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 (com, ad, back, ex, mire, stroke, plode, plete), and Reid wrote them and then matched them to make real words (admire, explode, backstroke, complete). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). I reviewed the FLSZ spelling rule and dictated words and sentences for Reid to write. Our session was cut short for a conference with Reid's teacher.