SIOP Language Analysis Template: Name: Sara Geiser

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

The main language objectives that I would have students use is speaking and writing.

Objective for speaking- Students will discuss their interpretations and observations of a piece of
artwork with other students.

Objective for writing- Students will answer questions by writing their observations after
analyzing a piece of artwork.

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

Speaking- I practiced this domain in the lesson by having students discuss as a whole group and
with partners. Students are discussing what they observed as a whole group and then
comparing their observations with a partner.

Writing- I practiced this domain in the lesson by having students write down as much
observations as they can in two minutes. Then I gave them a worksheet to fill out once they
chose their favorite artwork.

Listening- Students are listening when the teacher is reviewing the elements and principles at
the beginning of the lesson. During both the discussions the students are listening to their peers
as well as the teacher.

Reading- Students are not necessarily reading words for this project but they are reading
visually. They are reading what the artist is communicating through the piece by using the
elements and principles to analyze the piece. They are also reading the questions from the
worksheet provided for them.

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 group is to have multiple ways for students to practice these domains. I
would have students participate in a whole group discussion and have a partner discussion. I
would help language learners by partnering them with a student who has the best
understanding of the material, so they are able to help them. If I had any students in the class
who understand the language of the learner, I would pair them with each other so they can
help translate. I chose this group configuration because I think having a whole group discussion
is helpful to hear many opinions of others. A one-to-one discussion is also beneficial because it
can help students feel more comfortable sharing ideas with one student instead of the whole
class.

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

Content vocabulary that will be taught is visual literacy.

The elements and principles will be already taught in another lesson, but they will need this
vocabulary in order to observe the material analytically.

The language skills the students will be practicing are all four domains: reading, writing,
reading, and listening.

List of words students may use:

 Visual Literacy
 Observe
 Analyze
 Elements
 Principles
 Interpretation
 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

 Visual Literacy- Students will use this vocabulary term to understand the lesson as
whole. Sentence example: I was able to understand the artwork by using visual literacy.
 Observe- Students will be using this vocabulary term because this is what they are
practicing. They may see questions that talk about what they observed. Students need
to know what this word means. “I observed my cat playing with a toy”. It is something
that you notice about someone or something.
 Elements- Students will need to use this vocabulary when answering questions. They
also will need to know what each of the elements are and what they mean. Students will
be using the elements to discuss what the artwork is trying to communicate. “I noticed
the elements of art were in that painting because it was very colorful.”
 Principles- Students will need to use this vocabulary when answering the questions.
They need to understand what they principles are. They can use this vocabulary for
visual literacy to have a better understanding of what the artist is trying to
communicate. “The principle that I noticed in the painting is……”
 Interpretation- This vocabulary word is needed for this lesson because students are
talking about what they each interpreted. Students need to know that this means “the
meaning of something”. So, when someone interprets something different that means
they thinks it means something else. “I interpreted this piece of art as sad and gloomy.
But my friend interpreted it as happy and upbeat.”