In this self-contained high school classroom, students use a variety of communication approaches to support their ability to identify and talk about a character's feelings. The students use different modes of communication to answer the teacher-generated questions, and the teacher acknowledges the students' answers and expands their thinking. This type of lesson would then support the class in predicting the upcoming events based on the character's current state.

In this self-contained high school classroom, the teacher supports the recall of key ideas and details of a text by asking students specific questions about what they had read. Students then respond with various modes of communication.

In this self-contained lower elementary classroom, the teacher uses a literature book to set a purpose for reading, and the students successfully listen to achieve the purpose: to identify the characters and the setting. The teacher stops reading after several pages and asks who the main characters are.

In this self-contained lower elementary classroom, the teacher reads a book and asks students to identify the story elements, specifically the problem in the story. The teacher uses an anchor chart as a visual aide to support student learning.

In this self-contained lower elementary classroom, the teacher reads a portion of a book and asks students to identify the story elements, specifically the solution to a previously identified problem. The teacher sets a purpose: listen to see if you can find the solution. The teacher uses an anchor chart as a visual aide to support student learning.

In this self-contained lower elementary classroom, the teacher conducts a read-aloud while the students try to identify the character's feelings in the story.

In this self-contained high school classroom, the teacher passes out event cards from a previously read story to each student. The teachers checks for understanding by guiding the students through the correct order of the story and then seeks out the correct event card from the students to place in order. The students are actively engaged as they look at their event cards and determine if they have the next story event.

In this inclusive upper elementary classroom, a student uses his communication device to tell another student what he liked about her story during an Author's Chair writing activity. When they finish sharing, the students may revise their writing based on peer feedback.

In this inclusive upper elementary classroom, a student uses the text-to-speech option on his voice output communication device to share a story he wrote with his peers. The students listen and then offer compliments and suggestions to improve the story.

In this inclusive lower elementary classroom, a group of students are gathered around a table doing "Big Paper Writing.” One student interacts with the adults around her, telling them that she has drawn an umbrella, which directly connects to a story earlier in the day. She is using a comprehensive communication system to interact directly with one adult.

After independent reading, students in this inclusive classroom meet in a book group to talk about their stories. Their peers then ask questions about the students' book talks.

In this self-contained lower elementary classroom, a teacher has chosen the circus topic for students to write about in preparation for an upcoming classroom community outing. The class has exchanged ideas about what they might see at the circus, and now the students will select one of these ideas to write about.

In this inclusive early elementary classroom, students use augmentative and alternative communication (AAC) devices to retell a story. One of the students also uses a story-specific communication board that provides symbols that represent the characters, settings, and events in the story.

In this self-contained elementary classroom, the teacher introduces a new high-frequency word to her students to add to the classroom word wall. The teacher uses several strategies to teach each word.

In this inclusive upper elementary classroom, students use augmentative and alternative communication (AAC) devices to have a conversation about a book. Peers ask questions about a book one student just read or listened to. The student uses a single message voice output device to start the conversation and then transitions to a more comprehensive communication system.