Differentiating well means choosing one or two stages where the class gap matters most and varying the task,
outcome, support, grouping, time or role there. scripts/group_learners.py builds mixed-level or same-level
groups from a class list and flags learners who need support or extension.
Trigger Conditions
Activate this skill when the user:
- Has a mixed-level or mixed-ability language class
- Needs a tiered version of a worksheet, reading task or writing task
- Wants to group learners (by level, mixing L1s, for peer teaching)
- Has fast finishers who get bored or learners who cannot finish
Full plan: language-lesson-plan-builder. Graded versions of a text: reading-comprehension-text-adapter.
Workflow
1. PROFILE -> levels per skill, L1s, needs (SpLD, literacy, anxiety), class list as CSV
2. GAP -> which stages of this lesson does the gap affect most?
3. LEVER -> task, outcome, support, grouping, time or role (references/differentiation-strategies.md)
4. GROUP -> python scripts/group_learners.py class.csv --size 4 --mode mixed (or --mode same)
5. MATERIALS -> tiered task versions, scaffolds, extension, minimum task
6. CHECK -> how every learner shows they reached the main aimOutput
| Part | Content |
|---|---|
| Class gaps | Where the levels differ, by skill |
| Differentiated stages | Stage, lever, what each tier does |
| Materials | Tier 1/2/3 tasks or must/should/could, scaffolds (sentence starters, word bank, model) |
| Grouping | Groups per stage from group_learners.py, with roles |
| Fast finishers / minimum | Extension task; minimum expected outcome |
| Specific needs | Adjustments for named needs |
Keep tiers anonymous (colours, not "weak group") and change groupings across the week.
Scripts
python scripts/group_learners.py class.csv --size 4 --mode mixed|sameColumns: name, level (A1-C2 with optional +, or a 0-100 score), l1 (optional). Mixed mode snake-drafts by level so each group spans the class and spreads same-L1 learners; same mode groups similar levels. Exit codes: 0 groups printed, 2 read error or bad CSV.
Additional Resources
| File | Content |
|---|---|
| differentiation-strategies.md | Six levers, tiered task patterns, scaffolds, grouping by stage, questioning, specific needs, plan checklist |
academic-english-eap-course-planner
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actfl-proficiency-curriculum-mapper
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adult-literacy-esl-lesson-builder
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authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.