I began with a phonological awareness exercise (Kilpatrick, E1#3, p. 136). I conducted visual and blending drills, focusing on words with initial and final digraphs (__-th, ch-__, sh-__ words). For regular spelling, I dictated words starting with the letter (kid, kit, Kim). I introduced the rule that k is used when followed by e, i, and y, but didn't focus on the concept, as Libby didn't seem to grasp it. I dictated a sentence for her to write and edit (Did Kim hit the kid?). Libby read and wrote the following irregular words: the, is, his, as, has, you. To conclude, Libby read a passage from Wilson Student Reader 1, "The Hat."