I began with a visual drill: Reid read 25 detached syllables (closed, open, r-controlled, silent-e). Next, Reid sorted 25 syllable cards according to the syllable type. I dictated eight detached syllables (mag, hun, ton, sel, sil, dred, net, fish), and Reid wrote them and then matched them to make real words (magnet, hundred, tonsil, selfish). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We reviewed what makes a complete sentence and the basic parts of speech. To conclude, we co-read an article from ReadWorks ("The American Crocodile") and answered comprehension questions. I emphasized the academic vocabulary in the questions (conclusion, main idea).