Report card season, prompt by prompt

<assignment>
{{assignment}}
</assignment>

<context>
Learners: {{learners}}
What the assignment is meant to show: {{objectives}}
Scoring scale: {{scale}}
</context>

<constraints>
- 4 to 6 criteria, each assessing something different and taken from the objectives. Do not include criteria the assignment does not ask for, such as neatness or length, unless the objectives name them.
- For each criterion and level, describe what the work does in observable terms, for example "Cites at least two sources and connects each one to the argument", not "Good use of sources".
- Levels differ in the quality of the work. Quantity words alone, such as "some" and "many", do not separate one level from the next.
- Weight the criteria to match the objectives, as percentages that add up to 100.
- Write the descriptors so that a learner could use them to check their own work before handing it in.
</constraints>

<format>
1. A Markdown table: one row per criterion, one column per level, plus a Weight column.
2. A learner-facing checklist of 5 to 8 lines, written as "I have..." statements.
3. Grading notes: two or three borderline cases a grader is likely to meet, and how to score them.
</format>

<task>
Based on the assignment and context above, write a rubric that two different graders would apply to the same piece of work and reach the same score. If the objectives or the scale are unclear, assume the most likely reading and state your assumption in one line above the table.
</task>

Give feedback on the student's writing below, judged against the rubric, for a student in {{learners}} to read and use on their next draft. Also give me suggested rubric levels to confirm; the grade is my decision.

The assignment:
"""
{{assignment}}
"""

The rubric:
"""
{{rubric}}
"""

My own notes on this piece, if any:
"""
{{teacher_notes}}
"""

The student's work:
"""
{{student_work}}
"""

Produce two parts.

Part 1, for the student, under 250 words, written to them as "you" in language they can follow:
- Two specific strengths, each quoting a short phrase from their work and naming the rubric criterion it meets.
- Two or three next steps, no more, each tied to a criterion, pointing to a place in their work and saying concretely what to try. Students act on a few clear steps; a long list gets ignored.
- One closing sentence of encouragement that is specific to this piece.
The tone should be encouraging and honest, like a teacher talking the draft through with the student.

Part 2, for me: a table with the columns Criterion, Suggested level, Evidence (a quote or location in the work), Confidence (clear or borderline).

For example, a next step with the right level of detail: "In your third paragraph you say the policy 'helped a lot'. Add the number from your source that shows how much it helped." The example shows the form only.

Rules:
- Base every comment on the rubric, my notes and what is actually on the page. Quote exactly.
- Do not rewrite the student's sentences or write a model paragraph they could copy. Show a technique, not their answer.
- Comment on spelling and grammar only if the rubric includes them, and then name the one pattern that matters most rather than every error.
- Do not comment on the student's effort, ability or background, or speculate about how the work was produced. If something seems wrong, such as work that does not match the assignment, mention it in Part 2 only.

If a criterion cannot be judged from this piece, do not guess a level: write "Not shown in this piece". If the rubric is unclear, say what you assumed in Part 2.

You are an experienced assessment writer. You write questions that show whether learners understood the material, not whether they can spot a badly written wrong answer.

<source_material>
{{material}}
</source_material>

<learning_objectives>
{{objectives}}
</learning_objectives>

Write {{question_count}} multiple-choice questions from the source material above, for {{learners}}. The quiz will be used {{quiz_use}}, so that each answer tells me whether a learner met an objective.

Item-writing rules:
- Each question tests one objective from the list above; spread the questions across all of them.
- At least half of the questions ask learners to apply the material to a short, realistic situation rather than recall a phrase.
- Each question has four options with exactly one correct answer, which must be clearly correct according to the source material.
- Wrong options should be plausible: each reflects a real misunderstanding of the material, such as a confused term, steps in the wrong order, or a rule applied to the wrong case.
- Keep options similar in length and grammar, and vary the position of the correct answer. No "all of the above", "none of the above", trick wording or double negatives.
- Use only facts from the source material. Do not test anything it does not cover.

Lay out each question like this:
<example>
Q3 (Objective 2)
[Question]
A. [option]
B. [option]
C. [option]
D. [option]
Answer: C
Why C is right: one sentence pointing to the source.
Why the others are wrong: one short line per option, naming the misunderstanding.
</example>
The example shows the layout only.

After the questions, add a table with the columns Question, Objective, Recall or Application, so the balance is easy to check.

If an objective is not covered by the source material, say so instead of writing questions for it from general knowledge.

Write report card comments for the students below, for their parents or guardians to read at the end of {{grading_period}} in {{subject_and_grade}}. Each comment should sound as if it was written about this child alone, by a teacher who knows them.

My notes, one block per student, starting with the student's name as it should appear:
"""
{{student_notes}}
"""

School guidelines for comments (required elements, words to avoid, length):
"""
{{guidelines}}
"""

For each student, write one comment of {{comment_length}} that includes:
1. A specific strength, with the evidence from my notes.
2. One area to grow, and no more than one, written as a next step the student can take.
3. A way to help at home, only if my notes suggest one.

Format: the student's name as a heading, then the comment, then its word count in brackets. Vary the openings and sentence patterns so that no two comments start the same way. Follow the school guidelines for required elements and words to avoid.

Here is an example of the level of detail wanted: "Maya explains her reasoning clearly when she solves word problems, and she now checks her answers without being reminded. Her next step is to show each step of her work so she can find her own mistakes." The example shows the form only; take nothing about any student from it.

Rules:
- Use only my notes. Do not invent achievements, grades, scores, behaviors or incidents.
- Do not mention diagnoses, disabilities, special education plans, health, family circumstances or home language unless my notes say to include them.
- Describe what the student does, not their character. Avoid labels such as "lazy" and stock phrases such as "a joy to have in class" that could describe any child.
- Do not compare the student with classmates.
- Use the pronouns in my notes; if there are none, use the student's name.

If my notes for a student are too thin for a specific comment, do not guess and do not fill the gap with general praise: write [NEEDS MORE NOTES: what is missing] instead. After the comments, list the students whose comments I should check most carefully, and why.

Draft a reply to the parent's email below, for me, {{teacher_name}}, to check and send. The parent should feel heard, get a clear answer, and know what happens next. Keeping a good working relationship with the family matters more than winning the point.

The parent's email:
"""
{{parent_email}}
"""

The facts from my records (grades, dates, assignments, what I saw and what I have already done):
"""
{{relevant_facts}}
"""

School policy that applies, if any:
"""
{{school_policy}}
"""

What I can offer: {{what_i_can_offer}}

Format: plain text, under 200 words, in three short paragraphs:
1. Thank them for writing and acknowledge their concern in their own terms.
2. Answer with specific facts from my records.
3. Say what happens next: what I will do and by when, and an offer to talk if that helps.

For example, an opening with the right tone: "Thank you for telling me how worried Sam has been about the science project." The example shows the form only.

Rules:
- Use only the facts above. Do not invent grades, dates, incidents or what other staff said.
- Do not mention other students, even if the parent names them, because their information is private.
- Do not promise a grade change, a schedule change or anything else the policy does not allow.
- Stay calm and warm even if the email is angry. Avoid education jargon, sarcasm and defensive phrases such as "as I have already explained". If my records show I made a mistake, acknowledge it once, plainly.

If the email raises safety, bullying, harassment, possible abuse or neglect, special education services, a threat or a legal matter, do not answer the substance: draft a short acknowledgment that says who will follow up, and add a first line starting "FOR THE TEACHER:" suggesting who to involve under school policy, such as the principal or counselor, and reminding me to follow the school's reporting procedure where it applies. If the email asks something my records do not answer, do not guess: say in the reply that I will check and get back to them by a specific day, and flag it for me.

Plan a unit on {{unit_topic}} for {{learners}}, lasting {{unit_length}}. Plan backward from the end goal, so that every lesson moves students toward it and they have practiced everything the final assessment asks for before they take it.

End goal (what students should know and be able to do by the end, with any standards that apply):
"""
{{end_goal}}
"""

Final assessment, if decided: {{final_assessment}}

Resources, materials and technology available:
"""
{{resources}}
"""

Calendar constraints, such as holidays, testing days or assemblies: {{calendar}}

Format:
1. Overview: one or two essential questions, and three to five objectives that start with an observable verb (explain, compare, solve, write), not "understand".
2. Final assessment: what students do and which objectives each part covers. If none was given, propose one and label it "Proposed".
3. Lesson sequence: a table with the columns Week, Lesson, Objective, Key activity, Check for understanding. The number of lessons must match the calendar exactly, including one or two flex lessons for reteaching.
4. Checkpoints: at least one short check per week, each with what I will do if many students miss it.
5. Materials by week.
6. Differentiation: supports and extensions for the unit as a whole.

A good result builds each lesson on the one before, and teaches, practices and checks every objective before the final assessment. Keep each lesson to one row in the table; I will plan individual lessons separately.

Rules:
- Use only the resources listed.
- Mark any fact, date or figure that is not in the material I gave with "(check)" so I can verify it.
- Do not squeeze in more than fits. A topic students need several lessons to learn should get several lessons.

If there is more content than time, say so and suggest what to cut or combine. If the end goal is unclear, assume the most likely reading and state your assumption at the top.

Plan a {{lesson_length}} lesson for {{learners}} on this learning objective: {{objective}}. The plan is for me to teach from, so it should be clear enough that another teacher could run it too.

About the class (size, what they already know, materials and technology available, supports some students need):
"""
{{class_context}}
"""

Content or source material to teach from:
"""
{{source_material}}
"""

Format:
1. Objective, restated as "Students will be able to...", with two or three success criteria written as "I can..." statements.
2. Materials: a short list.
3. Lesson plan: a table with the columns Time, Phase, What the teacher does, What students do, Check for understanding. Use the phases warm-up, teach, guided practice, independent practice and closure, and make the times add up exactly to {{lesson_length}}.
4. Exit ticket: two or three questions with the answers I should expect.
5. Likely misconceptions: two or three, each with a quick way to address it.
6. Differentiation: one support for students who need more help and one extension for those who finish early.

Teacher explanation should take no more than about a third of the lesson; the rest is students doing the work. Every activity should move students toward the objective, and there should be at least two checks for understanding before the exit ticket, such as mini whiteboards or a quick vote on a multiple-choice question, so I know who needs help before the lesson ends.

Rules:
- Use only the materials and technology the class context lists.
- If you include a fact, date, figure or definition that is not in the source material, mark it "(check)" so I can verify it before teaching.
- Avoid activities that keep students busy without practicing the objective.

If the objective is too broad for {{lesson_length}}, say so, suggest a narrower one, and plan for that. If the class context is missing or thin, assume a mixed-ability class and say so in one line at the top.

Adapt the material below into {{versions}}, for {{learners}}. Every student should work on the same content and be able to join the same class discussion, so the versions change how the material is written, not what it teaches.

Original material:
"""
{{original_material}}
"""

Ideas and vocabulary every version must keep: {{must_keep}}
Supports to add where they help: {{supports}}

For each version, give:
1. A neutral label (Version A, Version B and so on) and, in a note for the teacher only, the level it aims at.
2. The adapted text, no longer than the original plus the supports.
3. The supports, for example a glossary of up to eight words, sentence starters, or questions broken into smaller steps.

Then a table for the teacher with the columns Version, Intended level, What changed, Supports added.

How to adapt:
- Keep the same facts, ideas and questions in every version. Change sentence length, vocabulary, structure and supports. For example, "Photosynthesis converts light energy into chemical energy stored in glucose" might become "Plants use light to make food. The food is a sugar called glucose." The example shows the kind of change wanted.
- Keep the key vocabulary in every version. In the simpler versions, define it in context or in the glossary rather than removing it.
- Keep the tone respectful of the students' age. A simpler text for older students should not read as if it were written for young children.
- Do not add facts, examples or opinions that are not in the original.

Reading levels are estimates; say so in one line and suggest checking them with a readability tool.

If a must-keep idea cannot be simplified without changing its meaning, keep it as it is and flag it in the teacher table. If the original contains an error or an unclear passage, do not correct it silently: say so in a note for the teacher.

Write plans for a substitute teacher covering my classes on {{date}}. The substitute has never been in my classroom and may not know the subject, so they should be able to run the whole day from this document alone and read the key parts in ten minutes before the first class.

Schedule (times, classes, rooms):
"""
{{schedule}}
"""

What each class should do, and where the materials are:
"""
{{lesson_content}}
"""

Routines (attendance, bathroom passes, devices, dismissal):
"""
{{routines}}
"""

Students who need specific support, written as instructions the substitute must follow:
"""
{{student_support}}
"""

Emergency procedures and who to contact (a nearby teacher, the office):
"""
{{emergency_info}}
"""

Format, with headings:
1. At a glance: contacts, where things are, and the three most important things to know.
2. Schedule: a table with the columns Time, Class, Room, What students do, Materials and where they are.
3. One section per class: numbered steps with timings, the exact instructions to read aloud to students in quotation marks, what to collect, and a task for early finishers.
4. Routines.
5. Student support: only what the substitute needs to act on, with first names, on its own page marked confidential so it stays with the substitute rather than on a desk.
6. Emergency procedures.
7. A short end-of-day note for the substitute to fill in: what was finished, absences, any problems, and students who were helpful.

Keep the whole document under 1,200 words, in short sentences that are easy to scan.

Rules:
- Use only the information above. Do not invent room numbers, names, phone extensions, procedures or medical instructions.
- Plan activities a non-specialist can run. If a lesson needs subject expertise to teach new content, turn it into practice or review of the material given, and tell me you did.
- For any activity that needs devices, include a paper backup if the materials allow; if they do not, flag it.

If anything a substitute needs is missing, such as the fire exit route or where a key is kept, do not guess: write [TEACHER TO ADD: what is needed] in its place, and list all of these at the end.