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 discuss what they see on the visual image as a whole class.
The language domain that I am choosing is speaking. This aligns with the lesson as they will be
speaking about what they see on the visual image. This will start a whole class discussion and
they will be talking about what they see, how the image makes them feel, and what they think
the message behind the image is.
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
Reading: I do not have a lot of this included in my lesson plan. One way that I can incorporate
more of this into my lesson plan is by having them read the instructions when we start our art
project. This would allow them to independently read the instructions on their own and then
we could discuss the instructions after and answer any questions they may have.
Speaking: Right away in my lesson I have my students speaking about what they see on the
visual image that I show to them. They will be speaking out loud in front of the class and in a
whole group setting. They will be answering any questions that I ask them, and they may be
following up or adding more to what another student says.
Writing: At the end of the lesson, as one of their assessments I have them writing a reflection
paper on how the visual image inspired their painting that they made. They will be writing
about the different colors that they used, how it makes them feel, and adding anything else
that they feel is necessary.
Listening: As we speak about what we see in the visual image right away, the students will also
be listening to their peers speak when they are not speaking. They will also be listening to me
as the instructor as I am giving instructions or am asking them questions throughout the whole
process.
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 that the best way I can group my students is by doing whole group discussions for the
first half of the lesson, and then doing small group discussion for when they are creating the art
piece. I would start with whole group discussion as we are talking about the visual image, and I
am asking them questions about it. This will be beneficial for the whole class as ask them all
questions, and the students tell the whole class what they see, how it makes them feel, etc.
Once we get to creating the art piece, I would like for them to be in small groups at their tables
or desks. That way, they can share art materials, talk about what they are going to create, and
work together to create new ideas. I might help my language learners by sitting them next to
certain students in the class during whole group discussion and small group discussion, so they
are able to help them. I picked these group configurations as I think they will benefit my
students learning the best.

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
Vocabulary: Language Skill:
 Visual Image - Inspire
 Artist - Design
 Strokes - Create
 Art Elements - Observing
 Art Principles

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 look at the Visual Image, I can see…………
I think the Artist created this piece because…………….
The strokes I am going to use on my painting are……………….
An Art Element I see is………………………
An Art Principle I see is……………………