A piece of software that would work well with my portrait of a learner is Little Monster Goes to School that is part of the Living Books series published in 1994 by Random House.  This is a very vivid piece of software that would appeal to my portrait student.  He seems to be a very visual learner who likes to explore when he learns.  With this program, the user has several options.  Either the story can be read for the user or they can interact with the illustrations and read the text themselves.  Below is a list of the strengths and weaknesses of the software.

Strengths

1.  The software is bilingual.  At the beginning, the user can choose to either use the program in English or Spanish.
2.  There is a book to go along with the CD.  The student can read along with the disk or even read the book alone.
3.  The software comes with activity ideas and blackline masters for lessons in several different curricular areas including science, writing, math, and reading.
4.  Included in the packet is a bibliography of related literature and ideas to work with that literature.
5.  Little Monster Goes to School is interactive for students who like to get involved and explore.  Also, the student can also just listen and follow along with the story as it is read to them.
6.  The disk elaborates on some of the details in portions of the story.  For example, The disk actually tells the story of the “Little Monster and the Three People” that is mentioned in the book.
7.  There are vivid pictures in both the book and on the software.
8.  It is intended for younger readers but can be adapted to help older students up to about third grade.
9.  When designing this activity, the various learning styles were taken into consideration especially when looking at all of the activities as a whole.
10.  If this program works with a student, there are several books that are part of this series.
11.  Other than a computer, there are very few outside materials needed (with the exception of some of the outside activities.)

Weaknesses

1.  This is a fun piece of software and the teacher would not want the students “playing” on the computer without some focus or goal.
2.  Students should not become dependent on the computer reading the book to them or for them.  3.  It is written for younger students and has to be adapted for older students.  But this can be done.

1.  Introduction: Let the student flip through the book.  What do you think this book is about?
Why?

2.  With the student go through the story.  Allow the student time to explore the various screens.  You could point out that there is a little creature hiding somewhere in every picture.  This might give some guidance to his exploration.  Let the student follow along in the book as the computer reads the story.  After each screen, ask at least one question to make sure that the student is following along.
Do you notice any differences between the book and the computer?  Is it in the story text, the pictures, or in both?  Why do you think the differences are there?  Point out the actual telling of the story “Little Monster and the Three People.”  Why is this story not in the book?  Is that the way that you thought the story would go when you read the title?  How did you think that it would be different?

3.  Pick a part of the story that you would like to expand on.  You can even pick to rewrite the “Little Monster and the Three People” story.  How are you going to change it?  Do you think changing this part of the story will change the entire story?  The student can pick either a picture to elaborate on or a part of the story to add to.  He should at least write a few sentences.  Go back and read the story adding in the student’s part.  How did adding in your part change the story?

(This lesson should take about 30-45 minutes all together depending on the student’s reaction. It could be split in half after the student goes through the story the first time - between 2 and 3.)