SOLOM Teacher Observation

Student Oral Language Observation Matrix

Student's Name: DANIEL

Language Observed: ENGLISH Administered By: JOSE VELAZQUES

1 2 3 4 5

Has great difficulty Understands

A. Comprehension Cannot be said to following what is said. Understands most of Understands nearly everyday
understand even simple Can comprehend only what is said at slower- everything at normal conversation
conversation. social conversation than-normal speed speech. Although and normal
spoken slowly and with with repetitions. occasional repetition classroom
frequent repetitions. may be necessary. discussions.
Speech in everyday Speech in everyday
B. Fluency Speech so halting Usually hesitant: often conversation and conversation and Speech in everyday
and fragmentary forced into silence by classroom discussion classroom discussions conversation and
as to make language limitations. frequently disrupted by generally fluent, with classroom discussions
conversation the student's search for occasional lapses while fluent and effortless;
virtually the correct manner of the student searches for approximating that of a
impossible. expression the correct manner of native speaker.
expression.
Vocabulary Misuse of words and Student frequently uses Student occasionally
C. Vocabulary limitations so very limited: wrong words: uses inappropriate Use of vocabulary and
extreme as to make comprehension quite conversation somewhat terms and/or must idioms approximate
conversation difficult. limited because of rephrase ideas because that of a native speaker.
virtually impossible. inadequate vocabulary. of lexical inadequacies.
Very hard to Pronunciation Always intelligible, Pronunciation and
D. Pronunciation Pronunciation understand because of problems necessitate although the listener is intonation approximate
problems so severe pronunciation concentration on the conscious of a definite that of a native speaker.
as to make speech problems. Must part of the listener and accent and occasional
virtually frequently repeat in occasionally lead to inappropriate intonation
unintelligible. order to make misunderstanding. patterns.
him/herself
understood.

E. Grammar Errors in grammar and Grammar and word Makes frequent errors Occasionally Grammar and word
word order so severe as order errors make of grammar and word makes grammatical order approximate
to make speech virtually comprehension order that occasionally and/or word order that of a native
unintelligible. difficult. Must often obscure meaning. errors that do not speaker.
rephrase and/or restrict obscure meaning.
 him/herself to basic
patterns.

Grade level of student: 5th Student SOLOM Rationale

grade Score
Approximate age of
student:10
Country of origin: Ukraine
L
Comprehension (Understands most of what is said at slower-than-normal speed with repetitions.)

3
i
s There’s not a doubt in my mind that Daniel is very smart and has so much
t potential. When it comes to his comprehension the reason why I scored him a
e 3 is because he is able to hold a conversation with classmates, but sometimes
n his classmates do have to repeat themselves because Daniel might have
i missed a specific or certain word. When asked to do something Daniel does
n comprehend although sometimes I do need to slow down my words when
g speaking to him. When working with groups he does collaborate although he
doesn’t start speaking until others communicate with him first. As week’s
progress I already feel that his comprehension is improving. In the beginning
of the year I would say “ take out your math book” and he would just stare,
but now when I say “take out your math book” he takes it out .
S (Usually hesitant: often forced into silence by language limitations.)
Fluency
p
e
a
2 The reasoning behind as to why I scored Daniel a 2 in fluency is because
sometimes I tend to find Daniel in his own little world because he
k
Disengages when he isn’t able to speak what’s on his mind or doesn’t know
i
exactly how to say something. Daniel sometimes holds back when it comes
n
to answering questions. I believe it’s because he’s shy when it comes to
g
speaking in front of the whole class when listening. Although when it
comes to yes or no questions he is more than capable to answer those
types of questions. I also see that sometimes he points to objects or words
when he is trying to conversate with the other classmates in the classroom.
 (Misuse of words and very limited: comprehension quite difficult.)
Vocabulary
2 When it comes to vocabulary I scored Daniel a 3. What I’ve observed
through these 5 weeks is that although he does hold conversations with
other students I do see that he sometimes uses wrong words when talking.
When this happens his classmates do correct him and help him out. One
example that comes to mind is when I heard him say “ can I get a sharpener”
and then the other student hands him one but Daniel says “no not that”. He
then pretends to write. That’s when Daniel's classmate knew he was asking
for a pencil not a sharpener. Daniels vocabulary is very limited when it
comes to speaking he always uses the smallest words possible to talk to
others.
(Pronunciation problems necessitate concentration on the part of the listener and

3
Pronunciation occasionally lead to misunderstanding.)

Pronunciation is something where I can say Daniel has improved the

heaviest which is why he scored a 3. His phonics and phonemic awareness
has improved so much. His letters and sounds are clear to his classmates
and I. When he talks he does sometimes have to stop and correct what he
was trying to say. He tends to stumble sometimes on big words but he does
sound them out. When he reads he does read very carefully because he
wants to get it correct. He is so determined when it comes to him learning
and speaking. When he talks to his classmates I do see that the classmates
have to ask him again to state what he has said.
 (Grammar and word order errors make comprehension difficult. Must often rephrase
Grammar
2 and/or restrict him/herself to basic patterns.)

Grammar is probably the most challenging for Daniel. I scored him a 2

because this is where he pauses a lot when he speaks. He stays silent until
he knows what he needs to say. His sentences are very short and to the
point without details. “ I like book” “ Water” “what we do”. Although his
grammar isn’t all the way there his classmates never leave him behind.
They are always so helpful towards him in everything that they do. Daniel
paraphrases a variety of times and does speak slowly as well. Which makes
it challenging for his peers to understand.
Circle Level
English Language Development Level
0-5 Level 1: Starting/Entering
Total Score 6-10 Level 2: Emerging

12
11-15 Level 3: Developing
16-20 Level 4: Expanding
21-25 Level 5: Bridging