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The titles here may refer to the below combinations

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Blooms Taxonomy  with Proficiency levels

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Blooms Taxonomy  with Proficiency levels

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From this list you can find appropriate Language Functions or objectives to use according to the English Proficiency levels of your students

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We are learning about forces and motion so that I can write about it in my own words. I will know I understand when I can write
Feedback:
~more specific content objective
~change write to talk about(summarizing?) what key content words would you use? Is this discourse level, sentence level, word/phrase level?
~Word/phrase level is generally covered in classrooms; focus on expanding to sentence level and discourse level
~Identify key use: summarizing? recount?, etc
~teaching language structures that apply to many areas of content
~productive language what they can do in speaking applies to writing

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We are learning to talk about what the word cultures represents so that I can identify and describe different cultures.  I know I'm understanding when I use the book to identify and talk about what is the same and what is different at least two times.

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We are learning to discuss different types of weather so that I can identify the difference between rainy and foggy.  I know I'm understanding when I describe a picture of both in a sentence that uses the words "but or however".

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We are learning to...how...about????
This can be flexible depending on the work you are doing.

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We are learning to become authors so that I can write facts about the  season and draw (illustrate) my facts. I know I'm understanding when I share my book with my team and they count 4 facts and enjoy my   matching illustrations.

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I can understand and make sentences about producers and consumers so that I know and understand the characteristics  of these organisms.  I know I have learned it when I can tell my partner if their sentence is correct or incorrect.

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I can identify different elements of a story. I know I have learned this when I can retell a story using all the parts.  ������֧��

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I can retell a story so that I understand what I read. I know I have learned it when I can put a story in order. ���������

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I can talk about what I read so that I can build understanding. I know I have learned it when I can share ideas from a book. ������������

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I can develop defensible ideas about characters and their objects. I know I have learned this when I can discuss characters, their feelings and actions. ���������

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We can draw a picture about our writing sample so that I illustrate the main idea of the story. I know I have learned how to do that  when I can explain how the picture represents my thinking.

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We learning to listen attentively to stories so that I can understand the setting, characters and the main idea. I know I have learned to listened well when I can ask my partner questions about the story.

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We can listen to our partners explanation, so that I can understand how he solved the problem. I know I have learned it when I can use my own words to restate the strategy that my partner used.

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“I am listening (language objective) so that I can understand the topic. I know I have learned it when I can talk about the topic using academic language with my partner.(success criteria)”

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“I can _______ (language objective) so that ______. I know I have learned it when ____ (success criteria)”

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1) It articulates the steps and processes required to achieve the learning objective.
2) It articulates the characteristics of quality and effective work rather than simply focusing on the task completion

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We show evidence of learning by (success criteria)

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I know I understand when (the success criteria)

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Students will be able to (language objective) so that I can (purpose).

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We are learning to (language objective)so that I can (purpose)