We began with alphabetic knowledge: sequencing the alphabet, identifying the vowels, and buiding closed, open, and silent-E syllables. I conducted visual, auditory, and blending drills with all letters and digraphs. I introduced a new concept: the V/CV syllable division pattern (such as the word "tiger.") Cade practiced the skill. For spelling practice, we reviewed the irregular words that Cade has learned with me" his, is, you, said, was, want, what and introduced "are." I introduced the FLSZ spelling rule (when a short word ends in f, l, s, z, double the final consonant). Cade made a spelling deck with example words (and the irregular word "are") to take home for additional practice. I dictated sentences using the words; Cade edited the sentences using the CAPS acronym. To conclude, Cade read three decodable books from FlyLeaf Publishing (Pam Likes to Nap, We Can't Stop, and Dot and Dan). He decoded well. Practice will lead to improved fluency.