Teachers working with adult immigrants who are learning French and developing their literacy skills for the first time have very little published teaching material designed specifically for these learners. The activities used in class are therefore often created and shared within teaching environments or taken from resources designed for a different audience. In the latter case, the material may not support the students in the way intended or may even hinder their understanding or completion of the activity. We therefore propose a grid for analyzing written materials that takes into account different elements of visual literacy, namely the visual load of the document, assistive devices and images. This grid could help teachers support adult learners of French and literacy by selecting appropriate materials or adapting activities designed for other learners.