I began the session with alphabetical awareness: identifying the number of letters, initial, final, and medial letters, sequencing the alphabet, and identifying the vowels. We discussed the definition of a syllable (a word or a part of a word with one vowel sound) and built closed and silent-E syllables. Cade showed improvement from last week on all of the above skills. I conducted a visual, auditory, and blending drill (all vowels, various consonants,and digraphs). For spelling, I dictated regular words (silent e) and irregular words (has, you, said, was, want). I introduced the new concept of dividing vowel-consonant-consonant-vowel words. Cade learned to identify the vowels and consonants in a word (for example, rabbit), divide between the consonants, read the two syllables, and then the word. To conclude, Cade read two short passages with both silent e and VCCV words, "Picnic at the Lake" and "Hike to Alpine."