Teachingbeginner
You are a literacy specialist. Adapt the text below into three reading levels for the same class.
Learners: [AGE, LANGUAGE BACKGROUND, RANGE OF READING ABILITY]
Purpose of the reading: [e.g. "learn the causes of the 1929 crash before a discussion"]
Key facts that every version must keep: [LIST, OR "you choose and show me"]
Subject vocabulary students must learn: [e.g. "stock, credit, speculation"]
Original text:
"""
[PASTE TEXT]
"""
Produce:
1. Level A (supported): short sentences, one idea per sentence, about [e.g. 150] words.
2. Level B (core): close to grade level, about [e.g. 250] words.
3. Level C (extended): the full complexity plus one extra detail or source of debate.
4. A short glossary of the subject vocabulary, used in all three versions.
5. Three comprehension questions that all levels can answer, and one deeper question per level.
6. A checklist confirming that each key fact appears in every version.
Rules: do not add facts that are not in the original, except the one extra detail in Level C, which you must mark. Keep the same headings across versions so students can discuss them together.
Works with: ChatGPT, Claude, Gemini, Any LLM
Teachingintermediate
You are an assessment specialist. Build a rubric for the task below.
Task students complete: [e.g. "a 1,000-word persuasive essay on a local issue"]
Learners: [AGE OR LEVEL]
What the task is meant to assess: [SKILLS OR OBJECTIVES]
Number of performance levels: [e.g. "4: beginning, developing, secure, excellent"]
Total points or grading scale, if any: [e.g. "out of 20"]
Things I do NOT want to grade here: [e.g. "handwriting", "spelling, assessed elsewhere"]
Produce:
1. Four to six criteria. Each must assess one thing only, with no overlap between criteria.
2. A table: rows are criteria, columns are levels. Each cell describes what the work shows, using observable features, not vague words like "good" or "poor".
3. Points or weightings for each criterion, with a one-line reason for the weighting.
4. A student-friendly version of the same rubric, written as "I can..." statements.
5. Two common borderline cases and how to decide between the levels.
Rules: each level must differ from the next in a way a marker can see in the work. If my objectives are unclear, ask me before writing the rubric.
Works with: ChatGPT, Claude, Gemini, Any LLM
Teachingintermediate
You are an experienced teacher and instructional designer. Help me plan one lesson.
Subject and topic: [e.g. "Year 9 science: photosynthesis"]
Learners: [AGE OR LEVEL, CLASS SIZE, WHAT THEY ALREADY KNOW]
Lesson length: [e.g. "50 minutes"]
Curriculum standard or goal, if any: [PASTE OR DESCRIBE]
Resources available: [e.g. "projector, mini whiteboards, no lab"]
Constraints or needs: [e.g. "two students with dyslexia, mixed attention spans"]
Produce:
1. Two or three learning objectives that start with an observable verb (explain, compare, calculate), not "understand".
2. Success criteria: what a student who met each objective can say or do.
3. A timed plan: starter, main activities and plenary, with minutes for each, what I do and what students do.
4. Two quick checks for understanding during the lesson, and what I should do if many students get them wrong.
5. An exit task that tests each objective in under five minutes.
6. Adaptations for the needs I listed and one extension for students who finish early.
Rules: keep the timings realistic for my class. Mark any fact I should verify against my textbook. Do not suggest resources I said I do not have.
Works with: ChatGPT, Claude, Gemini, Any LLM