I began with a visual and auditory drill; Reid read 35 detached syllables (closed, open, silent-e). I then dictated eight detached syllables in random order. Reid wrote and then matched the syllables to create real words. This activity will help to improve his spelling. Next, I dictated four sentences with the words. Reid wrote and edited the sentences using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We co-read an oral reading fluency passage, practicing reading comprehension strategies. To conclude, we practiced Reid's spelling words for his test on Friday.