Empowering Session 7 Activity 1 For this activity I selected the option of listening to a young English speaking childâ€Śmy 5 year old son Jamie. His oral language proficiency is just about on the level for a 5 year old. Let me start by saying that my wife and I thought Jamie might have a speech delay because he did not start talking until he was almost 2 years old. Even then he was not using multiple word sentences or phrases. He was about 4 when he started to use more full sentences. We were not sure if it was something we did as parents, or if it was something that was just physiological. None the less, we felt terrible. We enrolled him in county offered speech services where he is still getting his weekly services at pre-k. After my conversation with him I sat down and looked at the SOLOM. His comprehension was based at a level 4. There were only a few things that he did not understand, and to be honest, I think he might have been playing around. His fluency is also at a level 4. And looking back, I canâ€™t believe how much he has improved. His vocabulary is at a 3+ level. Not quite a 4, but almost. His pronunciation is at a level 3. He has some difficulties with certain sounds (/L/ for /W/). His grammar is at a 3, but it is improving. I think he tries to imitate my wife and I when we speak. At the bottom of the SOLOM chart I placed the category letter in the number rankings. Jamie is a solid 3-4 with is oral language proficiency.
Caution: In any activity that involves the collection of student information, teachers must get appropriate parental and district administrative permissions prior to collecting or using any such data.
SOLOM: Student Oral Language Observation Matrix Student Name: Jamie School: Teacher: Michael Novello
A Comprehension Cannot understand even simple conversation.
2 Has great difficulty
following what is said. Can comprehend only social conversation spoken slowly with frequent repetitions. Understands most of what is said at slower-than normal speed with repetitions.
Language Rated: English Date(s): Score(s):
B Fluency Speech is halting and fragmentary making conversation virtually impossible. Usually hesitant; often forced into silence by language limitations.
C Vocabulary Vocabulary limitations make conversation virtually impossible. Misuse of words and very limited vocabulary makes comprehension difficult.
D Pronunciation Pronunciation problems severe making speech virtually impossible. Very hard to understand because of pronunciation problems; frequently repeats to be understood.
E Grammar Errors in grammar and word order making speech virtually unintelligible. Grammar and word order errors make comprehension difficult; is restricted to basic patterns.
Speech in everyday conversation/ classroom discussion is frequently disrupted by search for the correct expression.
Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.
Pronunciation problems necessitate concentration by listener and sometimes leads to misunderstanding.
Makes frequent errors of grammar and word order, sometimes obscuring meaning.
Always intelligible, definite accent and occasional inappropriate patterns.
Occasionally makes grammatical or wordorder errors which do not obscure meaning.
4 Understands nearly Speech in everyday everything at normal speech, although sometimes repetition may be necessary. Understands everyday conversation and normal classroom discussion without difficulty.
conversation/classroom discussions is generally fluent, sometime lapses while searcheing for the correct expression. Speech in everyday conversation and classroom discussion is fluent and effortless approximating that of a native speaker. 4’s
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Published on Mar 16, 2012