Developing Effective Language Objectives
Language Objectives
 Identify what students should know about English and do with it in a particular task.
 Support the students’ development of English.
Characteristics of Effective Language Objectives
 Language objectives specify the language students need to learn to math concepts, complete
math tasks, and develop language.
 Language objectives include a verb (or verb phrase).
 Language objectives emphasize the development of expressive language skills, speaking and
writing, and the receptive language skills, reading and listening.
 Language objectives are obtainable. Learners of diverse proficiency levels of English have the
ability to attain them with effective scaffolding and instruction.
 Language objectives are measurable.
Reading
Word Problems
Writing
Constructed
Responses
Reflections
Analyses
Speaking
Discussions Of
Mathematical
Concepts
Listening
Interpretation Of
Teacher and
Classmates’
Explanations
Note: Speaking and listening objectives are often combined.
Key Point: Language objectives are communicated to students clearly, both orally and in
writing and are posted in the classroom. They are referred to before, during and after a task.
Sample Language Objectives
Students will report a group consensus using these past tense verbs: determined, concluded,
explained, and agreed.
Students will defend a position using these present tense verbs: maintain, contend, and
argue.
Students will revise a paragraph using present tense verbs.
Language Objective Sentence Frames:
Students will _(function: verb phrase)_ using _(function: target language)_.
Students will use _(target language_) to _(function: verb phrase)_.
Note: Language objectives are most effectively communicated using verb phrases:
Students will point out similarities and differences between triangles and rectangles using the
words similar to and different from.
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Examples of Verbs and Verb Expressions in Language Objectives: Speaking and Writing
answer
describe
identify (the main variables, the
key concepts,…)
justify (a position, a opinion, a
belief, …)
read
articulate (a position,
argument, belief)
define
ask (for detailed
information)
characterize
discuss
list
make a claim, a comparison, a
hypothesis, or a prediction
rephrase
compare/contrast
edit (a constructed
response, a
paragraph)
elaborate
restate
compose
explain
name (e.g., parts of a table,
expression, figure, fraction)
outline
debate (a position, the
correct solution,…)
express (agreement,
disagreement, an
opinion about a
topic,…)
predict (e.g., an answer, a
solution)
summarize
defend
hypothesize
provide (an overview/a
summary/evidence/data)
write
restate (a partner’s
response, an
explanation
provided in the
textbook or by the
teacher)
recite
state
Verbs Often Used in Language Objective Statements
Knowledge: define, describe, identify, know, label, list, match, name, outline, recall, recognize,
reproduce, select, state
Comprehension: comprehend, convert, defend, distinguish, estimate, explain, extend,
generalize, give examples, infer, interpret, paraphrase, predict, rewrite summarize, translate
Application: apply, change, compute, construct, demonstrate, discover, manipulate, modify,
operate, predict, prepare, produce, relate, show, solve, use
Analysis: analyze, break down, compare, contrast, diagram, deconstruct, differentiate,
discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate
Synthesis: categorize, combine, compile, compose, create, devise, design, explain, generate,
modify, organize, plan, rearrange, reconstruct, relate, reorganize, revise, rewrite, summarize,
tell, write
Evaluation: appraise, compare, conclude, contrast, criticize, critique, defend, describe,
discriminate, evaluate, explain, interpret, justify, relate, summarize, support
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Sample Language Objectives with Verb Phrases and Target Language Features
Reading
 Students will read math equations aloud fluently, without hesitating.
 Students will explain math equations in their own words aloud, using complete sentences.
 Students will evaluate the argument and specific claims in a word problem, including the
validity of the reasoning, making explicit reference to the words in the problem and using
reporting language (According to the problem, …; the problem states that…; the main
variables are…, argues, In my opinion, the way to solve this problem is…; What is most
important in this problem is…;
 Students will identify the main points and details in a passage in their textbook that help them
solve word problems using the verb phrase assist + me + in + Verb + ing (these points assist
me in solving …) and the math words, ___, ___, and ___.
 Students will demonstrate their understanding of a text by asking and answering questions
about key details in the text using correct question formation and the question words how,
what, and why.
 Students will refer to details and examples in a text when explaining what the text says
explicitly, using expressions such as This explanation shows…, explains.., According to
_____, ________’s work suggests… and In this passage, …
 Students will quote accurately from a text when drawing inferences from the text using verbs
of inference (infer, suggest, suppose, assume).
 Students will use the definitions in their textbook to define key geometrical shapes using the
relative pronoun whose (a square is a shape whose sides are equal.
 Students will read definitions of words in their textbooks and rewrite the definitions in their own
words, using complete sentences.
 Students will formulate pre-reading questions using appropriate question structure.
 Students will make predictions concerning the content of a chapter using the names of
specific features of the chapters (such as headings, captions, illustrations, and tables) and the
future tense (This chapter will cover the following important topics: ...)
 Students will articulate the main ideas and details of an explanation in their textbook, using the
following key vocabulary___, ____, and ___.
 Students will describe the key points in an explanation using the following key adjectives:
essential, important, significant.
 Students will summarize three steps in completing a math problem that a text has described in
their textbooks using the words first, second, and third.
 Students will explain a concept described in a reading passage in their textbooks using
adjectives.
 Students will read text passages containing math words aloud and will read will do so
correctly, pronouncing the words accurately.
 Students will describe their understanding of a table, using the words y- axis, x-axis, increase,
and decrease.
 Students will ask and answer why questions about the concepts presented in a text using
math words (___ and ___) presented in the text and the present tense.
• Students will identify words in word problems that help them solve them using a causative
structure like The following words (____ and ___) help me solve the problem or The words ____
and ____ help me solve the problem. Note: In the sentences above, help is considered a
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causative verb. When using causative structures, students often add an –s ending to the verb
that follows the causative verb.
Writing
 Students will write definitions of specific mathematical concepts using complete, well-formed
sentences.
 Students will record step-by-step directions for solving a problem using transition words like
“first,” “second,” “next” and “finally.”
 Students will write a list of possible solutions to word problems using could and might.
 Students will list possible reasons for their conclusions, using the verbs (like explain,
demonstrate, justify) and because.
• Students will express an opinion about a math concept using the present tense verbs:
support, claim, maintain, content, believe and complete sentences.
• Students will qualify their agreement or disagreement using the verbs agree or disagree and
the adverbs somewhat, entirely, absolutely, and completely.
• Students will write constructed responses using math words ___, ___, and ____).
• Students will replace informal words in their constructed responses with academic words.
• Students will summarize a passage in their textbooks using present tense the verbs states,
explains, and argues.
• Students will rewrite a constructed response so that it includes smooth transitions between
sentences, using transitional expressions and pronouns (e.g., it, he, and they) correctly.
• Students will edit drafts of constructed responses for appropriate verb tense, subject-verb
agreement, pronoun reference, incomplete sentences and run-on sentences.
• Students will explain how they use a specific mathematical concept in their lives, using the
following specific set of words: ____, ____, and ___.
• Students will write an opinion about a solution to a word problem, supporting their view with
evidence and information and using the expressions, The key to solving this problem is ____. I
believe this because ____.
• Students will write a paragraph about a math topic or text, creating an organizational structure
in which ideas are logically grouped to support their purpose, using transition words.
• Students will write a constructed response to a math problem, using logically ordered reasons
that are supported by facts and details and using the following math terms____, ____, and
_____.
• Students will write a few sentences describing a specific way to solve a math problem, linking
their opinion and reasons, using specific words and phrases (such as consequently and
specifically).
• Students will provide a concluding statement related to the opinion provided by classmates,
using a concluding statement (to conclude, in sum, or in a nutshell).
• Students will summarize the most important information in their notes using complete
sentences and the math terms ____ , ____, and ____.
Listening and Speaking
 Students will discuss the attributes of specific geometric figures using specific mathematical
vocabulary (___, ___, and ___ ).
 Students will explain how to solve an equation to a partner using the words “first,” “second,”
and “next.”
 Students will summarize key points made by a speaker or media source using the present
tense and words used to summarize, such as one key point is… another key point is…, yet
another key point that___ makes is ….)
Students will describe the relationship between radius, diameter, and circumference of a circle
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using the words radius, diameter and circumference.
 Students will agree or disagree with mathematical answers to specific word problems using
expressions of agreement and disagreement (I agree/disagree).
 Students will express an opinion using strong verbs: believe, contend, maintain and
expressions for expressing an opinion (It seems to me that…)
 Students will restate a partner’s response using paraphrasing expressions (so what you are
saying is…; in other words, …)
 Students will define the following words ___,___, and ___ using precise adjectives and
complete sentences.
 Students will listen for and point out similarities in their classmates’ ideas using the words
similar, identical, and alike and expressions for pointing out similarities (Their ideas were
similar/identical/alike; ___’s idea is similar to ____’s. Most of the students agreed that …)
 Students will explain the steps involved in finding an answer to a word problem using transition
words.
 Students will explain the procedures for participating in a task/solving a math problem to one
another using the word procedures.
 Students will compare two geometrical shapes (math solutions, etc.) using comparative
adjectives (e.g., bigger, better, more + adjective).
 Students will report a group consensus using past tense citation verbs (agreed, argued,
claimed, concluded, decided, determined, decided)
 Students will report a group consensus using the words decided/concluded followed by a
relative clause (decided/concluded + that + Noun + Verb).
 Students will make a prediction about a problem using predicting verbs (predict, hypothesize)
and give a reason for their prediction using the subordinate conjunction because.
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Language Expressions for Discussing Word Problems
Expressions for planning and goal setting, tapping prior knowledge, forming interpretations,
monitoring understanding, clarifying, etc.
Planning and Goal Setting
• The reason we are doing this word problem is …
• Completing this word problem will help us, because …
• We can complete our goal of solving this problem by…
Forming Interpretations
• What this means is…
• I think this means…
• The idea I am getting is…
Tapping Prior Knowledge
• I already know that…
• This reminds me of…
• The problem relates to the following concepts that I
already have studied: …
Monitoring
• I don’t understand why…
• I need to understand why…
• I know we are lost here.
• I know we are on the right track.
• We probably need to …
Asking Questions
• I wonder why…
• What if…?
• How come…?
• I still have a question about…
Analyzing the Language
• This word or phrase is key to solving the word problem
because…
• An essential part of the word problem is…, because
• We can ignore these words in the problem, because…
• We can take this long sentence apart and make two short
sentences: … and …
• This pronoun refers to the noun, …
Making Predictions
• I bet….
• I think…
• If ___, then…
• I can predict that…
• I believe that…
• What might happen if…
Visualizing
• I can picture the steps we need to take to complete the
problem.
• In my mind, I can see…
Making Connections
• This reminds me of…
• I did a problem that was something like this one when I…
• I can relate to this problem because…
Adding to Others’ Ideas
• I would add that…
• Then again, I think that…
• I want to expand upon your point that…
• A better/different solution might be…
Clarifying
• I think X means that…
• In other words, we can say that…
• To understand better, we need to know more about …
• Something that is still not clear is….
• I’m guessing that in this problem, we need to…
Explaining
• The first step is…
• Next,…
• The last part is…
• The reason we need to do X is because…
• It is important to…
• The answer is X because…
Revising Meaning
• At first I thought …, but then I decided…
• My latest thought about this is…
• I am getting a different idea about how to solve the problem,
because…
Requesting Clarification
• What do you mean by …?
• Can you tell me more about…?
• Why did you get that answer?
Summarizing
• Basically, this problem asks us to…
• In a nutshell, in order to solve the problem, all we have to do
is…
• The key to solving the problem is to…
• What I learned is…
• The main points we have been discussing are…
• To summarize the main points of this discussion, I believe we
have said…
Reflecting and Relating
• So, the most important concepts in this problem are…
• A conclusion I am drawing is…
• This problem is relevant to me because…
Evaluating
• I agree/disagree with this, because…
• I like …, I don’t like …, because…
• I recommend that…
• My opinion is …, because
• The most important thing we need to remember about
completing this type of word problem is…
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Activity: Developing Language Objectives
Using the examples below, write one content objective and one correlating language
objective.
Example
Content Objective:
Find the area and perimeter of a geometric figure composed of a combination of two or more
rectangles, triangles, and/or semicircles with just edges in common.
Language Objectives:
Use the following list of mathematical vocabulary to explain the process for finding the area
and perimeter of geometric figures. [List mathematical vocabulary here.]
Write a paragraph comparing the area and perimeter of one geometric figure to another using
comparative adjectives (like bigger than, more + adj. + er than ___).
Your Turn
One Content Objective:
One Language Objective:
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