SIOP Language Analysis Template: Name:________________________

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

Students will be able to use the illustrations in the story to make predictions as to what the
story is about.

Students will be able to make connections in the story with their personal lives and what fits
best for the student in terms of a “welcoming classroom”.

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

The activity that is in my lesson involves three of the four domains. The students will be using
speaking throughout the picture walk to express predictions and other things about the
illustration in the book. The students will use listening while listening to the teacher read the
story. The students will be reading the story that the lesson is based upon and they can always
go back to read parts in the story if they cannot remember. Students will not be doing a whole
lot of writing in this lesson but if we had more time, I would incorporate maybe a little journal
entry about what they draw and what they circled to be the most important welcoming piece in
their classrooms.

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 think the best way to work in groups would be to have small group and large group discussion
about the story and the predictions before we read the story through our picture walk. I think
you could also adapt and have students work in pairs or groups of three to create their drawing
in the end.
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

I am not sure we would be using much vocabulary in this lesson, but I think we would be
learning about each other and how we feel welcome in a classroom. I think the students will be
able to relate to one another and express their classroom wishes for a welcoming environment.
I think it would also be sort of an ice breaker because this lesson would be used in the
beginning of the year to get to know students.

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 do not have any specific vocabulary in this lesson because it is a beginning of the year activity.
I think that you can use this lesson as a way to describe to students that everybody’s ideal
learning environment and welcoming environment can be different and that is okay. I think you
can also use it as an opportunity to explain that some students learn at different paces and
learn better using different strategies and that is okay as well.