Sajo Ramic

Tanya Mead
ED 291
04/24/15
Module 4
Writing Assignment

Student Oral Language Observation Matrix is a rating scale that teachers can use to
assess their students command of oral language on the basis of what they observe on a continual
basic in a variety of situations like classroom discussions, interactions before and after class, and
our communication for everyday. SOLOM is very useful for a student who do different
classroom activities when he or she interact with the teacher or classmate to make a group task to
check on their work if they can cooperative. This will be a test to know how much your students
can understand the English language proficiency. These phases can be from the beginning, Early
Intermediate, Intermediate, Early Advanced, and Advanced proficiency levels. This is a common
to use assessment to plan instruction for English Language Learner on their oral language
proficiency.
Ms. Fernandez assessed an eight year old, third grader named Patrick. He came to the
United States from the Philippine and enrolled in school for under two years. Ms. Fernandez
observed Patrick on three different sections. She observed Patrick in a writing lesson, and she
explained the whole process to the class. She has to explain the instruction for a second time with
Patrick.

In my own experience, I had the same obstacle when I was in high school, because I
watched an interpreter while the instructor are talking, and I had to sit after class with the
instructor to give me clarification for the hand-out instruction paper. Ive learned my lesson
about how to approach my accommodation with an instructor in college, so that will help me to
prepare successful in my educational. It is a tool that we as a student, that will use for rest of our
life whenever we are approaching in education setting so, that we can embrace ourselves to learn
in better ways.
Based on this analysis, Patrick needs more help with his oral language skills. I had the
same struggle when I was in high school. I struggled with grammar and pronunciation when I
was in middle school. In the book, it says that Patricks grammar had to pair up with students
who nearly perfect grammar and pronunciation during the class. In my high school experience, I
was not able to get feedback from the student. I always get a feedback from an instructor
whenever he or she has time to make an appointment and stay after school when I can read
aloud, to learn intentional vocabulary and to achieve successful. Teacher must collect reading,
writing, and content assessment information to plan on their instruction.
It is important in a specific grade level to give assessments to across grade levels and
with students at different proficiency levels. For example, the teachers participate in three
phrases of teacher-based assessment: setting goals, purposes and collecting data and
interpretation. These activities are in the classroom that the instructor will give them the
instructions before they start to brainstorm with a partner first. It can be very helpful for them to
have an opportunity to work together. These samples can scaffold assessments to allow students
at different levels of English proficiency to demonstrate their content knowledge.

In my own perspective, I think it is a huge recommend if the students can interactive to

write on their own experiences. For example, the teacher demonstrates the daily event to get an
opportunity to discuss and write about their lives. It is a good thing to participate and listen other
students stories. This instructional tool calls for teacher and students to begin by discussing the
purpose and the content of what is to be written. Mr. Klein views that these opportunities to
evolve their young writers, and to keep the purpose and the goal to make sure that their students
that can study their literacy skills so that they can effectively instruct on problem-solving
strategies such as chunking smaller word parts and using context. The fluent readers may be
concern on their comprehension strategies. For example, I struggled on vocabulary words, and
grammar errors, so I had to fix those mistake to prepare for writing assessment to graduate from
high school. It is common to have these assessments in the classroom. In my own experiences, I
did not prepare the exam better, however I had an accommodation where I can take the test in my
classroom support, and the interpreter interpreted ASL from those list of questions from the test,
so that I can understand itself the test. It is good to setup a goal and to accomplish each step.
When these goals and purposes closely match the students, the link between assessment
and instruction becomes clear-cut and definitive. It is when the goals and purposes do not
complement the instruction that both educators and learners struggle to find meaning in these
time-consuming practices. In fact, when a teacher protests that he or she does not have time to
assess, it may actually be an instance of a poor match of assessments to students. Assessments
are often criticized because they replace instructional time in a classroom. The teachers who are
used the assessments as instructional tools do not need to take away valuable time for
assessments. The teachers must select tools that provide them with useful information. In the
book, Teaching English Language Learners. states most of the teachers preferred interactive

writing chart, running records, KWL charts, and reader response logs as classroom-based
assessment tools. In my opinions, I rather work on interactive writing and to make sure reading
response can increase knowledge, but it really depends on the students need. It make sense when
the students need to find where they fit in, and to prepare on the next levels.
During the film, I saw most of the teacher would most likely to recommend most of their
students to create their own portfolio with paperwork, items, and stay in one place, so the student
can see their progress to meet their parents to have a conference. Portfolio can be at different
levels, in varieties ages, and all size. The binders are complete portfolio collections of the
students work for that period of time. On the students responsibilities, the teacher will make sure
that the student need to review their vocabularies, their stories, their homework, and their
paperwork in one binder. The teacher and other students evaluate, and then after that will give
constructive feedback on strengths and on areas that need to improve. For example, when a
student demonstrates his own presentation and after he will be done. There will be another
students to ask him questions, or any feedback. So this student can start to grow on his
educational.
I would rather work in an academic oral reports, so that I can grab something visual
presentation to explain these students to give them a clear idea than a scene from King Lear.
Most students are taking more responsibility for their own learning, and the ability to show
others direct evidence of student progress. King Lear scene setting is just hard for me when it is
has a difficult word for me to pronounce and it is not my thing to do in the environment. I rather
where that I can express myself to show students about my experience was growing up like. It
helps me when I can go deeper meaning and to research more information to make an academic
report. Right after when I am done the presentation, that where I can relieve myself and to show

my confidence to show who I am, and it is important to share with other people. The oral
presentation just changed the real me because my attitude were more optimistic and ecstatic to
meet other people, so that I can start a friendship to be a fluent speaker when it takes time. I felt
so thankful to a wonderful speech lady who helped me that where I can speak with my family,
my teachers, and my friends. This is how a way that I was behind from speaking at age five by
using peer feedback, portfolios and performance assessment.