In our second session, Richard and I began with an auditory comprehension task. He demonstrated difficulty sitting still and changed his seating multiple times during the short story. When I paused the story to ask him about it, he was able to say he just needed to move around a little but was still listening. After the recording, we reviewed grade level vocabulary. Richard was able to define most of the vocabulary in his own words and was quick to ask for assistance in words he didn’t know. I then scaffolded by providing him the word in a sentence and we used the context clues to help create a definition. We continued by looking up the definition using the talk-to-text feature on the iPad. We also played a game of /th/ connect four using the words in sentences before placing them in the game grid.