I began the session by asking Cade to identify sentences versus fragments (a sentence has a subject and verb and is a complete thought; a fragment does not make a complete thought.) If a complete sentence, Cade edited it for capitalization, appearance, punctuation, and spelling (CAPS). If a fragment, Cade added to it to make a complete sentence. Next, we co-read a passage from his textbook, "Family Working Together." I modeled taking notes, encouraging Cade to note only the most essential facts (not recount every detail). Writing a paragraph summarizing the article was too challenging for Cade, so he wrote a paragraph about his family instead. We discussed the structure of a paragraph (topic sentence, detail sentences that support the topic sentence, and concluding sentence). I noticed that Cade frequently capitalizes words within a sentence. These are often b/d words, and he capitalizes them because he confuses lowercase b/d. We paused to practice this skill, creating flashcards with a keyword for b and d and doing "b/d" punches on the whiteboard. To conclude, we played several rounds of hangman, focusing on words with two or three syllables to reinforce the concept of syllables (a word or a part of a word with one vowel sound).