In this inclusive upper elementary classroom, students are working on story elements and text-to-self connections. One of the students is learning to use his communication device to participate in the group lesson. The practice to note in this clip is how the teacher acknowledges the student's communication attempt. When students are learning to use their communication system, communication partners should attribute meaning to all communication attempts even when the intended meaning is uncertain and delivered at an inappropriate time. The video demonstrates effective strategies for engaging students with significant cognitive disabilities in literacy instruction.