I began with a visual and auditory drill; Reid read 35 detached syllables (closed, open, silent-e). I then dictated eight detached syllables in random order. Reid wrote and then matched the syllables to create real words. This activity will help to improve his spelling. Next, I dictated four sentences with the words. Reid wrote and edited the sentences using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). We co-read an oral reading fluency passage, practicing reading comprehension strategies. To conclude, we practiced Reid's spelling words for his test on Friday.

Testing indicated that Reid would benefit from mastering the six syllable types (closed, open, silent-e, r-controlled, vowel combinations, and final stable) and five-syllable division patterns. With this foundation, he can decode and encode unfamiliar multisyllabic words.

I began with a visual and auditory drill; Reid read 35 detached syllables (closed, open, silent-e). I then dictated eight detached syllables in random order. Reid wrote and then matched the syllables to create real words. This activity will help to improve his spelling. Next, I dictated four sentences with the words. Reid wrote and edited the sentences using the CUPS acronym (Capitalization, Understanding, Punctuation, Spelling). To conclude, we co-read an oral reading fluency passage, practicing reading comprehension strategies.

It was a pleasure to meet Reid. I evaluated him using a student spelling test created by OG Fellow Susie Van der Worst. The evaluation will drive the instruction during our session.

Reid was attentive and compliant during our session.