To warm up, Reid wrote the letters of the alphabet, identified the vowels, and defined a syllable. I conducted a visual drill: Reid read 25 detached syllables (closed, open, r-controlled, silent-e) and sorted 25 syllable cards according to the syllable type. I dictated eight detached syllables (mean, red, sea, Ea, son, shore, star, time), and Reid wrote them and then matched them to make actual words (meantime, reason, seashore, Easter). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We reviewed a spelling deck (with, much, stick, yell, cliff, jazz, sneaker). Reid practiced syllabication on the dry-erase board; I introduced a new concept, the vowel team ee /E/. I dictated example words for Reid to write. We reviewed his spelling deck outside; Reid "punched" the letter (punching a punching bag as he spelled) To conclude, we co-read an articles from ReadWorks, "Lebron!" and answered comprehension questions.

To warm up, Reid wrote the letters of the alphabet, identified the vowels, and defined a syllable. I conducted a visual drill: Reid read 25 detached syllables (closed, open, r-controlled, silent-e) and sorted 25 syllable cards according to the syllable type. I dictated eight detached syllables (pea, tea, sneak, bea, pot, er, cock, ver), and Reid wrote them and then matched them to make actual words (peacock, teapot, sneaker, beaver). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We reviewed a spelling deck (with, much, stick, yell, cliff, jazz). Reid practiced syllabication on the dry-erase board; I introduced a new concept, the vowel team ee /E/. I dictated example words for Reid to write. We reviewed his spelling deck outside; Reid "punched" the letter (punching a punching bag as he spelled) To conclude, we co-read an article from ReadWorks.

I conducted a visual drill: Reid read 25 detached syllables (closed, open, r-controlled, silent-e) and sorted 25 syllable cards according to the syllable type. I dictated eight detached syllables (oc, ig, em, re, tane, tile, nite, pire), and Reid wrote them and then matched them to make actual words (octane, ignite, empire, reptile). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We reviewed a spelling deck (with, much, stick, yell, cliff, jazz). Reid practiced syllabication on the dry-erase board; I introduced a new concept, the vowel team ea /E/. I dictated example words for Reid to write, and we added "sneaker" to the spelling deck. To conclude, we co-read three articles from ReadWorks ("Learning on the Soccer Field"). Reid answered comprehension questions. We reviewed the following academic vocabulary: cause & effect, evidence, conclusion, and theme.

To begin, Reid wrote the alphabet a-m and n-z. I asked him to circle the vowels and define a syllable (a word or a part of a word with one vowel sound). Next, I conducted a visual drill: Reid read 25 detached syllables (closed, open, r-controlled, silent-e) and sorted 25 syllable cards according to the syllable type. I dictated eight detached syllables (farm, gar, ex, stag, den plore nate, er), and Reid wrote them and then matched them to make actual words (farmer, garden, explore, stagnate). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We created a spelling deck (with, much, stick, yell, cliff, jazz). I explained to Reid that when he successfully spelled a word three times (over successive sessions), the word would be "retired." To conclude, we co-read three articles about July 4 from ReadWorks. Reid answered comprehension questions.

I began with a visual drill: Reid read 25 detached syllables (closed, open, r-controlled, silent-e). Next, Reid sorted 25 syllable cards according to the syllable type. I dictated eight detached syllables (com, ad, back, ex, mire, stroke, plode, plete), and Reid wrote them and then matched them to make real words (admire, explode, backstroke, complete). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). I reviewed the FLSZ spelling rule and dictated words and sentences for Reid to write. Our session was cut short for a conference with Reid's teacher.

I began with a visual drill: Reid read 25 detached syllables (closed, open, r-controlled, silent-e). Next, Reid sorted 25 syllable cards according to the syllable type. I dictated eight detached syllables (mag, hun, ton, sel, sil, dred, net, fish), and Reid wrote them and then matched them to make real words (magnet, hundred, tonsil, selfish). I dictated sentences for Reid to write and edit using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We reviewed what makes a complete sentence and the basic parts of speech. To conclude, we co-read an article from ReadWorks ("The American Crocodile") and answered comprehension questions. I emphasized the academic vocabulary in the questions (conclusion, main idea).

Reid arrived with a new spelling list; words included irregular words with "ought," such as thought, brought, bought, and fought, as well as words with "ew" and "oo." I noticed from last week's test that the teacher tests the children on words not on the list (but uses the concept being tested), which is frustrating for him.

After spelling, Reid chose two articles from ReadWorks about the Artic Circle. He read well and answered the multiple-choice and short-answer questions accurately.

We continued to review spelling words in preparation for Friday's spelling test. Reid enjoyed writing his spelling words using sidewalk chalk outside. We played a game to brainstorm nouns, verbs, and adjectives. We saw a snake and made up several sentences to describe the snake.

Returning inside, I dictated the spelling words for Reid to write on paper and sentences for him to write and edit using the CUPS acronym. I notice that Reid tends to crowd his words together, making his sentences hard to read; with prompting, he diligently "finger-spaced" his words.

To conclude, we read a ReadWorks article, practiced comprehension strategies, and Reid answered multiple choice and short answer questions.

I reviewed Reid's binder. From the teacher's notes and assessment grades, it appears that Reid struggles with the following: parts of speech, verb tense, prefix, and suffix definitions, and making inferences while reading. I will tailor my sessions to strengthen these areas.

Next, we reviewed Reid's spelling words for Friday's test (words with ch /sh/ and ch /k/. We went outside and played an "I Spy" game and encouraged Reid to brainstorm nouns, adjectives, and verbs. We reviewed the definition of each part of speech and the definition of a sentence (noun, verb, makes a complete thought, includes capital letters and punctuation.)

To conclude, we read a reading comprehension passage from ReadWorks, practicing reading comprehension and strategies (asking questions, making predictions, summarizing) as we went.

At his parents' request, I helped Reid with his homework. We created flashcards for his spelling test, read two chapters of his book (The One in the Middle is the Green Kangaroo by Judy Blume), and wrote a paragraph for his Flat Stanley project.

With the time remaining, we did an visual/auditory drill with detached syllables.