Pierce followed directives as I outlined objectives and expectations at the onset of our session. Pierce was easily distracted by objects in the room, so I established a time limit for him to examine them before asking for his full attention. I had taken out 2 copies of a book I have found engaging for students and encouraged Pierce to apply critical thinking skills and reflect on his answers to queries. As we discussed the title, Pierce made relevant inferences about the cover and predictions about content. I presented background information and shared a story related to the text to help Pierce feel comfortable to share and create his own connections between his personal experiences. Pierce was then asked to write down his answers to questions related to characters and setting, and his responses reflected good integration and synthesis of the material and higher-order thinking. Pierce was responsive to the one or two spelling corrections but applied and demonstrated a good application of syntax rules. The reader material appeared to be suitably challenging and Pierce followed along given a clear ruler to follow me as I read the first chapter. Some reminders were needed to remain on task if attention was diverted to objects in his view, but Pierce was responsive to directives and used his thinking flexibly to make inferences that went beyond the text.