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1. Begin by handing out the 4 story cards that come with the Matt & Molly kit in random order to students who are participating.
2. The teacher reads the first part of the story (usually 1 sentence) and asks students in the audience to match the sentence with a picture card. For Example, "Which picture shows Matt waiting for the School Bus?" Ask students to predict what will happen on the next picture card.
3. After going through each of the four picture cards, review the story with all students, and implement wh-questions such as who, what, when, where, why.
Usually done within a group circle time, the teacher starts by initiating the Matt & Molly theme song:
"Matt and Molly. Language Time. Look, Listen, Learn. Here we go." to the tune of "Are you Sleeping?"
Based on the reading, What To Look For in a Quality Inclusive Prekindergarten Classroom (TATS 2009) a quality inclusive classroom contains the following components:
Allow Laila to use Assistive Technology for communication such as a voice output device (a voice output device is a piece of equipment with a programmed message, communication (picture) boards
Provide staff to help encourage or redirect Laila when she becomes frustrated and/or cannot verbally communicate with her peers
What Does It Look Like?
What does it look like?
Laila participates in Matt & Molly read-alouds every morning at language time, which follows the posted schedule at a meaningful, fun and natural part of her day.
In our classroom, students, including Laila, begin the activity by singing along with the "Matt & Molly" theme song, grabbing their attention. Laila is continually engaged in the conversations about the story, making predictions and answering questions.
What This Looks Like?
The staff actively engages with Laila encouraging her to join in discussion, predictions and answering open ended questions about Matt & Molly
Allow Laila, along with other students the opportunity to make Matt & Molly a whole-body learning activity by acting out the picture cards