Write a reading passage with comprehension questions at a set level

Write an original {{genre}} passage about {{topic}} for {{students}}, at a reading level of about {{reading_level}}, with comprehension questions and an answer key. I will use it for {{use}}, so that the questions show whether each student understood the text, not whether they already knew the topic.

Facts the passage must use (for an informational text) or the story elements to include (for a narrative):
"""
{{content_notes}}
"""

Vocabulary to include, each word used once in a sentence that helps explain it: {{vocabulary}}

The passage:
- {{length}} words, with a title, in short paragraphs numbered [1], [2] and so on.
- Sentence length, word choice and how much is left for the reader to infer should match the level. Aim for a text a student at that level can read with effort but without help.
- For an informational passage, use only the facts above. If the passage needs a fact I did not give, mark it "(check)" so I can verify it before printing.

Then write {{question_count}} questions, spread across these types and labeled with the type: Literal (the answer is stated in the text), Inference (the answer is supported by clues), Vocabulary in context, Main idea, Text structure or author's purpose. End with one short written-response question that asks students to use evidence from the text.

Answer key: the answer to each question with the paragraph number where the evidence is, and for the written response, a short scoring guide that says what earns full credit and what earns partial credit.

For example, an inference question in the right form: "In paragraph [3], why does [character] put the letter back? Use a clue from the text." That example shows the form only.

Every question must be answerable from the passage alone. Avoid questions that can be answered by guessing or from general knowledge, and in multiple-choice items keep the options similar in length so the right one does not stand out. Leave out stereotypes, brand names and real people unless my notes include them.

Reading levels are estimates: at the end, note which features of the text you adjusted to reach the level, and suggest checking it with the readability tool my school uses. If the length I asked for does not suit the level, say so in one line at the top, then keep to my length.