We began today's session by reviewing the phonological awareness skills taught and practiced in prior lessons. I continue to explicitly demonstrate word attack skills for recognizing sight words and known sounds in decodable words, including listening to self while reading, clearly articulating individual phonemes, blending phonemes into words, and rereading sentences fluently. We read one of the books I took out from the library that was on Cade's recommended reading list. We read 'Chrysanthemum,' a book based on a young girl's experiences dealing with her unique name. Cade was prompted to read aloud during guided reading practice and was asked questions about meaning before, during, and after reading. He will now more readily ask me to explain a word if it is unfamiliar to him. As I've mentioned, he is growing more comfortable, self-confident, and less afraid to make a mistake when reading or responding to queries. We practiced compound words and split them into phonemic units which help in decoding words when subsequently blended together. Cade was also tasked with reading words to which I added new endings - another strategy to facilitate his ability to decode effectively. Prompts have been used beneficially to re-engage his attention when needed, but Cade is responsive to academic intervention and will apply reading strategies that have been suggested to facilitate, promote, and reinforce literacy skills.