SIOP Language Analysis Template: Name:Hailey_Kurtz___________

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

One of the domains that is being used in this lesson plan is listening. Student will be able to
listen and understand what the project is. Students are asked and expected to listen about
what the lesson plan for the day is along with listening to the review. Lastly, the students are
also using the language domain of listening at the end of the lesson. The students will listen
to their peer explain their personal artwork.

Another language domain the students will be able to use in this lesson is speaking. Students
will speak about their personal artwork to their class. The students will speak about why they
chose certain colors or made things a certain way.

Lastly, the students will use the writing language domain. This will come into the lesson
towards the end as well. Students will be able to write out their thinking when it came to
their personal artwork. Students will write their thinking on their reflection worksheet.

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

Three out of the four domains were placed into the lesson plan I think good. One of the four
domains could have been altered a little bit better for the students. The one domain that
could have been altered a little more in the lesson plan was reading. I could have included
that when going over the lesson plan and worksheet, students could have read it out loud to
the class. Writing was placed in the lesson by the students writing about their personal
artwork. Students took time at the end of the day to include their thoughts about their piece.
Students included speaking in the lesson plan by speaking about their personal artwork.
Students are also speaking to others during their independent time as well due to being
excited about their work. Lastly, students are using listening when it comes to the beginning
of the lesson. Students are listening about their expectations.
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

To create group configuration, the students could have been placed in small groups to talk
about their reflection of their personal artwork. This lesson could be a whole group or small
groups for their reflection piece. For those language learners, they would be placed with a
smaller group who they can lean and learn from.

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

Student will use a series of academic vocabulary. In the review, the students will go over the
elements and principles of art. Students will also be reviewed on what visual literacy is.
Students will understand all the principles of art. Students will understand all the elements of
art as well. Students will understand the visual literacy of this lesson due to it being the focus.

 Color
 Texture
 Describe

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

To demonstrate color, a series of pictures could be shown to the students. Give the students
a couple of seconds to look at each picture and then ask what they see. Ask what color they
see.
“What color do you see in this picture?”

To demonstrate texture, show the students a rock and a piece of paper. Ask the students
what they see. Ask the students what the texture of the rock is. Move on and ask the
students what the texture of the piece of paper is.

“What object has a smoother texture to it?”

To demonstrate the vocab “describe”, ask the students to describe their personal artwork.
The students will express their thinking and thoughts on their artwork.
“What made you decide to do you art piece the way you did?”