Choosing the right verbs is essential when writing clear, measurable content and language objectives for English language learners. Verbs allow teachers to precisely articulate what students will know or be able to do as a result of instruction. This article explores some effective verb choices and provides examples of objectives using different verbs at various English proficiency levels.
At the beginning levels, focus should be on verbs that emphasize exposure to and recognition of language. Examples include “identify,” “match,” “point to,” “circle,” etc. For instance, an objective could be: “Students will be able to identify pictures that match given vocabulary words.” This gets students interacting with and noticing new language without demanding production.
As proficiency increases, objectives can incorporate verbs that indicate comprehension and basic use, such as “define,” “describe,” “follow,” and “complete.” For example, an intermediate-level objective may be: “Students will be able to define vocabulary words using their own words.” This moves beyond recognition to demonstration of understanding.
For students at higher beginning and low-intermediate levels, objectives work well with verbs like “answer,” “arrange,” “label,” “order” and “rewrite” that involve basic manipulation of language. An example is: “Students will be able to answer WH- questions about a short paragraph by rewriting the questions in their own words.” This develops skills like comprehending, recalling, and synthesizing information.
At an intermediate level, objectives can incorporate productive language use verbs such as “explain,” “restate,” “retell,” “compare/contrast,” “support a claim,” etc. For instance, an objective may be: “Students will be able to explain the main events of a story in sequential order.” This demonstrates comprehension as well as organization and communication abilities.
For high-intermediate students, objective verbs can require even more advanced application skills, including “analyze,” “critique,” “defend,” “categorize,” “revise,” and more. An example is: “Students will be able to analyze the themes presented in an article and critique the author’s arguments.” Such objectives promote higher-order thinking and language manipulation.
Academic language takes objectives to the next level with verbs like “hypothesize,” “synthesize,” “deduce,” “infer,” etc. An objective targeting this may be: “Students will be able to hypothesize about how two characters might develop based on textual evidence provided.” This bridges to post-secondary readiness.
When aligning objectives with assessments and instruction, also consider verbs like “identify errors,” “proofread for grammatical accuracy,” “edit for style,” etc. to focus on language conventions. For example, an objective evaluating grammar skills could state: “Students will be able to identify and edit run-on sentences in a multi-paragraph text with 80% accuracy.”
Objective verbs should always aim to be incremental, specific, and observable. Teaching and learning are dynamic processes, so objectives may need periodic adjustment as proficiency increases or new curricular areas emerge. The key is to choose action verbs intentionally to map a clear path toward ever higher mastery of English language and literacy. Well-written objectives guide students to demonstrate growing competence in both content knowledge and communicative abilities.
Verbs play a vital role when articulating language and content targets for English learners from beginning to advanced levels. Carefully selecting verbs that match students’ proficiency allows for objectives to set ambitious yet achievable goals as part of a cohesive plan moving learners toward post-secondary and career readiness. Well-crafted objectives also enable ongoing assessment of progress. Intentional verb choices are paramount to the success of language instruction.
