1

L
I
S
T
E
N
I
N
G

Academic
Comprehe
nsion

Understands
little or no
simple grade
level content
terminology or
academic
discourse.

Has difficulty
following grade
level content
terminology and
academic
discourse, even
when spoken
slowly with
frequent repetition
and rephrasing.

Understands most grade level

content terminology and
academic discourse when
spoken at slower than normal
speeds with some repetition
and rephrasing.

Understands most
grade level content
terminology and
academic discourse
at normal speed,
although occasional
repetition and
rephrasing may be
necessary.

Understands
grade level
content
terminology and
academic
discourse without
difficulty.

Social
Comprehe
nsion

Understands
little or no social
conversation.

Has great difficulty

following what is
said. Can
comprehend only
social conversation
spoken slowly and
with frequent
repetition and
rephrasing.

Understands most of what

is said in social
conversation at slower
than normal speed with
some repetition and
rephrasing.

Understands social
conversation, though
some repetition and
rephrasing may be
necessary.

Understands
social
conversation in a
variety of settings,
including
classroom
directions.

Score

S
P
E
A
K
I
N
G

Fluency

Vocabulary

Pronunciation

Grammar

Speech is so halting
and fragmentary
that conversation is
virtually impossible.

Usually hesitant,
often gives up due
to language
limitations, gives
mainly one or two
word answers.

Speech in social
conversation and
classroom discussion
frequently disrupted by
students search for
correct manner of
expression. Uses short
phrases and sentences.

Speech in social conversation

and classroom discussion
generally fluent, with
occasional lapses as the student
searches for the correct manner
of expression.

Speech in social
conversation and
classroom
discussion fluent
and effortless;
approximates that
of a native
speaker.

Vocabulary
limitations are so
extreme as to make
conversation
virtually impossible.

Difficult to
understand due to
misuse of words and
very limited
vocabulary.

Frequent use of wrong words;

conversation somewhat limited due
to inadequate vocabulary.

Pronunciation and
intonation make
speech virtually
unintelligible.

Pronunciation and
intonation make
speech difficult to
understand; must
frequently repeat in
order to be
understood.

Pronunciation and intonation

necessitate concentration by the
listener and occasionally lead to
misunderstanding.

Occasional use of
inappropriate terms
and/or rephrasing
because of inadequate
vocabulary.
Usually intelligible,
though pronunciation
and intonation may
slightly interfere with
understanding.

Errors in grammar
and word order so
severe that speech is
virtually
unintelligible.

Difficult to
understand because
of errors in grammar
and word order;
must either rephrase
or restrict speech to
basic patterns.

Frequent errors in
grammar and word order;
meaning occasionally
obscured.

Use of academic
vocabulary and
idioms
approximate that
of a native English
speaker of the
same age.
Pronunciation and
intonation
approximate those
of a native English
speaker of the
same age. Accent
may be present
but does not
interfere with
intelligibility.
Grammar and
word order
approximate that
of a native speaker
of the same age.

Occasional errors in grammar

and word order; meaning not
obscured.

Score

Grade level of student: 7th

Approximate age of student:
12
Country of origin: Spain

Comprehension

Student Rationale
SOLOM
Score
Social

Academic

Fluency

Vocabulary

Pronunciation

Grammar

Jimmy has caught on to the English language at a remarkable rate. He has been only speaking English
for just over a year and can understand nearly everything that he hears teachers and classmates say.
He becomes confused when somebody speaks quickly or has an accent. It is visible that Jimmy has to
translate for himself before responding to a question, quite possibly because he thinks in Spanish. He
doesnt converse much with his classmates, but also isnt shy to answering and asking questions to
classmates.
I feel like Jimmy is between level 3 and 4 for this category. His fluency is amazing for the amount of
time he has been speaking English, however there are many occasions, where he just stops
midsentence to search for the correct word or a synonym. He also tends to keep all oral language
simple and well thought out.
Jimmy uses the wrong word seldom, but it does happen from time to time. If he can't remember the
exact word, he will know some synonym and usually get his thought conveyed. He can understand
vocabulary with some ease; however he cannot always say things properly. For instance, Jimmy
always says bigger/smaller than rather than greater/less than.
Jimmy tries very hard to pronounce everything correctly; he will often repeat words until he is
comfortable enough that his pronunciation is flawless. I have observed him mumbling vocabulary to
himself at times during class. That being said, his accent is very pronounced and apparent. There are
certain sounds that he has much difficulty with, in terms of the sound of letters.
Jimmy always says words in the correct order, but even if he messes up, he will catch it immediately
and correct himself. The reason that I gave him a level 3 rather than 4 however is because many of his
sentences are very simple. Often times he never says any complex sentences and if he does, he often
says things slightly out of order, catches himself and corrects it. He is very proficient, however not
yet mastered English grammar.

http://ell.dpi.wi.gov/files/ell/pdf/elp-levels.pdf

Pre-SOLOM

Meeting the student

Unofficial observations during class time

Learn Key
Vocabulary

Discuss Key Words in word problems

Make a Vocab Book of key words
Read aloud of informational texts & problems

Identify Key
Information

Decoding Word Problems Activity

(highlighting)
Identify Given Information Activity

Illustrating
Word
Problems

Post-SOLOM

Post-SOLOM scoring
Formative Assessments during class

[8/20/14 - 9/22/14]

[9/30/14]

3
[10/08/14]

4
[10/13&14/14]

[10/17/14]

Draw/Write it out Activity

Organizing key information
Illustrating thought process
Graphing word problems

Jimmy is very studious,

and takes school very
seriously. When he is in
class he is focused, and
he always takes detailed
notes, however they are
not very organized.

While Jimmy is a little

shy and usually serious,
his classmates are very
welcoming and often try
to make jokes with him.

During Social Interactions

and Cooperative Learning
Activities, Jimmy has some
trouble expressing what he
means. He often pauses to
recall or word, or cannot
simply uses a similar word.
Classmates seldom have
difficulty understanding
him.

Decoding Word
Problems Activity

Identify Information
Given Activity

Decoding Word Problems Activity

Identify Information Given Activity

Decoding Word Problems Activity

Identify Information Given Activity

Draw/ Write it out Activity

Draw/ Write it out Activity

The results of my Action Plan

are clear in my own eyes,
however I must note that his is
improvement is a direct result to
his own hard work as well.
Jimmy is now much more
comfortable raising his hand
during class and answering
questions when being called on.
His note taking have also
improved, and has begun using
foldables on his own at home.
His grade in class is an A and he
shows promising signs for future
academic success.

L
I
S
T
E
N
I
N
G

Academic
Comprehe
nsion

Understands
little or no
simple grade
level content
terminology or
academic
discourse.

Has difficulty
following grade
level content
terminology and
academic
discourse, even
when spoken
slowly with
frequent repetition
and rephrasing.

Understands most grade level

content terminology and
academic discourse when
spoken at slower than normal
speeds with some repetition
and rephrasing.

Understands most
grade level content
terminology and
academic discourse at
normal speed,
although occasional
repetition and
rephrasing may be
necessary.

Understands
grade level
content
terminology and
academic
discourse without
difficulty.

Social
Comprehe
nsion

Understands
little or no social
conversation.

Has great difficulty

following what is
said. Can
comprehend only
social conversation
spoken slowly and
with frequent
repetition and
rephrasing.

Understands most of
what is said in social
conversation at slower
than normal speed
with some repetition
and rephrasing.

Understands social
conversation, though some
repetition and rephrasing
may be necessary.

Understands
social
conversation in a
variety of settings,
including
classroom
directions.

Score

S
P
E
A
K
I
N
G

Fluency

Vocabulary

Pronunciation

Grammar

Speech is so halting
and fragmentary
that conversation is
virtually impossible.

Usually hesitant,
often gives up due
to language
limitations, gives
mainly one or two
word answers.

Speech in social
conversation and
classroom discussion
frequently disrupted by
students search for
correct manner of
expression. Uses short
phrases and sentences.

Speech in social conversation

and classroom discussion
generally fluent, with
occasional lapses as the student
searches for the correct manner
of expression.

Speech in social
conversation and
classroom
discussion fluent
and effortless;
approximates that
of a native
speaker.

Vocabulary
limitations are so
extreme as to make
conversation
virtually impossible.

Difficult to
understand due to
misuse of words and
very limited
vocabulary.

Frequent use of wrong words;

conversation somewhat limited due
to inadequate vocabulary.

Pronunciation and
intonation make
speech virtually
unintelligible.

Pronunciation and
intonation make
speech difficult to
understand; must
frequently repeat in
order to be
understood.

Pronunciation and intonation

necessitate concentration by the
listener and occasionally lead to
misunderstanding.

Occasional use of
inappropriate terms
and/or rephrasing
because of inadequate
vocabulary.
Usually intelligible,
though pronunciation
and intonation may
slightly interfere with
understanding.

Errors in grammar
and word order so
severe that speech is
virtually
unintelligible.

Difficult to
understand because
of errors in grammar
and word order;
must either rephrase
or restrict speech to
basic patterns.

Frequent errors in
grammar and word order;
meaning occasionally
obscured.

Use of academic
vocabulary and
idioms
approximate that
of a native English
speaker of the
same age.
Pronunciation and
intonation
approximate those
of a native English
speaker of the
same age. Accent
may be present
but does not
interfere with
intelligibility.
Grammar and
word order
approximate that
of a native speaker
of the same age.

Occasional errors in grammar

and word order; meaning not
obscured.

Score

Grade level of student: 7th

Approximate age of student:
12
Country of origin: Spain

Comprehension

Student Rationale
SOLOM
Score
Social

Academic

Fluency

Vocabulary

Pronunciation

Grammar

Academic: While I dont accredit Jimmys ascension to level 4 on my action plan alone, I do think
that it provided Jimmy with hints that help improve his comprehension. Jimmy is like a sponge and
soaks up information at a very quick rate. His academic comprehension has visibly increased in just
two months. Social: Jimmy is normally not social during class, however when he does communicate
with classmates he does so successfully. Jimmy does hesitate a lot more during social
communication, so for this reason he has stayed at a level 3.
I believe that Jimmy is still at level 3 for this category. Again, his fluency is amazing for the amount of
time he has been speaking English, however there are still many occasions where he pauses
midsentence to search for the correct word or a synonym. His oral language is still simple and slow
Jimmy uses the wrong word seldom, but it does happen from time to time. If he can't remember the
exact word, he will know some synonym and usually get his thought conveyed. While Jimmy has
learned many new vocabulary words, He still has much room for improvement, as he is very far
behind his classmates in terms of vocabulary knowledge.
Jimmy tries very hard to pronounce everything correctly; he will often repeat words until he is
comfortable enough that his pronunciation is flawless. I have observed him mumbling vocabulary to
himself at times during class. That being said, his accent is very pronounced and apparent. There are
certain sounds that he has much difficulty with, in terms of the sound of letters.
Jimmy always says words in the correct order, but even if he messes up, he will catch it immediately
and correct himself. The reason that I gave him a level 3 rather than 4 however is because many of his
sentences are very simple. Often times he never says any complex sentences and if he does, he often
says things slightly out of order, catches himself and corrects it. He is very proficient, however not
yet mastered English grammar.

http://ell.dpi.wi.gov/files/ell/pdf/elp-levels.pdf