SIOP Language Analysis Template: Name:__Destiny Potvin__

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 discuss the differences between blended and unblended colors. For
example, when blue and red mix they become purple.

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

Listening- Doing the activity in a group setting and opening up question and answers for
observations allows for active listening. The students can hear the opinions of their peers and
comment on if they think the same or something different. We will also discuss vocabulary like
blended, primary colors, ombre.

Speaking- This goes hand in hand with listening. During discussion students are encouraged to
share their thoughts on their prediction, observations, and conclusion on the project itself.

Reading- Students will read the vocabulary words with assistance from the teacher. To
incorporate more reading into the assignment we could read a book about colors and what
happens when you mix two colors.

Writing- As a kindergartener writing is still a skill needing practice, I would incorporate writing
by having the students write what colors they put on their filters and what colors it made when
they sprayed it with water to place below their project.

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
This project works best as a group for discussion but individually for the project itself. If a child
is not confident in their skills for discussion they can listen and learn from their peers, and it lets
the children who are proficient share their knowledge. Having them each create their own
project allows for individuality and personalization.

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

Ombre- having colors or tones that shade into each other.

Blended- the process of fusing two colors together so that the paint transitions from one color
to another or combines to create a new color.

Primary Colors- Colors that can't be created by mixing of other colors.

After the lesson students should be able to identify the vocabulary and use it correctly in a
sentence to describe their projects.

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

When I sprayed the water on my project, the two colors made an ombre.

The blue and red blended together to make purple when they became wet.

Yellow, red and blue are the primary colors in art. They can be used to create all the other
colors.