To begin, Reid wrote the alphabet a-m and n-z. I asked him to circle the vowels and define a syllable (a word or a part of a word with one vowel sound). Next, I conducted a visual drill: Reid read 25 detached syllables (closed, open, r-controlled, silent-e) and sorted 25 syllable cards according to the syllable type. I dictated eight detached syllables (farm, gar, ex, stag, den plore nate, er), and Reid wrote them and then matched them to make actual words (farmer, garden, explore, stagnate). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We created a spelling deck (with, much, stick, yell, cliff, jazz). I explained to Reid that when he successfully spelled a word three times (over successive sessions), the word would be "retired." To conclude, we co-read three articles about July 4 from ReadWorks. Reid answered comprehension questions.