounds (dependent on art

activity) Writes name on paper (with help, as needed)

Academic Identifies colors and shapes of materials used Counts out materials, people at table, dots made on

paper Problem solving with materials (e.g., missing scissors

and needs to cut, not enough paintbrushes) Recall-“What did you make?”

Motor Uses fingers and hands to manipulate art materials like brushes, markers, scissors

Writes name

Social Greets those who enter and leave area Shows a peer/adult a completed masterpiece Imitates a peer/adult while manipulating materials Shares or trades art materials Comments on peers work

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CLAMS Card

Activity: Blocks

Communication Requests- “I want a ____ please.” (have some things out of reach to create opportunities)

Asks for help Adult shows child a block-“Do you want this?” Adult waits for

yes/no response Child makes choices between types or colors of blocks

Literacy Follows visual sequence of block building, matching steps to sequence cards

Adult provides blocks with letters written on them, providing opportunities to name letters and sounds

Child finds namecard and places in front of completed block tower

Academic Counts or sorts blocks Matches a block structure to a photo or actual example Identifies colors and shapes of blocks while building. “I have

an orange block. What do you have?” Problem solving with materials (adult “accidentally” knocks

down child’s tower, “what should we do?”) Recall-“What did you build?”

Motor Stacks smaller blocks or connecting cubes with finger isolation

Uses tongues /tweezers to build with smaller blocks Uses pointer finger to point

Social Greets those who enter and leave area Shows a peer/adult a completed structure Imitates a peer/adult while in block area Waits and takes turns while building a community structure

(may use a “wait card”). High fives to peers, positive comments on peers work Sharing and/or trading blocks

CLAMS Card

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Activity: GamesCommunication Requests- “I want a turn please.” Or “My turn?” (using visuals as

necessary) Asks for help Child makes a choice about game pieces by pointing or verbalizing Adult uses fill-in strategy, “1, 2, ___” or “ready, set, ___” to begin the

game

Literacy Identifies letter names and sounds if a part of the game Follows a visual sequence for the steps in the game

Academic Identifies numbers, colors, shapes, objects, animals (dependent on game) Counts players in game Matches (dependent on game) Problem solving with materials (e.g., what to do when a piece is missing?) Recalls the game played and some details Answers Wh questions- “Whose turn is it?” “What are we playing?”

“What happened?”

Motor Finger isolation (picking up small parts or cards, moving parts, spinning, pointing)

Large motor movements (dependent on game)

Social Takes turns and waits (uses visuals as needed) Shows peers/adult (“I got a match!”) Adult says “Look what (peer) got” and points to peer’s card to prompt

joint attention Tells peers/adult, “Your turn.” Responding when told same by peer Comments/praises peers (high fives, clapping “awesome”, “you got a

match”, etc.)

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CLAMS CardActivity: Circle Time with Bean Bags

1. Teacher draws a name card from class name cards and says “whose turn is it?” (student says “me”)2. Student selects a bean bag when shown two colored bean-bags, “which one?”3. Teacher places sticky notes with letters, words or pictures on colored papers on the floor4. Student tosses his/her bean bag onto the matching colored paper on the floor then identifies the letter,

word, or picture on that paper5. As a closing song, students each receive a bean-bag and sing the song, “put the bean-bag on your

______(head), on your _____ (head) while rotating through bodyparts; provide picture cues to help students identify the body part for the next verse of the song

Communication Student responds with “me” (verbally or with sign language) when asked “who has the beanbag?”

Student selects a colored bean bag when presented with two options (choice-making)

Literacy Students use visual cues to identify body parts during the song

Students identify letters or words on colored papers

Academic Students match color of bean bag to colored paper on the floor

Students identify pictures or items on colored papers on the floor

Motor Tossing beanbag Holding beanbag to various body parts (bending,

raising hands, etc.)

Social Students identify one another based on nametags (and picture cues, if needed)

CLAMS CardActivity: Pass the Bean Bag (Hot Potato)

6. Play Hot Potato with a Bean Bag 7. When the music stops, students all say “stop”, and instructor says, “who has the bean bag”? (students

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CLAMS Cardchorally respond labeling the peer)

8. Instructor asks the “hot potato” a question from a surprise bag question strip or based on a flash card. If applicable, other students model the “hot potato’s” response. Example questions to ask students (these can be differentiated based on student skills or current class studies/themes): “Is this a ______(ball)?” Student is shown a picture of an item and responds yes/no “Show me _____ (clapping).” Student demonstrates motor movement and peers then model the

student’s response. “What is this? ____” Student labels a picture, letter or an item verbally “Match the two red pictures/items”. Instructor holds a tray with 2 red items and 1 blue item and

student is prompted to match the two red items.

Communication Student responds with “me” (verbally or with sign language) when asked “who has the beanbag?”

Answers Yes/No question Fill-ins “stop” when the music stops (can use a stop

sign picture to cue the response)Literacy Student uses picture cues to answer questions

Letters or sight words are used on the question strip

Academic Follows direction to answer question focused on shapes, colors, or features of objects

Students answer Wh-questions “what is it?” Students predict who will get the beanbag next

timeMotor Passing bean bag to friend

Social Passing beanbag to peer (sharing) Observes and imitates peer answering question Responds to name

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CLAMS CardActivity: Obstacle Course with Bean Bags

9. Instructor says, “ready, set ____” to begin each student’s turn10. Students toss the first beanbag onto (or toward) a shape, letter or card stock of the matching color (you

can also have words or letters written on plain paper for students to read) 11. Students slide a second beanbag down a line made out of painter’s tape (roll the beanbag like a

bowling ball)12. Students toss a third beanbag into a bucket13. Students retrieve their beanbag from the bucket (or the floor) and run across the finish line, then hand

the beanbag to the next student in line who begins the next turn.

Communication Fill-ins: ready, set _____

Literacy Follows a picture schedule of the steps in the obstacle course

Reads “Start” and “Finish” Identifies letters or words on paper

Academic Identifies shapes Matches colors

Motor Throwing, tossing and rolling/sliding the bean bag (overhand and underhand motions)

Running/moving through obstacle course

Social Sharing – hands bean bag to next classmate Cheers for classmate while waiting for turn

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