SIOP Language Analysis Template: Name:Kate

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

Writing: Students will write an art statement about the message or idea their art represents.

Reading: Students will read their art statement out loud to the class.

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

In my lesson plan students use listening by having to listen to the instructions I give
and having to listen while other classmates present their work. They use speaking by having
to talk about their artwork to the whole class. They use reading and writing to make an artist
statement to explain the idea of message of the piece and then read it to the class.

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 would break students into small groups to talk about their rough drafts and potential
ideas for their art. Then at the end of the lesson they practice these domains in a whole group
setting. In small groups my language learners would be partnered with high level readers and
writers who can help clarify things for them and communicate better. I picked this group
configurations so that all types of students will be challenged to communicate, and language
learners will be supported by high level readers to contribute to discussions.

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
Nouns- Visual literacy, messages, ideas.

Verbs- Discuss

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

 I used visual literacy to find the meaning of the piece of art.

 I can use color shape size proportion and other elements of art to create a piece of art
with meaning.
 The message of the piece is to be kind to your friends.
 The idea of the piece of art is to help others and people will help you.
 I discuss with my group things about my art that I like and things that maybe I want to
change.
 Visual literacy strategies include making connections, making inferences, visualizing,
and questioning what I am looking at.