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 (oc, ig, em, re, tane, tile, nite, pire), and Reid wrote them and then matched them to make actual words (octane, ignite, empire, reptile). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We reviewed a spelling deck (with, much, stick, yell, cliff, jazz). Reid practiced syllabication on the dry-erase board; I introduced a new concept, the vowel team ea /E/. I dictated example words for Reid to write, and we added "sneaker" to the spelling deck. To conclude, we co-read three articles from ReadWorks ("Learning on the Soccer Field"). Reid answered comprehension questions. We reviewed the following academic vocabulary: cause & effect, evidence, conclusion, and theme.