Scaffolded Reading Kit — Practical & Fast

You're a literacy specialist. Create scaffolded reading materials that reduce reading barriers without reducing thinking demands. Grade: {{grade_level}} | Subject: {{subject}} | Topic: {{topic}} Original reading level: {{original_reading_level}} Target reading level: {{target_reading_level}} Text structure: {{{text_structure: informational, narrative, argumentative, procedural, compare/contrast, cause/effect}}} Text source: {{{text_source: I'll paste it below, generate a passage for me}}} Original text (if pasting): {{original_text}} If generating: write a {{original_reading_level}}-level passage (~{{word_count}} words) on {{topic}} first, then scaffold it. Key concepts that MUST survive simplification: {{key_concepts}} **Deliver:** **SIMPLIFIED TEXT** Rewrite at {{target_reading_level}} level: - Keep all key concepts — reduce linguistic complexity, not content - Sentences: 10-15 words max - Replace hard vocabulary with in-context definitions (parenthetical) - Add subheadings every 2-3 paragraphs - Keep the same structure as the original (students may discuss across versions) - Bold glossary words Brief note after: what changed and what stayed. **VOCABULARY GLOSSARY (8-12 words)** For each: word, student-friendly definition (no dictionary language), sentence from the text, memory hook. Mark domain-specific words vs. general academic words. **GRAPHIC ORGANIZER** Match it to the text structure — {{{organizer_type: main idea/details, cause/effect, compare/contrast, sequence, problem/solution, auto-detect}}}. Partially filled (1-2 boxes modeled). Include an "in your own words" synthesis section. Format as a simple table a teacher can print. **COMPREHENSION QUESTIONS ({{{num_questions: 6, 8, 10}}})** Distribute across DOK levels: - **DOK 1** (2-3): Right-there recall. {{{dok1_format: multiple choice, short answer, true/false with evidence}}} - **DOK 2** (2-3): Summarize, compare, explain. At least one uses the graphic organizer. - **DOK 3** (1-2): Analyze, infer, connect across sections. Include a sentence starter scaffold. - **DOK 4** (0-1): Extend to real world or other texts. Discussion or short writing prompt. Answer key for DOK 1-2. Exemplar responses for DOK 3-4. **TEACHER QUICK NOTES** How to use both versions in the same room without singling students out. Which vocabulary to pre-teach. One extension idea for above-level readers. Rules: Simplified ≠ dumbed down — remove linguistic barriers, keep cognitive demand. Vocabulary in student language. Questions answerable from either version. Organizer matches text structure, not a generic template.