How To Turn Your Instructingautism From Blah Into Fantastic

This screen shot above is from the medium-level interactive book. In it, students can look to a picture-cue on each page to help them uncover an answer to the question. On this level, I generally expect (with some exceptions) that the student will type the word or phrase shown, rather than a full, independent sentence.

This level can be further differentiated by requiring a sentence instead.

The more simplified of the three interactive books, shown above, has a couple of major differences. First, the text of the book is automatically presented in audio when the student turns the page. Also, each page displays both a picture-cue and a text-cue. I expect the student to both match the picture AND type the word or phrase (in all caps to facilitate emergent typing).

In my computer classes, I expect any student who can use a mouse can begin to use a keyboard, even if they are still working on alphabet recognition. In fact, this type of copy-the-letter strategy is a way to sneak alphabet-recognition, word formation (you can set up the text options in Classroom Suite to automatically read a word after you type it), and text familiarity (such as the concept of reading left to right) into the activity.

About the author

Janice Bellinger