I worked with Quinn this afternoon. We began by working on a few math exercises as a warm up, which proved to be relatively easy, but engaging, for Quinn working on strategies and fluency for addition and subtraction facts. He was able to perform mental math as he tackled the problems - some of which involved expanded form and 10 block groupings. Quinn asked if we could continue to read the book, "There's a Boy in the Girls' Bathroom;' he remembered many details of the story and where we left off. He also enacted a few of the facial expressions the author described about the protagonist. We identified strategies to figure out some words and phrases with which Quinn was unfamiliar, and Quinn made logical predictions when queried to assess his comprehension and synthesis of the material and inferential reasoning skills. We read 4 chapters in the book before I asked Quinn to write a few sentences summarizing what he read. Quinn is not hesitant about asking for help if needed and asked me what summarizing meant. Once explained, he began writing, but after first asking if he could dictate to me. I encouraged him to write, however, and suggested that he might like to add an illustration if so desired. Quinn approached the assigned task with confidence and was open to suggestions regarding grammar and syntax. He demonstrated excellent recall and retrieval and organization of thought, but benefited from prompts regarding capitalization as well as encouragement to write in complete sentences and elaborate. I reinforced Quinn for his effort and hope to afford him additional strategies to facilitate his writing and composition skills.