Running Record Practice 2

Mikhail’s Strength: Word Identification

Mikhail demonstrates a strong ability in word identification. He accurately reads and spells high-frequency words such as “bike,” “mom,” and “cake,” showing familiarity with phonetic patterns and sight words: Running Record Practice 2.

Mikhail’s Need: Reading Comprehension

Mikhail’s need lies in reading comprehension. Although he can identify words, his writing about the cake-making process lacks detail and depth. This indicates difficulty in understanding and articulating the content he reads.

Evidence from the Pieces of Information

Running Record

The running record shows that Mikhail can read at a WCPM of 96, which is below the benchmark but indicates he can recognize many words.

Conversation Between Student and Teacher

In conversations, Mikhail struggles to elaborate on his thoughts and fails to provide detailed explanations, which points to gaps in his comprehension.

WCPM

Scoring 96 on the WCPM suggests he can read but may not fully grasp the meaning behind the text, indicating a comprehension challenge.

Child’s Writing

Mikhail’s writing about making a cake is simplistic and lacks necessary details, highlighting his need for improvement in comprehension.

Strategy to Help Mikhail: Story Mapping

To address Mikhail’s need for improved reading comprehension, I would implement a story-mapping strategy (Millah, 2018). This involves guiding him to create visual representations of the stories he reads.

How I would use it

After reading a text, Mikhail would complete a graphic organizer with sections for the setting, characters, main events, and resolution. This will help him organize his thoughts and improve his ability to summarize and retell stories. By visualizing the structure of narratives, Mikhail can enhance his understanding of the material.

References

Millah, R. (2018). Utilizing story mapping strategy to improve students’ reading comprehension in finding Main idea. NOBEL: Journal of Literature and Language Teaching, 9(1), 57–72. https://doi.org/10.15642/nobel.2018.9.1.57-72

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

PLEASE READ INSTRUCTIONS BELOW CAREFULLY AND COMPLETE ASSIGNMENT BELOW.

1. Identify whether Mikhail’s strength is word identification or reading comprehension. Be specific. (Refer to chart on next page).
2. Identify whether Mikhail’s need is word identification or reading comprehension. Be specific. (Refer to chart on next page).
3. Provide evidence from all four pieces of information (running record, conversation between student and teacher, WCPM, and child’s writing) to substantiate your assessment of what his strength and need are.
4. What strategy would you use to help Mikhail with his need? Explain how you would use it.
   

   Running Record Practice 2

——————————————————————————————————————————————————————————–