Given the task "Matching the Pictures with its Sight Words," a Learning Objective Generator would produce learning objectives targeting various cognitive levels, encompassing knowledge, comprehension, and application. Here are several examples, categorized by Bloom's Taxonomy levels:

Knowledge:

• Students will be able to correctly identify and name at least 20 sight words from a provided list.
• Students will be able to define the term "sight word" and provide examples.
• Students will be able to correctly match 80% of the presented sight words to their corresponding picture representations.

Comprehension:

• Students will be able to explain the relationship between a sight word and its corresponding picture.
• Students will be able to differentiate between sight words and words that require phonetic decoding.
• Given a set of pictures and a list of sight words, students will be able to explain why specific matches are correct or incorrect.

Application:

• Students will be able to independently match a set of 25 sight words to their corresponding pictures with 90% accuracy.
• Students will be able to create their own picture cards and corresponding sight word labels for a given set of words.
• Students will be able to use sight word recognition skills to read simple sentences containing those words.

Analysis (More advanced, potentially suitable for older students):

• Students will be able to analyze a set of incorrectly matched sight words and pictures, identifying the source of the errors.
• Students will be able to compare and contrast different strategies for learning and memorizing sight words.

Synthesis (More advanced, potentially suitable for older students):

• Students will be able to create a short story using a given set of sight words and accompanying pictures.
• Students will be able to design a game or activity to help other students learn sight words through picture association.

Evaluation (More advanced, potentially suitable for older students):

• Students will be able to evaluate the effectiveness of different methods for teaching sight words through picture association.
• Students will be able to assess their own progress in matching sight words to pictures and identify areas for improvement.

These objectives are detailed and cover a range of cognitive skills. The specific objectives chosen would depend on the age and prior knowledge of the students. For younger learners, focusing on Knowledge and Comprehension would be appropriate, while older students could be challenged with objectives at the Application, Analysis, Synthesis, and Evaluation levels. The percentage accuracy targets are also adjustable based on the difficulty of the task and the students' abilities.