Avery worked on pre-literacy skills, and specifically phonological awareness, initial letter identification and sounds, and letter-to-sound blending. We worked on sight word instruction both indoors and outside to sustain her interest and motivation. I encouraged Avery to notice the printed words in her surroundings in order to develop her print awareness and understanding that they convey meaning. We used a book to attempt to read 2 - 3 letter words and develop Avery's awareness of the sounds of language, her awareness of print, and the relationship between letters and sounds. On a Dolch sight word list, using Pre-K sight words, Avery identified two (2) one-letter word ('a' and 'i'), and one (1) three-letter word ('you') out of 40 shown to her. She mistook the letter 'b' for the letter 'd,' but recognized her mistake once it was pointed out. We worked on sounding out the letters to 2 - letter words and Avery grew comfortable with expectations following my prompts and supportive assistance. Continued practice is recommended in order to increase Avery's familiarity with the high frequency words she will encounter most often. She ended the session by drawing a picture on a card to her mother and was cognizant and responsive when it was pointed out that the word had two of the letter 'm' in the middle of the word and one at the beginning. Avery is eager to please and enjoyed attaining greater success as she acquired skills.