Learners read comfortably when they know about 95-98% of the words and sentences stay within their processing
range. scripts/text_level.py measures both and shows exactly what to adapt for a target level;
scripts/question_mix.py checks that the comprehension questions are staged and varied.
Trigger Conditions
Activate this skill when the user:
- Has a text that is too hard (or too easy) for a class and wants it adapted
- Needs graded versions of one text for a mixed-level class
- Wants comprehension questions, T/F items or a reading lesson for a text
- Asks what CEFR level a text is
Real-world texts with minimal change: authentic-material-lesson-adapter. Mixed classes: language-lesson-differentiation-planner.
Workflow
1. MEASURE -> python scripts/text_level.py original.txt --target B1
2. KEEP -> main ideas, order, text type, target language, facts the tasks need
3. ADAPT -> split long sentences, replace/gloss rare words, cut side points (references/adaptation-techniques.md)
4. RE-CHECK -> run text_level.py again until "OK" and few long sentences remain; read aloud for naturalness
5. TASKS -> prediction, gist, detail, inference, vocabulary, response (references/reading-task-design.md)
6. CHECK -> python scripts/question_mix.py questions.txt --level B1 --key T F T NG
7. KEY -> answers with paragraph/line evidence; credit "Adapted from ..."The level estimate is an approximation from two measures; say so, and use teacher judgement for topic familiarity, cultural load and text organisation, which the script cannot see.
Review Codes (question_mix.py)
| Code | Severity | Problem |
|---|---|---|
| RQ001 | high | No gist task |
| RQ002 | medium | Gist task not first |
| RQ003 | medium | No inference or evaluation at B1+ |
| RQ004 | medium | True/false key all one answer |
| RQ005 | low | No personal response question |
| RQ006 | low | Yes/no question answerable without the text |
Output Format
Deliver: the adapted text (with glosses marked), a before/after measure from text_level.py, a list of what was
changed and why, then the task sheet (pre-reading, gist, detail, inference, vocabulary, response) and the answer
key with evidence. For graded versions, give each version with its measure.
Scripts
python scripts/text_level.py text.txt [--target A2] [--top 15] [--wordlist file.txt]Exit codes: 0 at or below target (or no target), 1 above target, 2 read error or empty text.
python scripts/question_mix.py questions.txt [--level B1] [--key T F NG]One question per line; tags like [inference] override detection. Exit codes: 0 no high findings, 1 high
findings, 2 read error or no questions.
Additional Resources
| File | Content |
|---|---|
| adaptation-techniques.md | Text features by level, simplification vs elaboration, techniques with examples, process, graded versions |
| reading-task-design.md | Lesson sequence, question taxonomy, writing questions and T/F items, number of questions, answer keys |
| high-frequency-words.txt | About 1,000 high-frequency English base forms used by text_level.py |
academic-english-eap-course-planner
Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.
actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
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.