Post-SOLOM Assessment: Supporting an ELL High School Student
This paper presents a Student Oral Language Observation Matrix (SOLOM) assessment of a 16-year-old native Spanish-speaking sophomore with limited English proficiency. The author describes both the initial and post-assessment observations, the student's SOLOM score, and the instructional activities used to evaluate progress. The paper outlines tailored recommendations including a video blog strategy, parental involvement, and peer interaction with more fluent English speakers. It also identifies the student's key academic strengths and areas for growth, particularly oral confidence, grounding the discussion in established ELL pedagogy and family engagement research.
- Introduction and Student Background: Student profile, home context, and SOLOM score
- Initial and Post-SOLOM Observations: Pre- and post-assessment perceptions of English proficiency
- Assessment Activities: Classroom tasks used for initial and post assessments
- Instructional Recommendations: Video blog, family support, and peer interaction strategies
- Student Strengths and Weaknesses: Diligence as strength; oral confidence as weakness
✍️ How to write this paper — guide, tools & examples ▾
What makes this paper effective
- The paper grounds its instructional recommendations in cited research (Gottlieb, Peregoy & Boyle, Pompa, Vera & Israel), giving practical suggestions academic credibility.
- It moves logically from observation to assessment to recommendation, creating a clear practitioner narrative that is easy to follow.
- The inclusion of family engagement as a central recommendation reflects current ELL pedagogy and adds contextual depth beyond the classroom.
Key academic technique demonstrated
The paper demonstrates applied assessment writing — connecting a standardized observational instrument (the SOLOM) to individualized instructional planning. Rather than simply reporting a score, the author interprets the assessment in light of the student's background, home environment, and learning behaviors, then uses that interpretation to design targeted interventions. This mirrors the reflective practitioner model common in teacher education programs.
Structure breakdown
The paper opens with student background and proficiency context, then contrasts pre- and post-SOLOM perceptions. It describes the specific activities used in both assessments before moving into instructional recommendations supported by literature. It closes with a candid strengths-and-weaknesses profile of the student. The structure follows a standard assessment-report format appropriate for a graduate education course.
Introduction and Student Background
The student observed for the Student Oral Language Observation Matrix (SOLOM) was a native Spanish-speaking 16-year-old female who was a high school sophomore. Her native country was Mexico; she had two brothers and a sister, all younger. She lived with her siblings and parents in a home near the school, and the family had been in the United States for three years. Her current language proficiency level is limited English proficiency, with her SOLOM score being 20 out of 25.
I met with her parents, who expressed an interest in becoming more proficient in English in order to help their children improve with the language. This aligns with the work of Pompa (n.d.), who promotes the concept of parents participating in their children's education, and with Vera and Israel (2012), who observe the same dynamic.
Initial and Post-SOLOM Observations
Prior to administering the initial SOLOM, my perception of the student's proficiency was that it was limited — a perception confirmed by the results. Following the post-SOLOM assessment, I observed some improvement in the student's ability to converse, read, and write in English, demonstrated through her use of phrases and clear, coherent, and complete statements.
Assessment Activities
The observation activity for the initial assessment included classroom observation in which students read aloud, discussed what they read, identified key words, and practiced composition. During this observation, the student showed promise and simply needed to deepen her understanding of rudimentary grammar and build her confidence in speaking.
The activities for the post-assessment included initiating a round-table discussion with the class in which a problem was presented and students were asked to propose various solutions. Their ability to articulate solutions verbally, as well as to write them in paragraph form, was assessed. The student observed performed very well — she identified the main issue at the heart of the problem and described several potential solutions clearly in her paragraph.
References
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.
Modern ELL Teacher. (n.d.). Google Sites. Retrieved from https://sites.google.com/site/themoderndayeslteacher/home
Peregoy, S., & Boyle, O. (2013). Reading, writing, and learning in ESL: A resource book for teaching K–12 English learners. Boston, MA: Pearson.
Pompa, M. (n.d.). Building trust with families. AdLit. Retrieved from
Vera, E. M., & Israel, M. S. (2012, Fall). Exploring the educational involvement of parents of English learners. School Community Journal, 22(2), 183–189.
Already a member? Log in
Unlock the rest of this paper
135,000+ research papers · AI writing tools · Plagiarism & AI detection
7-Day Pass
Does not renew
Get 7-Day PassMonthly
Renews at $12.99/month until canceled
Start MonthlyAnnual
Renews at $99/year until canceled
Start Annual- Unlimited AI writing tools
- Plagiarism and AI text detection tool
Plan details
Unlimited AI writing tools are for individual, non-automated use and are subject to our Terms of Service and abuse-prevention measures.
TextChecker scans: 3 during the 7-Day Pass, or 5 per month with Monthly and Annual.
Prices exclude applicable tax.
Always verify citation format against your institution’s current style guide requirements.