early literacy assesment assignment

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Saint Leo University *

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334

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Linguistics

Date

Jan 9, 2024

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docx

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Uploaded by JusticeEel1451

Torres 1 Desiree Torres J Umbaugh EDU-334 OLIC 11/13/2023 Early Literacy Assessment. The Student Oral Language Observation Matrix, or SOLOM, is the assessment I administered to an ELL student in my practicum classroom. The SOLOM is a rating scale that teachers can use to assess their students' command of oral language based on what they observe continually in various situations - class discussions, playground interactions, and encounters between classes. The teacher matches a student's language performance in five mains - listening comprehension, vocabulary, fluency, grammar, and pronunciation - to descriptions on a five- point scale for each. The scores for individual domains can be considered or combined into a total score with a range of five through 25, where approximately l9 or 20 can be regarded as proficient. SOLOM scores represent whether a student can participate in oral language tasks typically expected in the classroom at their grade level. I conducted this assessment on a 5-year- old girl from Venezuela (grade K) whose native language is Spanish; she has been in the US for only six months, and Spanish is the only spoken language at home. The SOLOM can be used to track annual progress. This, in turn, can be used in program evaluation and as some of the criteria for exit from alternative instructional programs. The SOLOM does not require a dedicated testing situation. To complete it, teachers need to know the criteria for the various ratings and observe their students' language practices with those criteria in mind. This assessment should only be administered by persons who themselves score at level “4” or above in all categories in the language being assessed, and students scoring at level 1 in all categories can be said to have no proficiency in the language. I reviewed the criteria and pulled the student out for a one-on-one conversation. We started by reading an age-

Torres 2 appropriate book and talking about it; after, we talked about friendships and got to know her more. The results of the assessment can be viewed in the attached form. But the summary is as follows: Mia scored a 4 in comprehension; she can understand when spoken in English, although she asks for information to be repeated often. In fluency, I scored her a 2 because she often stays quiet and resorts to answering in Spanish or remains silent because of language limitations. In Vocabulary, she earned 1; she has a minimal vocabulary in English. In pronunciation, she is also at a 1; although she tries to pronounce words in English, it is virtually unintelligible, and in grammar, as in her pronunciation is at a 1. Phonemic awareness is the ability to notice, think about, and work with individual sounds or phonemes (the smallest parts of the spoken language that combine to form words). There are four levels on the phonological awareness continuum: word, syllable, onset rhyme, and phoneme. The phonological awareness continuum offers a view of the spectrum of complex skills necessary for the development of reading fluency and early literacy. Phonemic awareness plays an important part in the development of reading because it teaches students to hear and manipulate sounds and prepares readers for print; it’ll help them understand the alphabetic principle, which is that letters are represented by sounds. ( Phonemic Awareness: Concepts and Research , n.d.) The student that I assessed would benefit greatly by having her teacher practice and repeat the words and letter sounds as much as possible and identify rhyming words; this will allow her to foster phonemic awareness by highlighting specific phonemes and could encourage her to play with sounds and words which in turn, will help her acquire the English language and proficiency needed to be successful.

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