I spent the first 15 minutes of our session speaking with Cade's mother. I explained that in my professional opinion, Cade would benefit most from reading remediations (as opposed to practicing for the STAR test). Next, I took Cade outside for a relaxed first session. Addressing alphabetic awareness, I asked him to name how many letters are in the alphabet and to sequence the letters. He struggled with the tasks. He was able to blend CVC (consonant-vowel-consonant) words, but I noticed that he did distinguish between "short" e and "short" i. He was also inconsistent with short "o." Cade doesn't have the concept of silent E to automaticity. We played several rounds of Phonics Dice with CVC words which he seemed to enjoy. Using sidewalk chalk, I dictated irregular words for Cade to write (list is from the UFLI scope and sequence). From the first 15 words on the list, Cade did not know how to spell his, you, said, was, want. I will start a spelling deck for Cade to learn these irregular words. To conclude, we played hockey while practicing Cade's school spelling word list.