SOLOM Teacher Observation

Student Oral Language Observation Matrix

Student's Name: Liss

Language Observed: Spanish Administered By: Brenda Hernandez

1 2 3 4 5

A. Comprehension Cannot be said to Has great difficulty Understands most of Understands nearly Understands
understand even simple following what is said. what is said at everything at normal everyday
conversation. Can comprehend only slower-than-normal speech. Although conversation
social conversation spoken speed with repetitions. occasional repetition may and normal
slowly and with frequent be necessary. classroom
repetitions. discussions.

B. Fluency Speech so halting Usually hesitant: often Speech in everyday Speech in everyday Speech in everyday
and fragmentary as forced into silence by conversation and conversation and conversation and
to make language limitations. classroom discussion classroom discussions classroom discussions
conversation frequently disrupted by generally fluent, with fluent and effortless;
virtually impossible. the student's search for occasional lapses while approximating that of a
the correct manner of the student searches for native speaker.
expression the correct manner of
expression.

C. Vocabulary Vocabulary limitations Misuse of words and very Student frequently uses Student occasionally Use of vocabulary and
so extreme as to make limited: comprehension wrong words: uses inappropriate terms idioms approximate that
conversation virtually quite difficult. conversation somewhat and/or must rephrase of a native speaker.
impossible. limited because of ideas because of lexical
inadequate vocabulary. inadequacies.

D. Pronunciation Pronunciation problems Very hard to Pronunciation problems Always intelligible, Pronunciation and
so severe as to make understand because of necessitate concentration although the listener is intonation approximate that
speech virtually pronunciation on the part of the listener conscious of a definite of a native speaker.
unintelligible. problems. Must and occasionally lead to accent and occasional
frequently repeat in misunderstanding. inappropriate intonation
order to make patterns.
him/herself understood.
E. Grammar Errors in grammar and Grammar and word order
word order so severe as to errors make
make speech virtually comprehension difficult.
unintelligible. Must often rephrase
and/or restrict him/herself
to basic patterns.
Makes frequent errors of Occasionally makes Grammar and word
grammar and word order grammatical and/or order approximate that
that occasionally obscure word order errors that of a native speaker.
meaning. do not obscure
meaning.
Grade level of student: Student SOLOM Score Rationale
Approximate age of student:
Country of origin:
L
Comprehension 4 The student is able to understand everything with normal speech. This includes
i lessons, conversations, speeches, videos, and presentations. There are some
s
occasions where she needs to have things repeated, but on a few occasions. She
t
can easily answer a question given to her after one time of asking.
e
n
i
n
g
S
Fluency 4 The student is able to easily express herself in the English language with minimal
p errors. She can communicate effectively and accurately with her peers and
e
teacher. The student may actively participate in class discussions, group
a
activities, and presentations, showcasing their ability to use English fluently in
k
different academic settings.
i
n
Vocabulary 4 The student demonstrates a rich selection of words when communicating. She
g easily learns vocabulary words taught to her and masters the learning of those
words while also incorporating them into her personal vocabulary. She uses
vocabulary words in appropriate situations.

Pronunciation 4 The students exhibit clear articulation ensuring that pronunciation is legible to
those she is speaking to. She shows an awareness for phonemes and can
reproduce them accurately in most cases. She shows an advanced and smooth
speech pattern with little to no errors/mispronunciations.
 Grammar 4 The student consistently demonstrates a mastery of sentence structure,
arranging words and phrases in grammatically correct ways. The student may
demonstrate consistent and accurate use of punctuation marks, contributing to
the clarity and coherence of written expressions. Her proficiency in grammar
also involves the ability to recognize and correct errors. The student may exhibit
a high level of self-editing skills.

20 Circle Level
English Language Development Level
0-5 Level 1: Starting/Entering
Total Score 6-10 Level 2: Emerging
11-15 Level 3: Developing
16-20 Level 4: Expanding
21-25 Level 5: Bridging