@graffiticode/l0175 0.2.0 → 0.3.1

package/spec/instructions.md

@@ -1,8 +1,7 @@
 <!-- SPDX-License-Identifier: CC-BY-4.0 -->
-<!-- gc:model=opus -->
 # L0175 Dialect Extensions
 
-_Revised: 2026-06-19_
+_Revised: 2026-08-28_
 
 L0175 composes 5th-grade ELA assessment items (Smarter Balanced · Grade 5 · Claim 1 ·
 Reasoning & Evidence) from an authored, inline superset of tagged content. One language serves
@@ -14,10 +13,33 @@ Always declare a top-level `target` (the SBAC learning target the program compos
 
 - **`c1-t4`** — Target 4: Reasoning & Evidence over **literary** texts (RL standards). Dimensions:
   `character`, `setting`, `event`, `point-of-view`, `theme`, `topic`, `narrators-feelings`,
-  `character-relationship`. Standards: `rl-1` (always) + `rl-3` / `rl-6` / `rl-9`.
+  `character-relationship`. Companion standards by dimension: `character` / `character-relationship`
+  / `setting` / `event` → `rl-3`; `point-of-view` / `narrators-feelings` → `rl-6`; **`theme` /
+  `topic` → `rl-2`** (the CCSS theme standard — **not** `rl-9`). `rl-1` (cite evidence) is always
+  added. You normally **omit** `standard` and let the dimension pick its companion; the full
+  Grade-5 **RL** strand (`rl-1`–`rl-7`, `rl-9`) is accepted if you author one explicitly.
+  **`theme` vs `topic`** (same `rl-2`, different dimensions): `topic` = what the text is *about*
+  (cued by "**mostly about**" / "what is the story about"); `theme` = the *lesson/message* (cued by
+  "the theme" / "the message" / "the lesson"). Tag a "mostly about" prompt `topic` and phrase its
+  correct answer as a subject statement, not a life lesson.
 - **`c1-t11`** — Target 11: Reasoning & Evidence over **informational** texts (RI standards).
   Dimensions: `relationships-interactions`, `author-use-of-information`, `point-of-view`,
   `purpose`, `authors-opinion`. Standards: `ri-1` (always) + `ri-3` / `ri-6` / `ri-7` / `ri-8` / `ri-9`.
+  **`purpose` vs `point-of-view`** (both read "author's …", different companions): `purpose` = *why
+  the author wrote it* (cued by "author's purpose") → `ri-8`; `point-of-view` = *the author's stance*
+  (cued by "author's point of view") → `ri-6`. Tag by the cue and prefer to **omit** `standard` so
+  the dimension infers the right companion.
+- **`c1-t2`** — Target 2: **Central Ideas** over **literary** texts (RL standards). The **literary
+  twin of `c1-t9`** and, with it, the only target offering **all five** item types
+  (`multiple-choice`, `multi-select`, `ebsr`, `hot-text` single-part, `short-text`). Dimensions:
+  `theme`, `central-idea`, `key-detail`, `summary` — all four answer to `rl-2`, so `standards`
+  composes to `["rl-1", "rl-2"]`. **DOK 2** (3 for the written response). Same **significance**
+  distractor taxonomy as T9 (`too-narrow`, `too-broad`, `misreads-detail`, `insignificant`).
+  **Two T2-only rules:** (1) **theme leads** — for a story or poem prefer `theme` and phrase the
+  correct answer as a *lesson or message*, not a plot summary (`central-idea` is for a "main idea"
+  prompt); (2) **summary is scoped** — the guideline forbids asking students to summarize the
+  *entire* text, so every `summary` stem must point at a section or key event ("Summarize what
+  happens after…"). `key-detail` covers the guideline's "key events".
 - **`c1-t9`** — Target 9: **Central Ideas** over **informational** texts (RI standards). A
   DIFFERENT skill from Reasoning & Evidence — synthesize and condense: the main/central idea, the
   key details that build it, and summary (NOT inference + justification). Dimensions: `central-idea`,
@@ -27,6 +49,16 @@ Always declare a top-level `target` (the SBAC learning target the program compos
   the correct selection). Distractors use a **significance** taxonomy (`too-narrow`,
   `too-broad`, `misreads-detail`, `insignificant`) — usually true statements that just aren't the
   central idea.
+- **`c1-t1`** — Target 1: **Key Details** over **literary** texts. The **literary twin of `c1-t8`**
+  and the same model: the inference/conclusion is **GIVEN in the stem**, and the student selects the
+  supporting **evidence**. Dimension: `supporting-evidence`. Standard: **`rl-1` and nothing else** —
+  the guideline names no companion, so a composed item's `standards` is exactly `["rl-1"]`; omit
+  `standard` on the outcome. **DOK 1–2**. Item types: `multiple-choice`, `multi-select`, `hot-text`
+  (single-part) — no EBSR, no short-text. **Author ONE supported `claim` = the given inference (its
+  `focus`), state it in the `stem`, and author `source`s as the options: `directly-supports` =
+  correct evidence (with a `quote`), `supports-wrong-claim`/`irrelevant` = distractor evidence. No
+  distractor claims.** Its stems offer `line` as a selectable unit and say `[author/narrator]`;
+  Multi-Select is exactly **two** correct.
 - **`c1-t8`** — Target 8: **Key Details** over **informational** texts (RI standards). A DIFFERENT
   model: the inference/conclusion is **GIVEN in the stem**, and the student selects the supporting
   **evidence** (the answer is evidence, not a chosen statement). Dimension: `supporting-evidence`.
@@ -46,22 +78,25 @@ Always declare a top-level `target` (the SBAC learning target the program compos
   (Multi-Select) `status correct` + `status distractor` meanings (each with a T10 `error-type`
   + `rationale`). The outcome's `focus` names the word; state the word + its context in the `stem`.**
 
-**Infer the target — the user need not state it.** Decide from the passage and the skill asked: a
-**literary** text (story/poem/narrative) → `c1-t4`; an **informational** text → an RI target. Among
-informational targets, choose by skill: **reasoning** — infer/conclude and justify with evidence
-(relationships between ideas, author's use of evidence, point of view/purpose/opinion) → `c1-t11`;
-**central ideas** — the main idea, the key details that support it, or a summary → `c1-t9`;
-**key details** — the request **states an inference/conclusion and asks which detail/sentence
-supports it** (the answer is evidence) → `c1-t8`; **word meanings** — the request asks **what a
-word/phrase means in context** → `c1-t10`. The skill also signals T4: character / theme /
-narrator's point of view. When the text type is genuinely ambiguous, prefer `c1-t4`; for an
-informational request, match the verbs: "infer/conclude/why" → T11; "main idea/summarize/most
-about" → T9; "which detail/sentence supports [this stated idea]" → T8; "what does [word] mean" → T10.
-Write the choice as the first top-level form: `target c1-t11`. Use the dimensions, standards, and
-stem catalog (in `stems.md`) for that target; mixing targets' vocabularies is a compile error,
-and the passage `type` should match the target (literary for T4; informational for T11 and T9). If
-`target` is omitted entirely the compiler defaults to `c1-t4` and warns — so always emit one
-explicitly rather than relying on the default.
+**Infer the target — the user need not state it.** Pick on **two axes: the skill asked, and the
+text type.** Most skills exist in both a literary and an informational target, so decide the skill
+first, then the text type:
+
+| Skill — how to recognize it | **Literary** (story / poem / narrative) | **Informational** (article / report) |
+|---|---|---|
+| **Reasoning & Evidence** — infer/conclude AND justify ("infer/conclude/why") | `c1-t4` | `c1-t11` |
+| **Central Ideas** — theme, main idea, the key details that build it, or a summary ("theme/message/main idea/summarize") | `c1-t2` | `c1-t9` |
+| **Key Details** — the request **states an inference and asks which detail/sentence supports it** (the answer is evidence) | `c1-t1` | `c1-t8` |
+| **Word Meanings** — "what does [word] mean [in context]" | — | `c1-t10` |
+
+The skill cues also point at a dimension: character / theme / narrator's point of view → the R&E
+literary target. When the **text type** is genuinely ambiguous, prefer the literary target; when the
+**skill** is ambiguous, match the verbs in the request. Write the choice as the first top-level
+form: `target c1-t11`. Use the dimensions, standards, and stem catalog (in `stems.md`) for that
+target; mixing targets' vocabularies is a compile error, and the passage `type` must match the
+target (literary for T4/T2/T1; informational for T11/T9/T8/T10). If `target` is omitted entirely
+the compiler defaults to `c1-t4` and warns — so always emit one explicitly rather than relying on
+the default.
 
 ## Authoring contract
 
@@ -85,7 +120,7 @@ Quote free text (`text`, `rationale`, `subject`, passage heading) and id labels
 
 ## Forms and attributes
 
-- **target** `c1-t4` | `c1-t11` — top level; selects the learning-target profile (dimensions,
+- **target** `c1-t4` | `c1-t11` | `c1-t2` | `c1-t9` | `c1-t1` | `c1-t8` | `c1-t10` — top level; selects the learning-target profile (dimensions,
   standards, stem catalog). Always author one; if omitted, the compiler defaults to `c1-t4`.
 - **grade** `<n>` — optional, top level (e.g. `grade 5`). The reading-level target the compiler
   checks the passage against. Defaults to the guideline/target's grade (5 for `c1-t4`/`c1-t11`);
@@ -115,8 +150,11 @@ Quote free text (`text`, `rationale`, `subject`, passage heading) and id labels
   (required — the id of the supported correct claim; on `multi-select` a **list** of ids = the
   correct set), `stem` (required — the Part A / single-question stem / short-text prompt, authored
   from `stems.md`), and on EBSR `stem-b` (required — the Part B stem). Optional: `subject`,
-  `standard`, `dok`, and `rubric` (short-text only — a list of `band score <n> descriptor "…"`
-  elements; defaults to a 0/1/2 rubric if omitted).
+  `standard`, `dok`, `task-model` (`tm1`..`tm5` — the per-target task model; the compiler resolves
+  it to the item type for the program's `target` and hard-errors if it disagrees with `type`, so it
+  both documents and guards intent — see "Task models are per-target" below), and `rubric`
+  (short-text only — a list of `band score <n> descriptor "…"` elements; defaults to a 0/1/2 rubric
+  if omitted).
 - **band** — a rubric row: `band score 2 descriptor "…" {}`. Used only inside an outcome's `rubric`.
 - **word** / **meaning** (**target `c1-t10` only**) — a top-level `words` list of `word`s; each
   `word` has `id`, `text` (the targeted word/phrase), optional `line`/`quote` (its context), and a
@@ -138,14 +176,62 @@ Quote free text (`text`, `rationale`, `subject`, passage heading) and id labels
   in the focus word's paragraph are warned and dropped.
 - A top-level **`title`** attribute (before `passage`) names the assessment; it is echoed on the output.
 
-## Stems (Appropriate Stems, SBAC G5 · C1 · T4)
+## Stems (Appropriate Stems)
 
 **You author the stem; the compiler does not generate it. Use the guideline's Appropriate-Stem
-templates verbatim — do not invent phrasings.** For each item, open the catalog in **`stems.md`**,
-pick the one template that matches the item type (EBSR → Task Model 1, Hot Text → Task Model 2,
-Short Text → Task Model 3) and the task (inference vs. conclusion vs. author-intent; plain
-subject vs. narrator's-feelings vs. relationship), and fill its bracketed `[...]` slot. Author
-`stem` (Part A / short-text prompt) and, on EBSR, `stem-b` (Part B). Common Part A choices:
+templates verbatim — do not invent phrasings.** `stems.md` has a **section per target** (T4, T11,
+T9, T8, T10), each with its own task models — open the section for the `target` you picked. For
+each item, pick the one template that matches the item type and the task, and fill its bracketed
+`[...]` slot. Author `stem` (Part A / single-question / short-text prompt) and, on EBSR, `stem-b`
+(Part B).
+
+### Task models are per-target — a number alone is meaningless
+
+⚠ **Task-model numbers are PER-TARGET and COLLIDE across targets.** The same number maps to a
+different item type depending on the `target`. Look at `tm3` alone:
+
+| Number | `c1-t4` / `c1-t11` | `c1-t2` / `c1-t9` | `c1-t1` / `c1-t8` / `c1-t10` |
+|--------|--------------------|-------------------|------------------------------|
+| **tm3** | short-text | **ebsr (two-part)** | hot-text |
+
+So "task model 3" cannot be resolved without first knowing the target. **Do not assume the
+Reasoning & Evidence (T4/T11) numbering applies elsewhere** — under the Central Ideas targets
+(`c1-t2`, `c1-t9`), Task Model 3 is EBSR, Task Model 4 is Hot Text, Task Model 5 is Short Text.
+
+The full per-target task-model → item-type mapping (the compiler enforces exactly this):
+
+<!-- GENERATED:task-models START (from targets.json — regenerated by tools/build-static.js; do not edit by hand) -->
+| Target | tm1 | tm2 | tm3 | tm4 | tm5 |
+|--------|-----|-----|-----|-----|-----|
+| `c1-t4` — Grade 5 · Claim 1 · Target 4 (Reasoning & Evidence) | ebsr | hot-text | short-text | — | — |
+| `c1-t11` — Grade 5 · Claim 1 · Target 11 (Reasoning & Evidence) | ebsr | hot-text | short-text | — | — |
+| `c1-t2` — Grade 5 · Claim 1 · Target 2 (Central Ideas) | multiple-choice | multi-select | ebsr | hot-text | short-text |
+| `c1-t9` — Grade 5 · Claim 1 · Target 9 (Central Ideas) | multiple-choice | multi-select | ebsr | hot-text | short-text |
+| `c1-t1` — Grade 5 · Claim 1 · Target 1 (Key Details) | multiple-choice | multi-select | hot-text | — | — |
+| `c1-t8` — Grade 5 · Claim 1 · Target 8 (Key Details) | multiple-choice | multi-select | hot-text | — | — |
+| `c1-t10` — Grade 5 · Claim 1 · Target 10 (Word Meanings) | multiple-choice | multi-select | hot-text | — | — |
+<!-- GENERATED:task-models END -->
+
+**Normalization rule (required).** When a request names a task model by number ("TM3", "task
+model 3"), **resolve it against the row for the program's `target`** in the table above — never the
+T4/T11 default. Before composing, echo the resolution, e.g. `target c1-t9, TM3 → ebsr`, and author
+that item type.
+
+**Author it whenever the request specifies a task model.** When the request names a task model —
+by number ("TM3") or via an item type that implies one — author the resolved number directly on the
+outcome as `task-model tm3` (alongside `type`). The compiler resolves it against the target's table
+and **hard-errors on a mismatch** with `type` (or supplies `type` when you omit it) — so
+`outcome … task-model tm3 type ebsr` on `c1-t9` is self-checking, and `task-model tm3 type
+short-text` is rejected. It stays optional (the compiler emits a non-blocking warning when an
+outcome omits it), but specifying it makes the task model explicit and verifiable — so include it
+whenever it is known.
+
+The task-model mapping and Part-A choices below are the **Reasoning & Evidence (T4/T11)** catalog
+(EBSR → Task Model 1, Hot Text → Task Model 2, Short Text → Task Model 3; task = inference vs.
+conclusion vs. author-intent; plain subject vs. narrator's-feelings vs. relationship). **T9, T8,
+and T10 use different task models and stems** — see their `stems.md` sections (e.g. T9 "Which
+sentence best shows the main idea…", T8 states the inference then "Which detail … best supports
+this conclusion?", T10 "What does the word … most likely mean?"). Common R&E Part A choices:
 
 - inference — "Which of these inferences about [...] is supported by the passage?"
 - conclusion — "Which of these conclusions about [...] is supported by the passage?"
@@ -182,6 +268,15 @@ outright is literal recall and out of scope.
 
 ## Authoring guidance
 
+The distractor-pool, error-type-coverage, and EBSR Part-B rules below are the **Reasoning &
+Evidence (T4/T11)** contract — they apply wherever wrong answers are authored as `distractor`
+claims. The other targets author their wrong answers differently (see Step 0): **T9** uses
+`distractor` claims too but with the significance taxonomy (`too-narrow` / `too-broad` /
+`misreads-detail` / `insignificant`); **T8** has **no distractor claims** — its foils are
+non-supporting `source`s (`supports-wrong-claim` / `irrelevant`); **T10** authors distractor
+`meaning`s, not claims. The grade-level, length-balance, and stem-wording rules apply to **all**
+targets.
+
 - For each EBSR/Hot-Text outcome, author **at least 5 viable distractor claims that `targets`
   it**, covering all three error types (`misreads-detail`, `erroneous-inference`,
   `faulty-reasoning`) — with ≥2 alternatives in at least two of the types. An item draws only 3
@@ -269,17 +364,17 @@ outright is literal recall and out of scope.
 
 ## Built-in enumerations
 
-- `target`: `c1-t4`, `c1-t11`, `c1-t9`, `c1-t8`, `c1-t10` (top level; always author one — defaults to `c1-t4` if omitted)
+- `target`: `c1-t4`, `c1-t11`, `c1-t2`, `c1-t9`, `c1-t1`, `c1-t8`, `c1-t10` (top level; always author one — defaults to `c1-t4` if omitted)
 - `grade`: a number (top level, optional; defaults to the target's grade — 5 for all current targets)
 - item `type`: `ebsr`, `hot-text`, `short-text`, `multiple-choice`, `multi-select` · passage `type`: `literary`, `informational`
-  (allowed per target — T4/T11: ebsr/hot-text/short-text · T9: multiple-choice/multi-select/ebsr/hot-text/short-text · T8: multiple-choice/multi-select/hot-text · T10: multiple-choice/multi-select/hot-text)
+  (allowed per target — T4/T11: ebsr/hot-text/short-text · T2/T9: all five · T1/T8/T10: multiple-choice/multi-select/hot-text)
 - `dimension` (**c1-t4**): `character`, `setting`, `event`, `point-of-view`, `theme`, `topic`, `narrators-feelings`, `character-relationship`
 - `dimension` (**c1-t11**): `relationships-interactions`, `author-use-of-information`, `point-of-view`, `purpose`, `authors-opinion`
-- `dimension` (**c1-t9**): `central-idea`, `key-detail`, `summary` · (**c1-t8**): `supporting-evidence` · (**c1-t10**): `word-meaning`
+- `dimension` (**c1-t2**): `theme`, `central-idea`, `key-detail`, `summary` · (**c1-t9**): `central-idea`, `key-detail`, `summary` · (**c1-t1 / c1-t8**): `supporting-evidence` · (**c1-t10**): `word-meaning`
 - claim `status`: `supported`, `distractor` · source `status`: `directly-supports`, `supports-wrong-claim`, `irrelevant` · meaning `status` (c1-t10): `correct`, `distractor`
-- `error-type` (**c1-t4 / c1-t11**): `misreads-detail`, `erroneous-inference`, `faulty-reasoning` · (**c1-t9**): `too-narrow`, `too-broad`, `misreads-detail`, `insignificant` · (**c1-t8**): none — wrong answers are non-supporting `source`s · (**c1-t10**): `other-meaning`, `misinterprets`, `wrong-context`
-- `standard` (**c1-t4**): `rl-1`, `rl-3`, `rl-6`, `rl-9` · (**c1-t11**): `ri-1`, `ri-3`, `ri-6`, `ri-7`, `ri-8`, `ri-9` · (**c1-t9**): `ri-1`, `ri-2` · (**c1-t8**): `ri-1`, `ri-7` · (**c1-t10**): `ri-4`, `l-4`, `l-4a`, `l-4b`, `l-4c`, `l-5c`
-- `dok`: `r-dok1`, `r-dok2`, `r-dok3` (R&E items are `r-dok3`; T9 selected-response is `r-dok2`, its written summary `r-dok3`; T8 & T10 are `r-dok2`)
+- `error-type` (**c1-t4 / c1-t11**): `misreads-detail`, `erroneous-inference`, `faulty-reasoning` · (**c1-t2 / c1-t9**): `too-narrow`, `too-broad`, `misreads-detail`, `insignificant` · (**c1-t1 / c1-t8**): none — wrong answers are non-supporting `source`s · (**c1-t10**): `other-meaning`, `misinterprets`, `wrong-context`
+- `standard` — primary companions (normally inferred from the dimension; author one only to override): (**c1-t4**) `rl-1` + `rl-2` (theme/topic) / `rl-3` / `rl-6` · (**c1-t11**) `ri-1` + `ri-3` / `ri-6` / `ri-7` / `ri-8` · (**c1-t2**) `rl-1` + `rl-2` (every dimension) · (**c1-t9**) `ri-1` + `ri-2` · (**c1-t1**) `rl-1` **alone** (no companion) · (**c1-t8**) `ri-1` + `ri-7` · (**c1-t10**) `ri-4` + `l-4` / `l-4a` / `l-4b` / `l-4c` / `l-5c`. The **full CCSS Grade-5 strand for the target's text type is accepted**: any `rl-1`–`rl-7` / `rl-9` on a literary target (c1-t4/c1-t2/c1-t1), any `ri-1`–`ri-9` on an informational target (c1-t11/t9/t8/t10), plus the `l-4` / `l-5` families on c1-t10. (`rl-2` is the theme standard — valid; there is no `rl-8`.)
+- `dok`: `r-dok1`, `r-dok2`, `r-dok3` (R&E items are `r-dok3`; T2/T9 selected-response is `r-dok2`, the written response `r-dok3`; T1, T8 & T10 are `r-dok2`)
 
 ## What composition does
 
@@ -292,6 +387,10 @@ It never generates content or stems — author them.
 
 ## Example (Target 4, literary)
 
+Balance the option lengths — a correct answer noticeably longer than the foils is findable without
+reading (the compiler warns past 1.35×). For EBSR, author at least **5** non-supporting evidence
+lines so Part B has real foils to choose from.
+
 ```
 target c1-t4
 passage "The Tide Pool"
@@ -299,39 +398,263 @@ type literary
 /* lines are PARAGRAPHS, auto-numbered 1..N; EBSR Part B sources `quote` the exact sentence */
 lines [
   "Mara crouched at the edge of the tide pool, ignoring the picnic behind her. Her brother called twice, but she did not turn around. A tiny crab scuttled under a rock, and Mara smiled for the first time all day."
-  "She traced the cold water as if the pool were the only thing that mattered. Behind her, paper plates rustled and her mother laughed."
+  "She traced the cold water as if the pool were the only thing that mattered. Behind her, paper plates rustled and her mother laughed. Someone asked whether she wanted a sandwich, and she said nothing at all."
+  "Her brother stacked a small tower of stones near the blanket. The tide crept in and filled the pool to its rim. Only when her father folded the last chair did Mara stand up. She looked back at the water twice on the walk to the car."
 ]
 claims [
   claim id "c1" status supported dimension character subject "Mara"
-    text "Mara is more interested in the tide pool than in her family's picnic."
-    cites ["e1" "e3"] {}
+    text "Mara cares more about the tide pool than about the picnic."
+    cites ["e1" "e3" "e4"] {}
   /* at least 5 viable distractors targeting q1; the item draws 3 (one per error type) */
   claim id "c2" status distractor error-type misreads-detail plausibility 0.85 targets ["q1"]
-    text "Mara is angry at her brother."
+    text "Mara is angry at her brother for calling her twice."
     rationale "Not turning around shows absorption, not anger." cites ["e2"] {}
   claim id "c3" status distractor error-type misreads-detail plausibility 0.6 targets ["q1"]
-    text "Mara is bored and wants to leave."
+    text "Mara is bored by the pool and wants to go home."
     rationale "Her stillness is focus, not boredom (the crab makes her smile)." cites ["e2"] {}
   claim id "c4" status distractor error-type erroneous-inference plausibility 0.55 targets ["q1"]
-    text "Mara dislikes being outdoors."
+    text "Mara would rather be indoors than out at the beach."
     rationale "Over-generalizes from her quiet to a dislike the text contradicts." cites ["e3"] {}
   claim id "c5" status distractor error-type erroneous-inference plausibility 0.5 targets ["q1"]
-    text "Mara is waiting for her brother to join her."
+    text "Mara is waiting for her brother to come look with her."
     rationale "Invents a goal the passage never states." cites ["e2"] {}
   claim id "c6" status distractor error-type faulty-reasoning plausibility 0.45 targets ["q1"]
-    text "Because Mara is quiet, she must be upset."
+    text "Mara is quiet, so something must have upset her."
     rationale "Treats quiet as upset without textual support." cites ["e2"] {}
 ]
 evidence [
   /* `line` = the paragraph; `quote` = the exact supporting sentence shown as the Part B option */
   source id "e1" line 1 quote "Mara crouched at the edge of the tide pool, ignoring the picnic behind her." status directly-supports supports ["c1"] {}
-  source id "e2" line 1 quote "Her brother called twice, but she did not turn around." status supports-wrong-claim supports ["c1" "c2"] {}
   source id "e3" line 1 quote "A tiny crab scuttled under a rock, and Mara smiled for the first time all day." status directly-supports supports ["c1"] {}
+  source id "e4" line 2 quote "She traced the cold water as if the pool were the only thing that mattered." status directly-supports supports ["c1"] {}
+  source id "e8" line 3 quote "She looked back at the water twice on the walk to the car." status directly-supports supports ["c1"] {}
+  /* NO-GIVEAWAY: at least one supports-wrong-claim line lists BOTH the correct claim and a
+     distractor, so Part B does not telegraph Part A */
+  source id "e2" line 1 quote "Her brother called twice, but she did not turn around." status supports-wrong-claim supports ["c1" "c2"] {}
+  source id "e5" line 2 quote "Someone asked whether she wanted a sandwich, and she said nothing at all." status supports-wrong-claim supports ["c1" "c6"] {}
+  source id "e6" line 2 quote "Behind her, paper plates rustled and her mother laughed." status irrelevant supports [] {}
+  source id "e7" line 3 quote "Her brother stacked a small tower of stones near the blanket." status irrelevant supports [] {}
+  source id "e9" line 3 quote "The tide crept in and filled the pool to its rim." status irrelevant supports [] {}
 ]
 outcomes [
-  outcome id "q1" type ebsr dimension character subject "Mara" standard rl-1 focus "c1"
+  outcome id "q1" type ebsr task-model tm1 dimension character subject "Mara" standard rl-1 focus "c1"
     stem "Which of these inferences about Mara is supported by the passage?"
     stem-b "Which sentence(s) from the passage best support your answer in Part A?" {}
 ]
 {}..
 ```
+
+(For **Target 11**, the same R&E shape over an *informational* passage: `target c1-t11`,
+`type informational`, an RI dimension like `relationships-interactions`, `standard ri-1` + `ri-3`,
+and the T11 stems from `stems.md`.)
+
+## Example (Target 2 — Central Ideas, **literary**, theme)
+
+Same shape as Target 9 over a story. The T2 differences: **`theme`** is the dimension of choice and
+the correct answer reads as a *lesson*, not a plot event; every dimension answers to `rl-2`, so
+`standards` composes to `["rl-1", "rl-2"]`. A `summary` item on T2 must be scoped to a section or
+key event — never the whole text. Keep the four options about the same length.
+
+```
+target c1-t2
+passage "The Blue Ribbon"
+type literary
+lines [
+  "Every spring, Tessa entered her drawing in the county fair."
+  "This year she almost did not enter at all."
+  "Tessa drew the same barn eleven times before she kept one."
+  "At the fair, the blue ribbon went to somebody else."
+  "Then a teacher asked to hang Tessa's drawing in the hall."
+]
+claims [
+  claim id "c1" status supported dimension theme subject "Tessa"
+    text "Keeping at something can matter more than winning."
+    cites ["e3" "e5"] {}
+  /* T2 distractors are the SIGNIFICANCE taxonomy — usually true, just not the theme.
+     Keep `insignificant` foils plausible: too trivial and no student would pick them. */
+  claim id "d1" status distractor error-type too-narrow targets ["q1"]
+    text "Tessa entered the county fair every single spring."
+    rationale "A true detail from the opening, not the story's theme." cites ["e1"] {}
+  claim id "d2" status distractor error-type too-broad targets ["q1"]
+    text "Hard work always makes a person famous someday."
+    rationale "Overgeneralizes far past what the story shows." cites ["e5"] {}
+  claim id "d3" status distractor error-type misreads-detail targets ["q1"]
+    text "Tessa gave up drawing after she lost again."
+    rationale "Misreads the ending; she keeps drawing and is lifted by it." cites ["e2"] {}
+  claim id "d4" status distractor error-type insignificant targets ["q1"]
+    text "Tessa's grandmother owned more than one pencil."
+    rationale "True but far too minor to be the theme." cites ["e1"] {}
+  claim id "d5" status distractor error-type too-narrow targets ["q1"]
+    text "Tessa drew a barn instead of drawing a house."
+    rationale "A single detail of the drawing, not what the story means." cites ["e3"] {}
+]
+evidence [
+  source id "e3" line 3 status directly-supports supports ["c1"] quote "Tessa drew the same barn eleven times before she kept one." {}
+  source id "e5" line 5 status directly-supports supports ["c1"] quote "Then a teacher asked to hang Tessa's drawing in the hall." {}
+  source id "e1" line 1 status supports-wrong-claim supports ["c1" "d1"] quote "Every spring, Tessa entered her drawing in the county fair." {}
+  source id "e2" line 2 status supports-wrong-claim supports ["c1" "d3"] quote "This year she almost did not enter at all." {}
+  source id "e4" line 4 status irrelevant supports [] quote "At the fair, the blue ribbon went to somebody else." {}
+]
+outcomes [
+  outcome id "q1" type multiple-choice task-model tm1 dimension theme subject "Tessa" focus "c1"
+    stem "Which sentence best tells the theme of the passage?" {}
+]
+{}..
+```
+
+## Example (Target 9 — Central Ideas, multiple-choice)
+
+The OPTIONS are still `claim`s, but the skill is the **main idea** (not infer-and-justify) and the
+distractors are the **significance** taxonomy — usually true statements that just aren't central.
+DOK is `r-dok2`; the standards are `ri-1` + `ri-2`. (No EBSR Part B here; on T9 EBSR/Hot-Text the
+correct claim's `directly-supports` sources are the supporting selection.)
+Keep the four options about the same length — a longer correct answer is a giveaway.
+
+```
+target c1-t9
+passage "Honeybees"
+type informational
+lines [
+  "Honeybees live together in large groups called colonies. Worker bees gather nectar and build the hive. The queen bee lays all the eggs. By working together, the colony survives and grows."
+]
+claims [
+  claim id "c1" status supported dimension central-idea subject "the colony" standard ri-2
+    text "Honeybees survive because each bee does a job for the colony."
+    cites ["e1"] {}
+  /* T9 distractors are usually TRUE statements that simply aren't the central idea */
+  claim id "d1" status distractor error-type too-narrow targets ["q1"]
+    text "The queen bee lays all of the eggs for the colony."
+    rationale "A true supporting detail, not the central idea." cites ["e1"] {}
+  claim id "d2" status distractor error-type too-broad targets ["q1"]
+    text "Insects are the most important animals on the planet."
+    rationale "An overgeneralization beyond the passage." cites ["e1"] {}
+  claim id "d3" status distractor error-type misreads-detail targets ["q1"]
+    text "Each bee in the colony does every job by itself."
+    rationale "Misreads the division of labor." cites ["e1"] {}
+]
+evidence [ source id "e1" line 1 status directly-supports supports ["c1"] {} ]
+outcomes [
+  outcome id "q1" type multiple-choice task-model tm1 dimension central-idea subject "the colony" standard ri-2 focus "c1"
+    stem "Which sentence best shows the main idea of the passage?" {}
+]
+{}..
+```
+
+## Example (Target 1 — Key Details, **literary**, evidence selection)
+
+Same model as Target 8 over a story: the inference is **GIVEN in the stem** and the OPTIONS are
+passage `source`s. The T1 difference is the standard — **`rl-1` alone**, so omit `standard` and let
+the dimension resolve it. DOK `r-dok2`.
+
+```
+target c1-t1
+passage "The Loose Board"
+type literary
+lines [
+  "Nina had walked past Mr. Ruiz's crooked porch a hundred times. The third board rocked under her feet every time she crossed it. On Saturday she stopped, because someone had left a hammer on the step. She looked up and down the empty street. Then she knelt down and set the first nail without anyone asking her to. Her arm ached by the fourth nail, but she did not quit. Mr. Ruiz never learned who had fixed his porch."
+]
+claims [
+  claim id "c1" status supported dimension supporting-evidence subject "Nina"
+    text "Nina takes care of a problem on her own, without being told to." cites ["e1" "e2"] {}
+]
+evidence [
+  source id "e1" line 1 quote "Then she knelt down and set the first nail without anyone asking her to." status directly-supports supports ["c1"] {}
+  source id "e2" line 1 quote "Mr. Ruiz never learned who had fixed his porch." status directly-supports supports ["c1"] {}
+  source id "e3" line 1 quote "The third board rocked under her feet every time she crossed it." status irrelevant supports [] rationale "Describes the problem, not Nina's choice to act." {}
+  source id "e4" line 1 quote "On Saturday she stopped, because someone had left a hammer on the step." status irrelevant supports [] rationale "Invites the erroneous inference that she helped only because a tool was there." {}
+  source id "e5" line 1 quote "Nina had walked past Mr. Ruiz's crooked porch a hundred times." status irrelevant supports [] rationale "Tells how often she passed, not that she acted on her own." {}
+  source id "e6" line 1 quote "She looked up and down the empty street." status irrelevant supports [] rationale "Sets the scene; shows no action Nina took." {}
+  source id "e7" line 1 quote "Her arm ached by the fourth nail, but she did not quit." status irrelevant supports [] rationale "Shows persistence once she had started, not that she started unasked." {}
+]
+outcomes [
+  outcome id "q1" type multiple-choice task-model tm1 dimension supporting-evidence subject "Nina" focus "c1"
+    stem "The reader can conclude that Nina takes care of a problem on her own, without being told to. Which line from the passage best supports this conclusion?" {}
+]
+{}..
+```
+
+## Example (Target 8 — Key Details, evidence selection)
+
+The inference is **GIVEN in the stem**; the OPTIONS are passage `source`s, not claims. Author ONE
+supported `claim` (the given inference, named by `focus`), state it in the `stem`, and author the
+`source`s as the choices: `directly-supports` = correct evidence (give each a `quote`),
+`irrelevant`/`supports-wrong-claim` = foils (give each a `rationale`). **No distractor claims.**
+Standards `ri-1` + `ri-7`, DOK `r-dok2`.
+
+**Keep the conclusion a real inference, not a paraphrase of one sentence.** The stem states the
+conclusion and the key is the evidence for it, so if the conclusion just restates the correct
+source, the option that echoes the stem gives itself away (the compiler warns). Pitch the claim one
+step above the text — here, *careful planning*, which no single sentence says outright — and author
+at least **5** non-supporting sources so the best foils can be chosen.
+
+```
+target c1-t8
+passage "Aqueducts"
+type informational
+lines [
+  "Rome needed more fresh water than its wells could give. Workers built long channels called aqueducts to carry water to the city. They tilted each channel down just a little, so the water moved on its own. Where the land dropped away, they raised the channel on tall stone arches. Some aqueducts started at springs sixty miles from the city. Crews walked the channels often and cleaned out leaves and mud. People in Rome filled their jugs at open fountains."
+]
+claims [
+  claim id "c1" status supported dimension supporting-evidence subject "the aqueducts"
+    text "Roman engineers planned the aqueducts carefully." cites ["e1" "e2"] {}
+]
+evidence [
+  source id "e1" line 1 quote "They tilted each channel down just a little, so the water moved on its own." status directly-supports supports ["c1"] {}
+  source id "e2" line 1 quote "Where the land dropped away, they raised the channel on tall stone arches." status directly-supports supports ["c1"] {}
+  source id "e3" line 1 quote "Rome needed more fresh water than its wells could give." status irrelevant supports [] rationale "Gives the reason for building, not evidence that the building was planned with care." {}
+  source id "e4" line 1 quote "Workers built long channels called aqueducts to carry water to the city." status irrelevant supports [] rationale "Says what was built; a student may read any construction detail as proof of planning." {}
+  source id "e5" line 1 quote "Some aqueducts started at springs sixty miles from the city." status irrelevant supports [] rationale "A fact about scale — impressive, but it shows distance rather than design choices." {}
+  source id "e6" line 1 quote "Crews walked the channels often and cleaned out leaves and mud." status irrelevant supports [] rationale "Describes upkeep after the aqueducts were finished, not the planning behind them." {}
+  source id "e7" line 1 quote "People in Rome filled their jugs at open fountains." status irrelevant supports [] rationale "Describes how people used the water; unrelated to how the system was designed." {}
+]
+outcomes [
+  outcome id "q1" type multiple-choice task-model tm1 dimension supporting-evidence subject "the aqueducts" standard ri-7 focus "c1"
+    stem "The reader can conclude that Roman engineers planned the aqueducts carefully. Which detail from the passage best supports this conclusion?" {}
+]
+{}..
+```
+
+## Example (Target 10 — Word Meanings)
+
+The OPTIONS are **meanings** of a targeted `word`, authored in a top-level `words` list — not
+claims. One `status correct` meaning + `status distractor` meanings (each a T10 `error-type` +
+`rationale`). The outcome's `focus` names the `word`; state the word + its sentence in the `stem`.
+Standard `ri-4` + an L-4 strategy code, DOK `r-dok2`.
+
+```
+target c1-t10
+passage "Aqueducts"
+type informational
+lines [
+  "Roman engineers built aqueducts. The aqueduct carried water across long distances."
+]
+words [
+  word id "w1" text "aqueduct" line 1 quote "The aqueduct carried water across long distances."
+    meanings [
+      meaning id "m1" status correct text "a channel that carries water" {}
+      meaning id "m2" status distractor error-type other-meaning text "a boat that carries cargo"
+        rationale "Another meaning that ignores the context." {}
+      meaning id "m3" status distractor error-type misinterprets text "a tall tower made of stone"
+        rationale "Misreads the sentence." {}
+      meaning id "m4" status distractor error-type wrong-context text "a road that crosses a valley"
+        rationale "Uses the wrong context." {}
+    ] {}
+]
+outcomes [
+  outcome id "q1" type multiple-choice task-model tm1 dimension word-meaning subject "aqueduct" standard l-4a focus "w1"
+    stem "Read the sentence: \"The aqueduct carried water across long distances.\" What does the word aqueduct most likely mean?" {}
+]
+{}..
+```
+
+For a **click-the-word** (`hot-text`) T10 item, drop the `meanings` and instead list the clickable
+candidates as bare `word`s in the same paragraph — the correct one is the outcome's `focus`, the
+rest are distractor candidate words; put only the instruction + definition in the `stem`:
+
+```
+words [ word id "w1" text "aqueduct" line 1 {} word id "w2" text "engineers" {} word id "w3" text "water" {} ]
+outcomes [
+  outcome id "q1" type hot-text dimension word-meaning subject "aqueduct" standard l-4c focus "w1"
+    stem "Read the paragraph below. Click the word that means a channel that carries water." {}
+]
+```

package/spec/language-info.json

@@ -1,7 +1,7 @@
 {
-  "revised": "2026-06-24",
+  "revised": "2026-08-28",
   "id": "0175",
-  "description": "Composes 5th-grade English Language Arts assessment items (Smarter Balanced · Grade 5 · Claim 1) for multiple learning targets — DIFFERENT reading skills: c1-t4 (Reasoning & Evidence, literary, RL) and c1-t11 (Reasoning & Evidence, informational, RI) ask students to infer/conclude and justify with evidence; c1-t9 (Central Ideas, informational, RI-1/RI-2) asks them to determine the main idea, the key details that build it, or summarize; c1-t8 (Key Details, informational, RI-1/RI-7) GIVES the inference in the stem and asks them to select the supporting evidence (the options are passage sources, not statements; item types multiple-choice/multi-select/single-part-hot-text); c1-t10 (Word Meanings, informational, RI-4/L-4) asks for the meaning of a targeted word/phrase in context (the options are MEANINGS, authored as a `word` with candidate `meaning`s — not claims; item types multiple-choice/multi-select, plus a click-the-word hot-text — for that, author the candidate `word`s as a top-level `words` list: the correct one is the outcome's `focus` (give it the `line` of its paragraph) and the others are distractor candidate words; ALL candidates must be words that appear in that one paragraph (they need only `text` — no `meanings`). The compiler shows the whole paragraph and makes the authored candidate words clickable, with the focus word correct (if you author only the correct word, every content word in the paragraph becomes a choice). The `stem` is only the instruction + the definition (e.g. 'Read the paragraph below. Click the word that means …') — never paste the paragraph into the stem). Every program declares a top-level `target` selecting the dimension/standard/error-type/DOK/stem vocabulary. Item-first: a program authors the questions (outcomes) first — each with a unique id, a focus correct claim (a list on multi-select), and a stem from the target's guideline catalog — then supported and distractor claims (each distractor targets the question(s) it foils) and evidence sources for one passage. Item types: ebsr (two-part), hot-text, short-text, multiple-choice (one correct), multi-select (exact correct set). T9 distractors are a significance taxonomy (too-narrow/too-broad/misreads-detail/insignificant) — usually true statements that just aren't central — vs R&E's reasoning-error taxonomy. Supply the passage text already split into paragraphs (keep the paragraph breaks). The compiler takes each outcome's focus and the foils that target it and assembles the item; it selects and validates authored content, it does not generate content or stems. Author the passage and all question text at the target reading level (Grade 5; overridable with a top-level `grade <n>`); the compiler estimates the passage's reading level and warns when it runs above the target grade.",
+  "description": "Composes 5th-grade English Language Arts assessment items (Smarter Balanced · Grade 5 · Claim 1) for multiple learning targets — DIFFERENT reading skills: c1-t4 (Reasoning & Evidence, literary, RL) and c1-t11 (Reasoning & Evidence, informational, RI) ask students to infer/conclude and justify with evidence; c1-t9 (Central Ideas, informational, RI-1/RI-2) asks them to determine the main idea, the key details that build it, or summarize, and c1-t2 (Central Ideas, LITERARY, RL-1/RL-2) does the same for a story — but there THEME leads (the correct answer is a lesson or message, not a plot event) and a summary must be scoped to a section or key event, never the whole text; c1-t1 (Key Details, LITERARY, RL-1 alone) and c1-t8 (Key Details, informational, RI-1/RI-7) GIVE the inference in the stem and ask them to select the supporting evidence (the options are passage sources, not statements; item types multiple-choice/multi-select/single-part-hot-text) — pick c1-t1 for a story, c1-t8 for an article; c1-t10 (Word Meanings, informational, RI-4/L-4) asks for the meaning of a targeted word/phrase in context (the options are MEANINGS, authored as a `word` with candidate `meaning`s — not claims; item types multiple-choice/multi-select, plus a click-the-word hot-text — for that, author the candidate `word`s as a top-level `words` list: the correct one is the outcome's `focus` (give it the `line` of its paragraph) and the others are distractor candidate words; ALL candidates must be words that appear in that one paragraph (they need only `text` — no `meanings`). The compiler shows the whole paragraph and makes the authored candidate words clickable, with the focus word correct (if you author only the correct word, every content word in the paragraph becomes a choice). The `stem` is only the instruction + the definition (e.g. 'Read the paragraph below. Click the word that means …') — never paste the paragraph into the stem). Every program declares a top-level `target` selecting the dimension/standard/error-type/DOK/stem vocabulary. Item-first: a program authors the questions (outcomes) first — each with a unique id, a focus correct claim (a list on multi-select), and a stem from the target's guideline catalog — then supported and distractor claims (each distractor targets the question(s) it foils) and evidence sources for one passage. Item types: ebsr (two-part), hot-text, short-text, multiple-choice (one correct), multi-select (exact correct set); the allowed set is per-target. Task-model NUMBERS are per-target and collide (tm3 = short-text in c1-t4/c1-t11, ebsr in c1-t2/c1-t9, hot-text in c1-t1/c1-t8/c1-t10), so name the item type, or resolve a number against the program's target — never assume the Reasoning & Evidence numbering carries to the other targets (see the per-target task-model table in the usage guide). T2/T9 distractors are a significance taxonomy (too-narrow/too-broad/misreads-detail/insignificant) — usually true statements that just aren't central — vs R&E's reasoning-error taxonomy. Supply the passage text already split into paragraphs (keep the paragraph breaks). The compiler takes each outcome's focus and the foils that target it and assembles the item; it selects and validates authored content, it does not generate content or stems. Author the passage and all question text at the target reading level (Grade 5; overridable with a top-level `grade <n>`); the compiler estimates the passage's reading level and warns when it runs above the target grade.",
   "supported_item_types": ["ebsr", "hot-text", "short-text", "multiple-choice", "multi-select"],
   "example_prompts": [
     {
@@ -59,11 +59,26 @@
       "produces": "multi-select",
       "notes": "target c1-t9, type multi-select, dimension summary. `focus` is a LIST of the two correct claims; the compiler emits 5-6 options and the student must select exactly the correct set."
     },
+    {
+      "prompt": "What is the theme of this story? Make it a two-part item where Part B asks for the sentence that supports it.",
+      "produces": "ebsr",
+      "notes": "Theme over a LITERARY passage: target c1-t2, type ebsr (task model 3 -- NOT short-text as in c1-t4/c1-t11), dimension theme, standards rl-1+rl-2. Phrase the correct claim as a lesson or message, not a plot event. Distractors are the significance taxonomy (too-narrow/too-broad/misreads-detail/insignificant). No-giveaway: author at least one supports-wrong-claim source listing BOTH the correct claim and a distractor, so Part B does not telegraph Part A."
+    },
+    {
+      "prompt": "Have students summarize what happens after the storm in this story, using details from the text.",
+      "produces": "short-text",
+      "notes": "target c1-t2, type short-text (task model 5), dimension summary, standards rl-1+rl-2, DOK r-dok3. T2 summaries are SCOPED -- the guideline forbids asking students to summarize the entire text, so the stem must name a section or key event. A plain 'summarize the passage' prompt belongs to c1-t9, not c1-t2."
+    },
     {
       "prompt": "The article concludes that aqueducts let distant cities get fresh water — make a multiple-choice item asking which detail best supports that conclusion.",
       "produces": "multiple-choice",
       "notes": "Given inference -> evidence selection: target c1-t8, type multiple-choice, dimension supporting-evidence, standards ri-1+ri-7. Author ONE supported claim (the conclusion) at `focus` and state it in the stem; the OPTIONS are sources -- the directly-supports source is correct, supports-wrong-claim/irrelevant sources are foils. No distractor claims."
     },
+    {
+      "prompt": "In this story, the reader can conclude that Nell regrets what she said — make a multiple-choice item asking which line from the story best supports that conclusion.",
+      "produces": "multiple-choice",
+      "notes": "Given inference -> evidence selection over a LITERARY passage: target c1-t1, type multiple-choice, dimension supporting-evidence. Same model as c1-t8, but the standard is rl-1 ALONE (the guideline names no companion), so omit `standard` on the outcome. Author ONE supported claim (the conclusion) at `focus` and state it in the stem; the OPTIONS are sources -- the directly-supports source is correct, irrelevant/supports-wrong-claim sources are foils. No distractor claims."
+    },
     {
       "prompt": "What does the word 'aqueduct' most likely mean as it is used in the article? (multiple choice)",
       "produces": "multiple-choice",
@@ -72,7 +87,7 @@
     {
       "prompt": "Make a click-the-word item: in the paragraph about the city's water supply, the target word is 'aqueduct' (it means a system of pipes/canals that carries water). Stem: 'Read the paragraph below. Click the word that means a system of pipes or canals that carries water.'",
       "produces": "hot-text",
-      "notes": "T10 Task Model 3 (click-the-word): target c1-t10, type hot-text, dimension word-meaning, standard ri-4 + l-4a. Author the focus `word` (e.g. { id \"w1\" text \"aqueduct\" line <paragraph #> }) as the outcome's `focus`, then the DISTRACTOR CANDIDATE WORDS either way: (a) as more single-word `word`s in the `words` list, OR (b) as the focus word's distractor `meanings` whose `text` IS the candidate word — a single word, with error-type + rationale (e.g. text \"causeways\", text \"canals\"). For hot-text the meaning text must be the literal word to click, NOT a definition. ALL candidates must be words that appear in the focus word's paragraph. The compiler shows the whole paragraph (from the focus word's `line`) and makes the candidate words clickable, focus correct. Do NOT put the paragraph in the stem; the stem is only the instruction + definition. (If you author only the focus word with a real multi-word definition, the compiler can't find candidates and falls back to making EVERY content word clickable — avoid that by listing the candidate words.)"
+      "notes": "T10's click-the-word hot-text (its Task Model 3 — task-model numbers are per-target, so this 3 is specific to c1-t10 and is NOT the same item type as tm3 in other targets): target c1-t10, type hot-text, dimension word-meaning, standard ri-4 + l-4a. Author the focus `word` (e.g. { id \"w1\" text \"aqueduct\" line <paragraph #> }) as the outcome's `focus`, then the DISTRACTOR CANDIDATE WORDS either way: (a) as more single-word `word`s in the `words` list, OR (b) as the focus word's distractor `meanings` whose `text` IS the candidate word — a single word, with error-type + rationale (e.g. text \"causeways\", text \"canals\"). For hot-text the meaning text must be the literal word to click, NOT a definition. ALL candidates must be words that appear in the focus word's paragraph. The compiler shows the whole paragraph (from the focus word's `line`) and makes the candidate words clickable, focus correct. Do NOT put the paragraph in the stem; the stem is only the instruction + definition. (If you author only the focus word with a real multi-word definition, the compiler can't find candidates and falls back to making EVERY content word clickable — avoid that by listing the candidate words.)"
     }
   ]
 }