Austin worked on an activity in which he had to choose the meaning of italicized words using context clues. There were twenty questions with which he was tasked. Austin worked at a good pace and only requested assistance for one example. He wrote the correct letter where indicated and underlined the clues in each sentence that helped him define the term (e.g., example; explanation; synonym; or antonym. This exercise afforded him practice reading context clues and allowed me to assess his ability to synthesize and integrate the information. We also worked on a refresher figurative language exercise before moving onto our reading of the novel. We read two chapters (16 - 18) in the novel and Austin was able to recall and summarize details very well. He understood the intended displaced projection by the author onto the protagonist's animal friends and his responses reflected good inferential and evaluative comprehension. These are examples of higher order critical thinking process which indicate Austin's ability to move beyond the text and consider/convey what he believes is the author's underlying message and purpose. I am very satisfied with the progress and capabilities Austin continues to demonstrate in each class sessionand his readiness to accept a challenge.