Wright, W. E. (2015).

Foundations for Teaching English Language Learners: Research, Theory,

Policy, and Practice (2nd Ed.). Philadelphia: Caslon.

Student Oral Language Observation Matrix—Revised (SOLOM-R)

Based on your observation of the student, circle the block in each category that best
describes that student’s abilities. Add the scores to determine the student’s level.
Jesus: Video 2
Levels 1 2 3 4 5

Can understand simple
words and phrases when
Comprehension spoken slowly
accompanied with visual
support or gestures.
Can comprehend simple
speech when spoken slowly
and with frequent repetitions.
Can understand most of
what is said at slower-than-
normal speed with
repetitions.
Can understand nearly
everything at normal speed,
although occasional
repetition may be
necessary.
Can understand even rapid
speech similar to other
proficient speakers.

Fluency Can produce simple words
and phrases to convey
meaning, but halting,
fragmentary speech can
make conversation difficult.
Can express self in simple
interactions, but usually
hesitant and often forced
into silence by language
limitations.
Can express self, but with
frequent pauses to search
for the correct manner of
expression.
Can express self with
general fluency, with
occasional pauses to
search for the correct
manner of expression.
Can express self fluently
and effortlessly similar to
other proficient speakers.

Can use extensive Can use extensive

Vocabulary Can use a few words and
phrases, but vocabulary
knowledge not yet
sufficient to express self
beyond very basic
messages.
Can say a few words and
Pronunciation
phrases, but severe
pronunciation challenges
makes speech very difficult
for others to understand.
Can say a few words and
Grammar
phrases, but errors in
grammar and word order
make speech very difficult
for others to understand.
Can use small but growing
vocabulary, but large gaps in
vocabulary knowledge and
frequent misuse of words
make it quite difficult to
express intended meanings.
Can express self, but
pronunciation challenges
necessitate strong
concentration on the part of
the listeners and frequently
leads to misunderstandings.
. misunderstandings.
Can express self using
simple patterns, but frequent
errors in grammar and word-
order in longer utterances
frequently obscure intended
meanings.
.
Can use increasing range
of vocabulary, but gaps in
vocabulary knowledge and
frequent misuse of words
make it somewhat difficult
to express intended
meanings.
Can express self, but
pronunciation challenges
necessitate some
concentration on the part of
the listeners and
occasionally leads to
Can express self using
longer utterances, though
errors of grammar and
word order may
occasionally obscure
intended meanings.
vocabulary, but gaps in less vocabulary and idioms
familiar domains and similar to other proficient
occasional misuse of words speakers.
may require need to
rephrase to fully express
intended meanings.
Can express self with good Can express self with
pronunciation that seldom pronunciation and
leads to misunderstandings, intonation similar to other
though listeners may detect proficient speakers.
a non-standard accent and
occasional intonation
pattern differences.
Can express self with
Can express self well with
grammatical usage
only occasional grammatical
and word order
and/or word-order errors
similar to other proficient
that do not obscure
speakers.
intended meanings.

SOLOM-R levels: I, score 5–11, beginning; 2, score 12–18, intermediate; 3, score 19–24, advanced; 4,
score 25, proficient.

© 2015 Caslon, Inc. All rights reserved.

Note: The SOLOM-R form was modified by the author, based on the original SOLOM developed by bilingual
teachers in California. Teachers and others are free to copy, modify, and adapt this form as needed for
educational purposes only.
 Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory,
Policy, and Practice (2nd ed.). Philadelphia: Caslon.

Evaluation of the Student Oral Language Observation Matrix-Revised (SOLOM-R)

Student Name: Jesus

Grade Level: Early high school

Scores
Comprehension 5
Fluency 5
Vocabulary 4
Pronunciation 5
Grammar 5
Total SOLOM-R Score 24 Proficiency Level: Advanced

1. What are the students’ strengths?

Jesus can speak very fluidly and can concisely express his ideas orally.

2. What are the areas this student is in need of improvement?

I would say he could work on agreement with the pronouns “he” and “she.”

3. What oral language development activities would be beneficial for this student?

It could be helpful to write out short narratives with multiple male and female characters and then
tell a partner about what happens in the narrative that the student wrote.

© 2015 Caslon, Inc. All rights reserved.

Note: The SOLOM-R form was modified by the author, based on the original SOLOM developed by bilingual
teachers in California. Teachers and others are free to copy, modify, and adapt this form as needed for
educational purposes only.