Improving children’s vocabulary with academic command words helps them understand what people are asking them to do. A child may know all the facts about a plant but struggle with “Compare two leaves” because they only describe one. Another may answer “Explain why” by listing names without a reason. Words such as describe, compare, justify, infer and evaluate are instructions that change the kind of answer needed.
Parents looking for command words for students, academic vocabulary for children, exam question keywords or how to understand school questions can use this guide to learn forty common verbs and phrases. They are useful beyond school: we compare products, justify choices, explain rules and evaluate claims throughout life.
This is not a reproduction of an official MOE, SEAB, Cambridge or other syllabus. Different subjects, assessment bodies and question contexts can define command words somewhat differently. The definitions below are clear general-English starting points; when a child is preparing for a particular examination, use that syllabus’s official command-word requirements.
- Identify the command: What action is the question requesting?
- Explain the action in ordinary language: Compare means discuss relevant similarities or differences.
- Show a correct and incorrect model: Two descriptions without a comparison may miss the requested relationship.
- Practise in a real situation: Compare two routes, plants or objects.
- Change the subject: Use the same verb in science, reading, history or shopping.
- Check the official context: Specific assessment definitions and marking rules take priority.
Why command words matter for vocabulary
Academic command words are different from topic labels. Photosynthesis names a process; explain tells a learner what to do with information about that process. Recognising the difference reduces the risk of answering the wrong question despite having useful knowledge.
The Cambridge International guide to command words explains how terms such as analyse, compare, contrast, describe, evaluate, explain, identify and justify signal different expected responses. Its own note about context supports careful reading rather than assuming a single definition works identically everywhere.
A practical home activity can remove the pressure of an exam. Ask “Describe this umbrella,” “Compare two umbrellas,” and “Explain why one might be more suitable in heavy rain.” The same objects produce three distinct thinking tasks. Each requires language, knowledge and evidence.
Forty useful academic action words and phrases
Words 1–10: find, name and define
| Command | What it generally asks | Plain example |
|---|---|---|
| identify | recognise or select something | Identify the object used to measure time. |
| name | supply the appropriate label | Name one fruit in the basket. |
| state | give a clear fact or point | State the temperature shown. |
| list | provide a series of items | List three materials used. |
| label | add a name to a part of a picture or diagram | Label the stem and leaf. |
| define | give a precise meaning | Define the word habitat. |
| select | choose from options | Select the diagram that fits the description. |
| locate | find a position in a text, map or figure | Locate the river on the map. |
| quote | repeat exact source wording where requested and permitted | Quote the short phrase that shows surprise. |
| recall | bring learned information to mind | Recall one example from the passage. |
An answer that identifies a feature may need only a short label. A definition asks for meaning, not merely a sentence in which the word appears. A quotation requires accurate source wording and should never be fabricated when the source is missing.
Words 11–20: describe and organise
| Command | What it generally asks | Plain example |
|---|---|---|
| describe | say what something is like or what happened | Describe the appearance of the leaf. |
| outline | give main points without unnecessary detail | Outline the steps of the activity. |
| summarise | present the essential ideas concisely | Summarise the story in three sentences. |
| sequence | put events or steps in order | Sequence seed, shoot and seedling. |
| classify | sort into categories using a rule | Classify the objects by material. |
| categorise | group items by relevant features | Categorise these animals by broad type. |
| organise | arrange ideas systematically | Organise the steps under headings. |
| illustrate | make an idea clear using a suitable example or drawing | Illustrate how the pulley works. |
| sketch | make a simple drawing showing key features | Sketch the object’s outline. |
| annotate | add explanatory notes or labels | Annotate the diagram with short comments. |
Describe does not necessarily ask for a reason. “The leaf has a jagged edge” is a description. “The edge is jagged because of…” attempts a cause, which should be included when the question asks for explanation and evidence exists.
Words 21–30: relationships and reasoning
| Command | What it generally asks | Plain example |
|---|---|---|
| compare | examine relevant similarities and/or differences | Compare two maps. |
| contrast | focus on differences | Contrast the two solutions. |
| distinguish | make a difference clear | Distinguish mass from weight. |
| explain | make the why or how understandable | Explain why the path was closed. |
| analyse | examine parts and their relationships | Analyse the sequence of events. |
| infer | reach a supported conclusion beyond the directly stated information | Infer how the character may be feeling from context. |
| deduce | work toward a conclusion through reasoning from evidence or premises | Deduce which door might lead outside. |
| predict | suggest what may happen | Predict what the seed may do next. |
| interpret | explain the meaning of information or a representation | Interpret the trend in a graph. |
| relate | show a connection | Relate weather conditions to the travel plan. |
These are general descriptions. Compare may emphasise both similarities and differences, depending on the subject’s specific rubric; contrast focuses on differences. Infer is not the same as guess without evidence. Encourage the child to support any inference with an appropriate clue.
Words 31–40: judgement and action
| Command | What it generally asks | Plain example |
|---|---|---|
| justify | support an answer or decision with reasons or evidence | Justify choosing a safer route. |
| evaluate | judge using criteria, evidence, strengths and limitations | Evaluate the usefulness of the design. |
| assess | make an informed judgement | Assess whether the information is reliable. |
| discuss | examine an issue in a reasoned, structured way | Discuss two possible solutions. |
| suggest | propose a possible answer or action | Suggest a way to reduce waste. |
| recommend | propose a suitable choice with reasons | Recommend a book for this reader. |
| calculate | work out a numerical result from information | Calculate the total cost. |
| estimate | produce a reasoned approximate value | Estimate the journey time. |
| verify | check whether something is correct or supported | Verify a claim using the source. |
| reflect | think carefully about experience or a decision | Reflect on what changed after feedback. |
A recommendation is not automatically the same as an evaluation. You may evaluate several routes according to travel time and accessibility, then recommend one route. A well-supported recommendation states its criteria, not merely personal preference.
The five command words children confuse most
Describe versus explain
Question: “Describe the sky.” An answer might be, “The sky is overcast with dark clouds.” Question: “Explain why rain may form.” The second asks for a process or reason and requires additional knowledge. A child should learn that an accurate description alone may not answer why something happens.
Compare versus list
“List three vehicles” asks for three names. “Compare a bus and a bicycle” asks for relationships between them. Writing “Bus: many passengers. Bicycle: one rider” begins to provide information, but a stronger comparison states directly how their typical passenger capacity or method of propulsion differs.
Infer versus identify
“Identify the object in the picture” asks what is visibly there. “Infer what happened before the picture was taken” asks for a conclusion based on clues, with uncertainty where appropriate. A guess without evidence should not be presented as a proven inference.
Justify versus state an opinion
“I prefer this choice” states a preference. “I chose it because it is more accessible and matches the budget” begins a justification. The quality depends on whether the reasons and facts are sound, not the length of the answer.
Evaluate versus praise
Evaluating an idea means examining its usefulness or quality against criteria, including limitations. “This is amazing” is praise, not a reasoned evaluation. For example, “The design is light and inexpensive, but it may not resist heavy rain” names relevant strengths and limitations.
Worked example: one plant, six different questions
Start with a familiar seedling pictured with two green leaves and a short stem. Identify: “Which part is the stem?” The answer locates the structure. Describe: “What does the plant look like?” The child gives visible features. Compare: “How does it differ from the older plant beside it?” The child relates two examples.
Predict: “What might happen over the next week under suitable conditions?” The child proposes a possible change without certainty. Explain: “Why are roots important to many plants?” The child discusses functions such as anchoring and water uptake. Evaluate: “Which display gives the clearest information about the growing stages?” The child needs criteria such as clarity, accuracy and completeness.
The child now understands that one picture can generate different kinds of thinking, and each command word changes the expected response. This can be practised outside classrooms using a bus map, photograph, recipe or sports diagram.
Worked example: comparing two routes
Two routes reach a library. Route A is shorter but includes several steps; Route B is slightly longer and step-free. Describe each route, then compare distance and accessibility. Next, assess whether each suits a traveller with particular needs, and justify a recommendation using the circumstances.
A child who simply says “Route A is best” has not established the decision criteria. A clearer response is “For someone who cannot use stairs, Route B is more suitable because it is step-free, although longer.” The reasoning matters as much as the choice.
When the information is incomplete—for instance, if neither route’s current accessibility is confirmed—teach the child to say what still needs checking before recommending. Vocabulary should support sound decisions, not invented certainty.
Twenty short home questions, paired with the action
- 1. Identify the animal in the picture.
- 2. Define fragile in ordinary language.
- 3. List three tools used for measuring.
- 4. Label the parts of an umbrella.
- 5. Summarise a short story in two sentences.
- 6. Outline the steps for a safe household task.
- 7. Describe what changed after rain.
- 8. Annotate a simple diagram with relevant labels.
- 9. Classify three objects according to material.
- 10. Compare two household containers by capacity.
- 11. Contrast walking and cycling as transport modes.
- 12. Distinguish a prediction from an observation.
- 13. Explain why someone needed a different route.
- 14. Infer a character’s likely motive and name the clue.
- 15. Predict a plausible next event in the story.
- 16. Interpret what a labelled graph displays.
- 17. Justify choosing one safe solution.
- 18. Evaluate two designs using two clear criteria.
- 19. Suggest an alternative to a cancelled outing.
- 20. Reflect on how an earlier explanation was improved.
Do not attempt all twenty in one sitting. Choose two or three commands relevant to a child’s current book, project or ordinary experience. The goal is a meaningful response, not an extensive worksheet.
A simple four-column command-word notebook
Create four columns: command, what it asks, example question, and what a useful answer contains. For justify, the final column might read “decision + relevant reason + evidence.” For describe, it might read “observable features and details.”
A child can test the notebook with a new picture or text instead of copying definitions repeatedly. Older readers can compare the general meanings here with the precise wording provided by their school’s assessment scheme or official syllabus.
Adjusting the learning for different ages
Preschool: Begin with show, name, point, find, choose and describe, using pictures and actions. The child need not use labels such as analyse or evaluate.
Early primary: Add compare, explain, predict, order, classify and give a reason. Use short observable examples; support answers with pictures, gestures or spoken language.
Older primary and early secondary: Add infer, justify, interpret, evaluate, assess and discuss, with subject-specific examples. Teach why evidence and criteria matter and why an exam’s own instruction may be narrower than a general dictionary definition.
Multilingual families: Explain the underlying thinking action in a comfortable language, then connect the English command to it. A child can understand a comparison even if the English command word is initially unfamiliar.
Frequent mistakes and useful corrections
- Memorising command words without looking at a real question.
- Assuming longer answers are always better, even when only identification is requested.
- Presenting unsupported guesses as inferences.
- Giving two separate descriptions without explaining a requested comparison.
- Confusing a general English meaning with the exact requirement of a particular syllabus.
- Treating every word as equally demanding for every age.
- Marking an answer wrong before checking whether the command itself was understood.
A seven-day learning routine
- Monday: teach identify, describe and explain with one object.
- Tuesday: contrast compare and contrast using two objects.
- Wednesday: practise predict and infer with a picture.
- Thursday: ask the child to justify a simple safe choice.
- Friday: try evaluate using two criteria for a design.
- Saturday: locate command words in a trustworthy book or appropriate task.
- Sunday: ask the child to explain the difference between any two commands without seeing the original example.
This plan is illustrative rather than a research-tested timetable. Repeat meanings that are unclear and choose concepts according to the learner’s readiness.
Frequently asked questions
What are academic command words for kids?
They are words in tasks or questions that tell someone what to do with information, such as identify, compare, explain, justify and evaluate.
What is the difference between describe and explain?
Describe typically states what something is like or what happened. Explain gives reasons, processes or relationships that clarify how or why something happens.
Are command words the same in every examination?
No. Different boards and subjects can attach specific requirements. Use official syllabus guidance for an examination, and treat this article as a general-language learning guide.
Can a young child learn evaluate or justify?
A young child can begin with simple reasons and choices without mastering the formal terms. The technical labels become more useful as the child gains experience discussing evidence and criteria.
How can parents teach these words at home?
Ask two different kinds of questions about one familiar object, explain what each command asks, and invite a short answer that matches the requested action.
Further eduKate vocabulary reading
This guide focuses on instruction verbs across subjects. For Why, How and What-If Questions, visit the child-led inquiry guide; for Nonfiction Words, see real-world subject examples; for Connecting Words, practise reasons and contrasts. The Vocabulary Learning Hub and Master Vocabulary connect the wider series.
Sources and editorial note
Primary reference: Cambridge International: Understanding Command Words. Note that other examination systems may have different specific definitions and marking instructions. The forty-word table, family activities and explanations here are original general-language examples rather than an official examination rubric.