We began with a short science lesson as Avery showed me some seeds she had obtained from the Pre-K classroom and outdoors. She enthusiastically responded to my suggestion to see if they'd 'germinate,' our new vocabulary word for the day. Avery told me she could not yet write, but I asked her to repeat the word and we discussed that it meant that she might see leaves starting to sprout. Avery excitedly followed my directions and placed a few seeds in a cup of water and we placed it on a windowsill. I will remind her to check to see if she observes any new growth over the next two weeks, and I showed her someone else's seeds that had germinated by following the same exact procedure. Next, I helped Avery practice writing letters, specifically the letters in her first and last name. She as yet appears more comfortable with upper case, but I encouraged her to practice her lower case. Avery was cooperative with all my requests, occasionally asking if she could amend the specified task in accordance with her personal preferences, (i.e., writing upper case e's and r's); however, she was very willing to comply with all the directions she was given. Avery was uncertain of the spelling of her last name, but followed a model shown to her on the whiteboard. She had a bit of difficulty writing the lower case letters 'e,' and 'y,' reversing the long stem in the letter 'y,' and writing it from the upper left quadrant to the lower right. However, once we modeled the correct form, using hand-over-hand guidance, Avery wrote it independently, without physical or verbal prompting methods. She required just two practice attempts before achieving correct independent performance in a third trial. We will continue to [practice this in future sessions. Avery is eager to please, responsive to praise, and makes an effort to improve her performance if/when afforded constructive criticism. She enjoys learning and is eager to practice and demonstrate recently acquired gains.