SIOP Language Analysis Template: Name:___Samantha Cooper ______

Along with the revised peer reviewed visual literacy activity, I want you to now fill out the SIOP
Language Analysis Template. You will need to think about this activity more in depth and
answer all the questions listed in the template to be able to finish the assignment with a fully
thought out plan in place for a visual literacy activity that also meets the needs of your ELLs
students. See the template details for more information on how to complete it, please feel free
to alter or add anything that you see fit to your original plan into this template based on our
discussion and peer review today. This is meant to be a progressive assignment that continues
to build upon itself to allow you to consider new aspects of integrating visual literacy into your
planning.

Visual Literacy Assignment Rubric Total:________/50 points

SIOP Language Analysis Template:________/25 points

Final Grade:__________/75points
SIOP Language Analysis Template

Instructions: Think about your visual literacy lesson and its corresponding content objectives.
Come up with at least one language objective that you feel your students are practicing in
this lesson. Next analyze your lesson for how well the interactive activities practice each
language domain. Think about the group configurations that would be best for this kind of
language practice. Also consider the academic and content vocabulary. Lastly think about
how students will practice each piece of vocabulary by coming up with sentence stems and
ways they could use each one in a sentence.

Lesson Language Objective: (Add at least 1 language objective for this project. Pick one or
more of the language domains that you think could be practiced during this activity and create
an objective for it. It must relate to your visual literacy lesson.) 5 points

Speaking. I can share and explain my artwork with a friend.

Listening. I can listen to the teacher and my peers when they are talking.

Domain Practice: (For this section think about the procedure in your lesson plan so far, now
analyze it for how well it used the four language domains. Tell me where/how you built in
practice of each domain, and if one is missing tell me how you could alter the lesson to
incorporate that domain. All four domains need to be described.) 5 points

Every language domain is being used throughout the activity. The students are answering the
questions throughout the activity by writing them on a piece of paper, this is the writing
domain. The reading domain occurs at two points in the activity, while the students are reading
the questions on the worksheet and the procedure that is posted at the front of the class to
help the students follow along and know when to do what. The students are speaking at a few
different points also, when asked questions by the teacher, when providing answer to the
teacher in both individual and group discussion settings, and when/if they present their artwork
they are speaking. Listening domain is the final one and the students are doing this during the
group discussion time and the final presentation time.

Group Configuration: (Think about the best ways you could group students to help practice
these domains. Would this be whole group discussions, small groups discussions at their tables,
sharing with partners, etc. How might you help your language learners by partnering them with
certain students? Why did you pick this group configuration?) 5 points

I do already have a group presentation time, but I also think sharing with partners would help
ell students because it is a less intimidating setting. I would have students partnered that can
communicate easily with eachother making their learning and sharing experience easier for
eachother.
Content and Academic Language Vocabulary: (Look at the lesson you made so far. What
content vocabulary will be taught? Also, what academic vocabulary and language skills the
students will practice. Break it up into two parts, the vocabulary and the language skills. Think
nouns and verbs. Make sure it is a complete list of any new vocabulary you’d use.) 5 points

Colors and shapes are a huge part of this activity. I think depending on what unit you do this for
will make the difference in vocabulary used. In science you could talk about different aspects of
nature that fit with certain colors that the students could create in their pieces.

Tree, sky, cloud, flower, mountain,

Vocabulary and Academic Language Usage: (Give possible sentence stems or ways each new
vocabulary term can be used in a sentence. This will model to students how they will use the
vocabulary and language skills they are being taught. Give possible sentence stems and ways of
modeling the potential ways students will use the vocabulary and language skills they are being
taught. See the example for ideas. There needs to be one for every vocabulary term you listed
above.) 5 points

The _____ have bark and green leaves.

I see ______ in the _____.

_____ are pretty colors.

The_____ is tall.