Prompt: Read the scenario below. Then respond to each quest

Prompt: Read the scenario below. Then respond to each question… Prompt:Read the scenario below. Then respond to each question using the information provided for each student.Mrs. Jones is a literacy coach at a K-12 school. She has completed phonics assessments with several students and now must design an instructional plan for each one. Using the assessment results, identify the priority need recommended for each student’s phonics instruction. MarkMark is a first grade student. He recognizes all of the letters and their sounds including the short and long vowel sounds. When given the phonics assessment, Mark read the following words incorrectly.Word: stopMark’s Response: sopWord: clipMark’s Response: lipWord: planMark’s Response: pan1. Identify the level of phonics error Mark is experiencing. (word, syllable, onset-rime, phoneme-grapheme connection, structural analysis). Explain the response. 2. Identify at least one phonics rule that Mark has not mastered.  3. Describe how oral language and writing can be used to enhance Mark’s phonics instruction.   Prompt:JillJill is a fourth-grade student who struggles to sound out words. When given the phonics assessment, Jill made the following errors.Teacher Administration Directions: Read each word aloud. How many syllables are in each word?Word: backpackCorrect Response: 2 back/packJill’s Response: There are 6 syllables in backpack. /b/ /a/ /k/ /p/ /a/ /k/ Word: sunsetCorrect Response: 2 sun/setJill’s Response: There are 6 syllables in sunset. /s/ /u/ /n/ /s/ /e/ /t/ Word: villainCorrect Response: 2 vil/lainJill’s Response: There are 5 syllables in villain. /v/ /i/ /l/ /a/ /n/ Word: redheadCorrect Response: 2 red/headJill’s Response: There are 6 syllables in redhead. /r/ /e/ /d/ /h/ /e/ /d/1. Identify the type of phonics error Jill is experiencing (word, syllable, on-set rime, phoneme-grapheme connection, structural analysis). Explain the response. 2. Describe at least one strength Jill has in phonics. 3. Describe how oral language and writing can be used to enhance Jill’s phonics instruction.    Prompt:SamSam is a ninth-grade student who reads at the fifth grade level. When given the phonics assessment, Sam made the following errors.Teacher Administration Directions: Read each word. Then draw a line between each syllable. Word:  repackagedCorrect Response:  re/pack/agedSam’s Response:  rep/ack/ag/ed Word:  premeditatedCorrect Response:  pre/med/i/tat/edSam’s Response:  prem/ed/itate/d Word:  unusuallyCorrect Response:  un/u/su/al/lySam’s Response:  un/usu/all/y Word:  improvementCorrect Response:  im/prov/mentSam’s Response:  improve/ment1. Identify two types of phonics errors Sam is experiencing (words, syllables, onset-rime, phoneme-grapheme connection, structural analysis). Briefly explain the response. 2. Identify at least one phonics rule that Sam has not mastered. 3. Describe how oral language and writing can be used to enhance Sam’s phonics instruction.  Arts & Humanities English ENG 110

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