Writing ELA Objectives

 

This page will teach you all about writing ELA objectives.

See content and language objectives at the bottom of the page.

ASK YOURSELF:  What do you want your students to learn as a result of the lesson?

Writing ELA Objectives in 3 easy steps:  create a stem, add a verb, and determine the outcome.

Step 1:  CREATE A STEM

  • After completing the lesson, the students (we) will be able to. . .
  • After this unit, the students (we) will. . .
  • By completing the activities, the students (we) will. . .
  • During this lesson, the students (we) will. . .

Make the stems kid-friendly!  🙂

Step 2:  ADD A VERB

  • After completing the lesson, the students (we) will be able to predict. . .
  • After this unit, the students (we) will distinguish. . .
  • By completing the activities, the students (we) will construct. . .
  • During this lesson, the students (we) will defend. . .

Step 3:  DETERMINE ACTUAL PRODUCT, PROCESS, OUTCOME

OBJECTIVE SAMPLES  ~ notice how the objectives become more challenging as we move through Bloom’s Taxonomy. Try to teach towards the upper end of Bloom’s Taxonomy. 

The student will. . .

KNOWLEDGE: 

  • Draw scenes from chapter_______. Under each scene, describe what is happening. 
  • Use a story map to show the events in chapter ________.
  • Draw a cartoon strip of the chapter’s beginning, middle, and end.
  • List the story’s main events.
  • Make a timeline of events.
  • Make a facts chart.
  • List the pieces of information you remember.
  • Make an acrostic.
  • Recite a poem.
  • Make a chart showing. . . 

COMPREHENSION: 

  • Draw a picture that summarizes the chapter. Then, write a sentence that tells about the picture. 
  • Summarize the chapter in your own words in one paragraph.
  • Summarize the chapter in your own words in two paragraphs.
  • Cut out or draw pictures to show an event in the story.
  • Illustrate the main idea.
  • Make a cartoon strip showing the sequence of events.
  • Write and perform a play based on the story.
  • Make a coloring book based on the story.
  • Retell the story.
  • Paint a picture of your favorite part. 
  • Prepare a flow chart of the sequence of events.
  • Write a summary.

APPLICATION: 

  • Be a new character to the story. Tell the story’s ending would change.
  • With a partner, change the ending of the story. One person will be a new character, and the other be a character from the book.
  • In a group, act out the ending of the story.
  • Construct a model to demonstrate how something works.
  • Make a diorama to illustrate an important event.
  • Compose a book about. . . 
  • Make a scrapbook about. . . 
  • Make a paper-mache map showing information about. . . 
  • Make a puzzle game using ideas from the book.
  • Make a clay model of. . . 
  • Paint a mural of . . . 
  • Design a market strategy for a product.
  • Design an ethnic costume.

ANALYSIS: 

  • Take an event in the text. Make a text-to-world connection.
  • Take an event from the story and make a text-to-text connection.
  • Take an event from the story and make a text-to-self connection.
  • Design a questionnaire to gather information.
  • Make a flow chart to show critical stages.
  • Write a commercial for the book.
  • Review the illustrations in terms of form, color, and texture.
  • Construct a graph to illustrate selected information.
  • Construct a jigsaw puzzle.
  • Analyze a family tree showing relationships.
  • Write a biography about a person being studied.

SYNTHESIS: 

  • Design a list of 10 solutions to help a character solve a problem.
  • Write a dialogue between you and one of the characters in the book. Then, help the character solve a problem.
  • Meet with a partner and role-play how to solve one of the character’s problems.
  • Invent a machine to do specific tasks from the text.
  • Design a building.
  • Create a new product, name it, and plan a marketing campaign.
  • Write about your feelings concerning. . . 
  • Write a tv show, a puppet show, pantomime, or sing about. . . 
  • Design a book or magazine cover about. . . 
  • Devise a way to. . . 
  • Create a language code. . . 
  • Compose a rhythm or put new words in a melody.

EVALUATE: 

  • Choose a character and fill out a T chart. Then, express your opinion of the character using 3 pieces of evidence from the book. 
  • Choose a character and fill out a T chart to express your opinion of the character. Then, come up with one good detail and discuss it with a partner. 
  • Choose a character from the book. Express your opinion of this character using 5 pieces of evidence from the book in T chart form. Use the T chart, and then write a paragraph. 
  • Prepare a list of criteria to judge the book. Indicate priority and ratings.
  • Conduct a debate about an area of special interest.
  • Make a booklet about 5 qualities a character in the book possesses.
  • Form a panel to discuss a topic. Discuss criteria.
  • Write a letter to_____ advising changes needed.
  • Prepare arguments to present your view about. . . 

MORE OBJECTIVE SAMPLES…

Language Arts Objective Examples

 

After completing the lesson, the students (we) will be able to:

 

  • record understanding/knowledge by creating pictures . . .
  • use the vocabulary of _____ (shapes, colors, etc.) to describe _____ (flowers, etc.).
  • explain the meaning of the word(s): _____.
  • generate ideas and plans for writing using _____ (brainstorming, clustering, etc.).
  • develop a draft . . .
  • edit a draft for a specific purpose such as _____ (word choice, etc.).
  • discuss the differences and similarities between the two main characters from _____ and _____.
  • identify the definition of _____ (fables, fairy tales, etc.).
  • understand and identify the traditional elements in _____ (fables, fairy tales, etc.).
  • define the literary term _____.
  • retell in their own words _____.
  • summarize the plot of _____.
  • make inferences from the text . . .
  • demonstrate understanding by writing three facts about . . .
  • listen critically to interpret and evaluate . . .
  • represent textual information by _____ (drawing, painting, etc.)
  • recognize and list the literary devices found in _____.
  • state an opinion about _____, using examples from the text to support the opinion.
  • compare and contrast the experience of _____ (a character in a text) to their own life using a Venn diagram.
  • list the primary plot details in _____ (a text, short story, novel, or drama).
  • compare and contrast three different versions of _____ (Cinderella, The Three Little Pigs, etc.) using a Venn diagram.
  • write a narrative version of _____ with appropriate plot characteristics of the genre.
  • compare excerpts of _____ (a novel) to first-hand accounts of _____ (the Civil War, WWI, etc.).
  • describe _____ (Victorian, Elizabethan, etc.) attitudes toward _____ (a social concern, a vice, a virtue, an event, etc.).
  • analyze _____ (a character’s) desire to _____.
  • list elements of _____ (a writer’s) style in _____ (a text).
  • identify and trace the development of _____ literature from _____ to _____.
  • define basic literary terms and apply them to _____ (a specific text or work).
  • produce an effective essay that details _____.
  • produce an effective persuasive essay that takes a stand for/against _____.
  • use the work of _____ as inspiration for a representative piece about _____.
  • draw parallels between _____(a text) and _____ (a text).
  • explore the nature and implications of _____ (a vice, a virtue, a societal concern, a characteristic, etc.).
  • recite a poem (or excerpt of text) with fluency.
  • use specific examples in _____ (a text) to illustrate an aspect of human behavior.
  • compose a _____ (haiku, verse, rhyme, poem, etc.).
  • describe the traditional rules and conventions of _____ (haiku, the personal essay, etc.).
  • demonstrate mastery in the study of _____ through cooperative learning and research . . .

 

MORE OBJECTIVES…

Reading Comprehension

  • The student will use prereading strategies to predict what the story is about on a post-it note. The student will explain whether their prediction was confirmed at the end of class, with supporting details from the text.
  • During the lesson, the student will generate a list of questions about the story as they read.
  • After completing the lesson, the student will be able to make generalizations and draw conclusions about the events in the story by citing three examples.
  • After reading the text, the student will be able to answer questions about the story’s meaning.
  • At the end of the lesson, the student will be able to summarize the passages.
  • By completing the activities, the student will be able to discuss interpretations of the story.
  • After reading the text, the student will cite passages to support questions and ideas.
  • The student will use context to figure out word meanings and write these meanings on the post-it notes.
  • During this lesson, the student will read with a purpose and take notes to monitor comprehension.
  • During this lesson, the student will practice various reading strategies and explain how two strategies were used.
  • By the end of this unit, the students will apply critical reading strategies to identify main ideas in short passages with 70% mastery.

Critical Thinking

  • During this lesson, the student will generate ideas with a clear focus in response to questions.
  • By the end of this lesson, the student will support ideas with relevant evidence.
  • The students will respond to other students’ ideas, questions, and arguments.
  • During this lesson, the students will question other students’ perspectives in a debate.
  • By the end of this lesson, the students will present ideas logically and persuasively in writing.

Listening and Speaking

  • During this lesson, the student will demonstrate comprehension of stories as they are read aloud by participating in every pupil response activity.
  • By the end of this lesson, the students will listen actively and carefully to others and retell others’ opinions and ideas.
  • During this lesson, the students will respond to other students’ questions while actively participating in a group discussion.

 

Writing Content and Language Objectives

A Great Resource!

*** PDF of Content and Language Objective Verbs ***

Great examples and step-by-step directions!

Writing Content and Language Objectives

 

 

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Copyright 09/12/2012

Edited on 03/07/2024

Adapted from Education Oasis Curriculum Resources.

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writing objectives

 

 

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