To warm up, Reid wrote the letters of the alphabet, identified the vowels, and defined a syllable. 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 (pea, tea, sneak, bea, pot, er, cock, ver), and Reid wrote them and then matched them to make actual words (peacock, teapot, sneaker, beaver). 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 ee /E/. I dictated example words for Reid to write. We reviewed his spelling deck outside; Reid "punched" the letter (punching a punching bag as he spelled) To conclude, we co-read an article from ReadWorks.