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

5.2.3.2 Use words, phrases, punctuation, and sentences to convey ideas precisely, appropriate to
intended audience and context.

5.3.1.2 Ask and respond to questions by making comments that demonstrate preparation for the
discussion, contribute to the discussion, and elaborate on the comments of others.

Students will be able to write what they think and feel about a painting down on observation
sheet. Students will also be able to have a discussion with their classmates about the 3
different paintings we are analyzing.

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

Students will be practicing the writing domain during the time of observation; they will be
writing what they see and how they feel in full complete sentences for each of the paintings.
They also will be writing full sentences for the compare and contrast part of the lesson.

Students will be practicing the speaking part of the domain during the discussion portion of
the lesson. They will be able to share with the people around them what they are thinking
and then we will come together as a class and hear what different students are thinking and
feeling about the paintings.

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 be doing both small and whole-group discussions. I think that it's important to start
discussions in smaller groups because some students won't share if front of the whole class
so if they are in smaller groups then they are still engaged and participating in the speaking
domain. I think that the large group discussion is important so all students can hear a
different points of view from different students.

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

since I planned this lesson for 5th graders I think that they have a good foundation of verbs
and nouns and the basis of language but I would reinforce that foundation by making them
use full sentences when observing the paintings and I can look at them over later to make
sure they are fully understanding the structure of a sentence.

I would talk about the different art vocab my texture, shading, line, shape, etc… to make sure
the students know what they are talking about whil they are observing the painting.

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 will give sentence starters to the student like-

I observed texture…
This painting made me feel…

So they can write out where and how they saw different or felt things in the painting.