DISCLAIMER:
This document contains only original student-created content and does not include any WGU-provided
templates, prompts, or proprietary materials. It is shared for educational reference only and should not be
submitted as your own work. Please use this resource ethically to guide your understanding, structure, and
writing.
D635 Task 1
A1.
In the Muzzy Lane scenario, Mr. Jones began with whole-group lessons on phonological decoding and reading
comprehension. He used strong, evidence-based instruction to teach these core literacy skills. However, after a
few lessons, Mr. Jones noticed that five students—including Daniel—were not quite getting it. To address this
early on, he shifted those students into small-group instruction, which still falls under Tier 1 (Muzzy Lane
Scenario, n.d.).
Mr. Jones reinforced decoding in these smaller settings with visual supports, hands-on practice, and regular
feedback. The goal was to catch gaps before they grew, and it worked—one student quickly made progress and
was able to return to whole-group instruction. This showed how Tier 1 can flex to meet early learning needs
while still being part of the general education approach.
.
A2.
Even after the small-group Tier 1 support, Daniel and three of his classmates continued to struggle with
decoding and comprehension. At this point, Mr. Jones moved them into Tier 2, which provided more focused,
targeted instruction. He started with the basics—single-letter phonemes—then gradually built up to digraphs
and more complex vowel sounds like rhyme and game.
To keep the lessons engaging and accessible, Mr. Jones used sing-alongs, wordplay, and other multisensory
strategies that made the phonics work stick. These Tier 2 supports were more intense and happened more often
This document contains only original student-created content and does not include any WGU-provided
templates, prompts, or proprietary materials. It is shared for educational reference only and should not be
submitted as your own work. Please use this resource ethically to guide your understanding, structure, and
writing.
D635 Task 1
A1.
In the Muzzy Lane scenario, Mr. Jones began with whole-group lessons on phonological decoding and reading
comprehension. He used strong, evidence-based instruction to teach these core literacy skills. However, after a
few lessons, Mr. Jones noticed that five students—including Daniel—were not quite getting it. To address this
early on, he shifted those students into small-group instruction, which still falls under Tier 1 (Muzzy Lane
Scenario, n.d.).
Mr. Jones reinforced decoding in these smaller settings with visual supports, hands-on practice, and regular
feedback. The goal was to catch gaps before they grew, and it worked—one student quickly made progress and
was able to return to whole-group instruction. This showed how Tier 1 can flex to meet early learning needs
while still being part of the general education approach.
.
A2.
Even after the small-group Tier 1 support, Daniel and three of his classmates continued to struggle with
decoding and comprehension. At this point, Mr. Jones moved them into Tier 2, which provided more focused,
targeted instruction. He started with the basics—single-letter phonemes—then gradually built up to digraphs
and more complex vowel sounds like rhyme and game.
To keep the lessons engaging and accessible, Mr. Jones used sing-alongs, wordplay, and other multisensory
strategies that made the phonics work stick. These Tier 2 supports were more intense and happened more often
