Increasing Critical Thinking

POWER VERBSwith

Recall Level

(Knowledge/Comprehension)

identify - name

All the information I know

What the question asks

What matches

list - itemize or give in order

1. ________

2. ________

3. ________

4. ________

5. ________

define - give the meaning

word

Definition (in own words)

characteristics

examples non-examples

Frayer Model

describe - tell everything you know; give details and examples

or

looks sounds feels smells tastes

summarize - tell the main points or ideas

details andexamples

big ideas

explain - tell all about

What I think Why I think that Example

discuss - tell about in detail What I think Why I think that Example

Application Level

trace - give events or steps in order

1. ______2. ______3 ______4 ______5 ______

or

predict - forecast; tell what will come next

Evidence(details or examples)

What will come next

Why it will come next

interpret – tell about the meaning or significance

What is important

Reasons why it is important

Analysis Level

analyze -break apart

Generalization or Conclusion

Reason 1 Reason 2 Reason 3

support - give examples, details, or reasons

I. General StatementA. Example/detail/reasonB. Example/detail/reasonC. Example/detail/reason

II. General StatementA. Example/detail/reasonB. Example/detail/reason

C. Example/detail/reason

III. General StatementA. Example/detail/reasonB. Example/detail/reasonC. Example/detail/reason

or

General Statement

Example/detail/reason

Concept

Example/detail/reason

Example/detail/reason

1 2

3 4

infer – read between the lines; make an educated guess

Evidence(details or examples)

What it means

Why it means that

Synthesis Level

formulate -make up; create

All the information I know

How it could be put together in a new way

Evaluation Level

criticize - give good and bad points

Good Points Bad Points

compare -tell about similarities and differences

Venn Diagram similarities

item 2

item 2item 1

item 1 differences with regard to. . .

or

evaluate -judge; rate

Good Points Bad Points Overall Rating

justify - prove; give evidence or facts

Generalization or Conclusion

Facts

How to Use Power Verbs 

Included are charts for 18 “power verbs.” You may want to select only those that are most appropriate to your grade level and

content area. If you would like to add other verbs or edit these, contact Jeanette Hodges for the PowerPoint slides.

 Each power verb has a simple definition, a visual cue, and at least one graphic organizer that would fit. Our at-risk populations need to have simplistic language that they can understand; otherwise, they may know the content but not understand what the question

is asking.

•Recent brain research tells us that we learn by visual cues. As you introduce the power verb charts to the class, you may want to discuss the visual cue and how it relates to the verb. 

•All of our students --- gifted as well as special needs --- need to be explicitly taught how to organize their thinking. They also need to understand that there is no “magic” way to organize their thinking for all types of questions. For instance, the popular three or four-column method works for some questions and for some students. Each power verb chart includes at least one graphic organizer, but students need to understand that there are others. The best district-wide method is ROAR. (Read the entire question. Organize your thinking. Answer the question. Review your answer.)

•You may want to introduce the power verbs just a few at a time or perhaps even one a week. Larry Bell says that some schools have had great success by having a “power verb of the week.” The verb is mentioned in the morning announcements, teachers use the verb in class, and students may even be stopped in the hall or the cafeteria to define and give an example of the word of the week. 

•Teachers and students need to be aware of the level of cognition (i.e., Bloom’s Taxonomy). The power verbs in this packet are listed in order, according to level. However, these levels are fluid rather than rigid. In other words, the same verb may be used on more than one level of thinking (e.g., compare, explain, infer). It just depends on the way the verb is used. 

•As you post the verbs in your classroom, you may want to cluster the verbs around the most common level of thinking for that verb. (The levels and the verbs are presented in order in the packet.) If so, you may want to color-code the poster for each level to fit a traffic light. Recall would be on red paper; application would be on yellow paper; analysis would be on green paper; synthesis and evaluation would be on blue paper to indicate that “the sky is the limit!” Color-coding is just one other visual cue that may help some students, especially our at-risk populations.