SEND Learning Strategy

LS016: Command words and task decoding

Make task language predictable so students start the right work, first time.

Teach a small set of command-word meanings explicitly, rehearse the decoding routine, and use it across subjects so the habit becomes automatic.

Implementation steps

Identify the 10-15 most common command words used in your subject (for example, state, describe, explain, compare, justify).
Write a one-page command word map: word -> what to do -> what good looks like (one short example each).
Teach a 60-90 second decode routine and practise it on low-stakes questions.
Model decoding aloud before independent work: 'The command word is..., so my output needs to...'.
Build weekly retrieval (quick quiz or starter) so command words are remembered, not re-taught each time.
Teach command decoding using literal language and avoid introducing extra idiom-heavy phrasing in the decode routine.
Build a short processing pause before students respond to command-word checks in whole-class questioning.

Before first task: underline the command word, circle key information, and box the required output (number, diagram, sentence, or paragraph).
Use the same decoding stem every time: 'It says ___, so I must ___.'
Display the command word map (or a smaller top-6 list) during independent work.
When a student is stuck, prompt decoding rather than re-explaining the whole question.
After completion, quick self-check: 'Did I actually do what the command word asked?'
Use the same repetitive decode phrase each lesson so task language becomes predictable.
Provide a visible command-word prompt card during independent work for students with language-processing barriers.

Reduce the live list to 6-8 high-frequency command words for slow processing or working-memory barriers.
Use icons (for example, compare = two columns; justify = because chain) for receptive language barriers.
Pre-teach command words to a small group before an assessed task, then revisit in class for everyone.
Provide worked examples that explicitly highlight the command word and show the matching response structure.
Keep challenge high: adjust language route, not the intellectual demand.
Reduce live questioning pace and increase take-up time when command-word decoding is accurate but responses are delayed.
Pair command words with simple visual cues and worked outputs for receptive language barriers.

Giving a long glossary with no rehearsal or retrieval.
Teaching definitions without concrete examples of outputs.
Letting each teacher use different terms for the same command word.
Correcting answers without correcting the underlying task misread.
Checking command-word definitions without checking whether students can apply them to the actual question format.
Switching decode stems between adults so the routine loses predictability.

Fewer incorrect starts (the wrong-task problem).
Improved accuracy on extended responses and exam-style questions.
Reduction in 'I don't get it' when the real barrier is task language.
More consistent response quality across classes and subjects.
Track whether students can identify the command word before planning an answer under timed conditions.

Persistent misinterpretation of task demands despite explicit teaching and rehearsal.
Marked gap between verbal understanding and written response format.
Language barriers significantly limiting curriculum access across subjects.

Key sources that inform this SEND learning strategy. These links are for implementation context and professional review.