Analise began the session by introducing me to a doll named Elyana. She spelled it for me twice. She commented that the doll looked like her, with long brown hair and that she had a brother and a sister. The doll was subsequently used as a tool by which to assess Analise's understanding of the story we read together; as she enjoys role playing, the doll served to act in the role of a student and she was prompted to ask the doll (her student) questions pertaining to the story in order to determine her ability to grasp the main concepts and details.

To consolidate prior learning gains and her ability to sequence or order events correctly, Analise was asked to recall the story of the Three Little Pigs. Analise animatedly recalled the story in the correct sequence. She was then asked to complete an activity requiring her to draw pictures of the events, with a beginning, a middle, and an end. Analise illustrated the booklet nicely and she appeared to enjoy adding details to the picture, such as the curlicue tail on the pig and a tail on the wolf with sharp teeth. In the first, or beginning section in the booklet, Analise drew the three pigs and captioned it Three Little Pigs. She did not require any help with the spelling. The middle section depicted a wolf as he "huffed and puffed and blew the house down" (the rhyming nature of the words was pointed out, along with the double consonant spelling); and the third, or ending part of the story showed the wolf alongside a brick house that he couldn't blow down. In this section, discussion focused on the contraction couldn't, in which Analise needed some help putting the apostrophe. However, she knew that the word stood for could not, and repeated the word 'contraction' when it was mentioned to her and was later able to point out the contraction in the caption. Analise was able to sound out and spell most of the words in the captions correctly by herself. She was deliberate and reflective in her effort to do so and was not easily frustrated if she encountered a more challenging word. When the assignment was complete, Analise colored it in and was excited to see I had written 'fantastic' on her paper, commenting that it was her favorite word. She was able to spell it correctly without referencing the paper. She then proudly displayed her artwork on the doorway of the classroom.

The latter part of the session focused on reviewing the main parts of the book, "Charlie the Ranch Dog" - a beginning reader book. Analise was asked to act out some of the words and parts of the story, which included words such as 'huff' and 'puff' from "The Three Little Pigs." We reviewed vocabulary words, the main idea, and Analise was asked to add one or two supporting details to the story. She answered comprehension questions appropriately and was able to state the presenting problem in the story, as well as how it was resolved. Finally, Analise demonstrated that she was able to correctly identify beginning sounds that were common to both stories, as well as rhyming words and vowel sounds, such as a double vowel (oo/ee). She trotted off stating that she was looking forward to eating her turkey sandwich, without tomatoes, for lunch.