SOLOM Teacher Observation

Student Oral Language Observation Matrix

Students name: _Asselim Duarte_________________Grade:________3rd________Date:____8/26/13_______________________ Language Observed: Spanish___________________Administered By: (signature) Elaine Lawton___________________________ 1
A. Comprehension Cannot be said to understand even simple Conversation.

2
Has great difficulty following what is said. Can comprehend only social conversation spoken slowly and with frequent repetitions. Usually hesitant, often forced into silence by language limitation.

3
Understands most of what is said at slower-thannormal speed with repetitions. Speech in everyday conversation and classroom discussion frequently disrupted by students search for the correct manner of expression. Student frequently uses the wrong words, conversation somewhat limited because of inadequate vocabulary. Pronunciation problems necessitate conversation on the part of the listener and occasionally lead to misunderstanding. Makes frequent errors of grammar and word-order which occasionally obscure meaning.

4
Understands nearly everything at normal speech, although occasional repetition may be necessary. Speech in everyday conversation and classroom discussions generally fluent with occasional lapses while the student searches for the correct manner of expression. Student occasionally uses inappropriate terms and or must rephrase ideas because of lexical inadequacies. Always intelligible, though one is conscious of definite accent and occasional inappropriate intonation patterns. Occasionally makes grammatical and or wordorder errors which do not obscure meaning.

5
Understands everyday conversation and normal classroom discussions without difficulty. Speech in everyday conversation and classroom discussions fluent and effortless, approximating that of a native speaker. Use of vocabulary and idioms approximate that of a native speaker. Pronunciation and intonation approximate that of a native speaker.

B. Fluency

Speech is so halting and fragmentary as to make conversation virtually impossible.

C. Vocabulary

Vocabulary limitations so extreme as to make conversation virtually impossible. Pronunciation problems so severe as to make speech virtually unintelligible Errors in grammar and word order so severe as to make speech virtually unintelligible

Misuse of words and very limited vocabulary, comprehension quite difficult. Very hard to understand because of pronunciation problems. Must frequently repeat in order to make himself of herself understood. Grammar and word-order errors make comprehension difficult. Must often rephrase and or restrict himself or herself into basic patterns.

D. Pronunciation

E. Grammar

Grammatical usage and word-order approximate that of a native speaker.

Grade level of student: 3rd Approximate age of student: 9 Country of origin: Mexico

Student SOLOM Score

Rationale

Comprehension

Fluency

Vocabulary

Generally, Assilem has no problems with comprehension. There was however a few times that the teacher would ask her a question and she would just look at her. I was not sure at first if this was due to Assilems shyness or if she was having problems understanding what was being said to her. .She understands most grade level content but the teacher often has to rephrase questions in order to get a response. I also noticed that Assilem will often ask for assistance when completing independent tasks. However, if I asked Asilem to do something, she understood and did what was told. If I asked her something she was able to say yes, or give me a verbal answer. Assilem speaks very fluently when talking in class to her classmates or in response to a question. Her only fluency issues come from her shyness; as Assilem has become more comfortable with me it has been easier to get her to carry on a longer conversation with me. Assilem does not have any problems with vocabulary. In general speech she uses vocabulary in the correct context and appears to understand common idioms. Assilem has only a slight accent that it took me awhile to pick up on. She appears to have no problems pronouncing words and practices good strategies to sound out words she is unfamiliar with. Orally Assilem does not appear to make many grammar mistakes. When it comes to writing Assilem struggles with the rules of grammar and has a difficult time conveying meaning when she writes. She appears to have the most difficulty when adding an ending such as s, es, ing, ed.

Pronunciation

Grammar