@graffiticode/l0175 0.3.0 → 0.3.1

package/dist/lexicon.js

@@ -27,15 +27,15 @@ const ENUM_VALUES = [
     // task-model numbers (per-target; resolved to an item type by the compiler via targets.ts)
     "tm1", "tm2", "tm3", "tm4", "tm5",
     // learning targets (the top-level `target` selector)
-    "c1-t4", "c1-t11", "c1-t9", "c1-t8", "c1-t10",
+    "c1-t4", "c1-t11", "c1-t2", "c1-t9", "c1-t1", "c1-t8", "c1-t10",
     // T4 (literary) dimensions
     "character", "setting", "event", "point-of-view",
     "theme", "topic", "narrators-feelings", "character-relationship",
     // T11 (informational) dimensions (point-of-view shared with T4)
     "relationships-interactions", "author-use-of-information", "purpose", "authors-opinion",
-    // T9 (Central Ideas) dimensions
+    // T9 / T2 (Central Ideas) dimensions (T2 adds `theme`, already registered above for T4)
     "central-idea", "key-detail", "summary",
-    // T8 (Key Details) dimension
+    // T8 / T1 (Key Details) dimension
     "supporting-evidence",
     // T10 (Word Meanings) dimension
     "word-meaning",
@@ -80,7 +80,7 @@ const additions = {
     passage: fn2("PASSAGE"), // passage heading
     lines: fn2("LINES"), // passage line strings (auto-indexed)
     title: fn2("TITLE"),
-    target: fn2("TARGET"), // top-level SBAC learning target selector (c1-t4 | c1-t11)
+    target: fn2("TARGET"), // top-level SBAC learning target selector (see targets.ts)
     grade: fn2("GRADE"), // optional top-level grade override; defaults to the target's grade
     stem: fn2("STEM"),
     rubric: fn2("RUBRIC"),

package/dist/lexicon.js.map

@@ -1 +1 @@
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package/dist/static/examples.md

@@ -0,0 +1,105 @@
+<!-- SPDX-License-Identifier: CC-BY-4.0 -->
+# L0175 RAG Training Examples
+
+_Revised: 2026-08-28_
+
+Natural-language prompts for training a RAG model on L0175 — composing 5th-grade ELA
+assessment items (Smarter Balanced · Grade 5 · Claim 1). They are written the way a fifth-grade
+teacher would ask for an item, and they stay away from specific passage content so the model
+learns the task shape, not a topic. Each program declares its `target` first.
+
+This is a covering set: every task model of every target appears at least once, and across the
+task models each target's dimensions are each covered at least once. Standard is a function of
+dimension, so covering dimensions covers the standards too — except in Word Meanings, where the
+one dimension spans four L-4 strategies (context, roots and affixes, dictionary, word
+relationships), which are covered instead. The dimension is carried by the skill the prompt
+describes, not a tag.
+
+Item type maps to a task-model number within each target, and the numbers collide across targets —
+a short-text item is tm3 in T4/T11 but tm5 in T2/T9; a hot-text item is tm2 in T4/T11, tm4 in T2/T9, and
+tm3 in T1/T8/T10 — so each prompt names its target and task model.
+
+## Target 4 (`c1-t4`) — Reasoning & Evidence, literary
+
+Students read a story and reason about it — a character's feelings or motives, how two characters
+relate, the setting, an event, the narrator's point of view or feelings, the theme, or the topic —
+and back it up with evidence from the text.
+
+1. c1-t4 tm1 — Make a two-part item for a story: in Part A students figure out what the main character is feeling or why they act the way they do, and in Part B they pick the line that best backs it up.
+2. c1-t4 tm1 — Make a two-part item for a story about an important event: in Part A students figure out why it happens or how a character reacts to it, and in Part B they pick the line that best supports their answer.
+3. c1-t4 tm1 — Make a two-part item for a story about two characters: in Part A students figure out how the two feel about each other, and in Part B they pick the line that best shows it.
+4. c1-t4 tm2 — Make an item for a story where students first click the sentence that best tells the narrator's point of view, then click the sentence or two that support it.
+5. c1-t4 tm2 — Make an item for a story where students first click the sentence that best shows how the setting shapes the mood, then click the sentences that support it.
+6. c1-t4 tm2 — Make an item for a story where students first click the sentence that best shows how the narrator feels about another character, then click the sentences that support it.
+7. c1-t4 tm3 — Make a written-response item for a story: ask students what the theme is and have them explain it using details from the text.
+8. c1-t4 tm3 — Make a written-response item for a story: ask students what the story is mostly about and have them support it with details from the text.
+
+## Target 11 (`c1-t11`) — Reasoning & Evidence, informational
+
+The same kind of reasoning as Target 4, but for an informational passage — how ideas or events
+connect, how the author uses information to support a point, the author's point of view or
+purpose, or the author's opinion — always supported with evidence.
+
+9. c1-t11 tm1 — Make a two-part item for an informational passage: in Part A students figure out how two ideas or events are connected, and in Part B they choose the detail that best supports it.
+10. c1-t11 tm1 — Make a two-part item for an informational passage: in Part A students figure out the author's point of view, and in Part B they choose the detail that best supports it.
+11. c1-t11 tm2 — Make an item for an informational passage where students click the sentence that best states the author's purpose, then click the sentences that support it.
+12. c1-t11 tm2 — Make an item for an informational passage where students click the sentence that best shows how the author uses facts to support a point, then click the sentences that support it.
+13. c1-t11 tm3 — Make a written-response item for an informational passage: ask students what conclusion they can draw about the author's opinion and have them back it up with evidence from the text.
+
+## Target 2 (`c1-t2`) — Central Ideas, literary
+
+Students find the theme of a story or poem, the key details and events that build it, or summarize
+part of it. The theme is a lesson or message, not a plot event. Wrong answers are usually true but
+not central. Summaries here always cover a section or a key event, never the whole story.
+
+14. c1-t2 tm1 — Make an item for a story that asks which sentence best tells the theme.
+15. c1-t2 tm2 — Make an item for a story where students choose the two sentences that belong in a summary of it.
+16. c1-t2 tm3 — Make a two-part item for a story: in Part A students pick the theme, and in Part B they choose the sentence that best supports it.
+17. c1-t2 tm4 — Make an item for a story where students click the one or two sentences that best show the theme.
+18. c1-t2 tm5 — Make a written-response item for a story: ask students to summarize what happens after a key moment, using details from the text.
+
+## Target 9 (`c1-t9`) — Central Ideas, informational
+
+Students find the main idea of an informational passage, the key details that build it, or a
+summary. Wrong answers are usually true but not central — a small supporting detail, an
+overgeneralization, or a misread. T2 is its literary twin; the two are the only targets that use all five task models.
+
+19. c1-t9 tm1 — Make an item for an informational passage that asks which sentence best states the main idea.
+20. c1-t9 tm1 — Make an item that shows students a short summary of an informational passage with one key detail left out and asks which detail is missing.
+21. c1-t9 tm2 — Make an item for an informational passage where students choose the two sentences that belong in a summary.
+22. c1-t9 tm3 — Make a two-part item for an informational passage: in Part A students pick the main idea, and in Part B they choose the key detail that best supports it.
+23. c1-t9 tm4 — Make an item for an informational passage where students click the sentence or two that best show the main idea.
+24. c1-t9 tm5 — Make a written-response item for an informational passage: ask students to figure out the main idea and explain it using key details from the text.
+
+## Target 1 (`c1-t1`) — Key Details, literary
+
+The same job as Target 8, but on a story instead of an article. Give students a conclusion about
+the story and have them find the line or lines that support it. Wrong answers are other lines that
+tell about the story without backing up that particular conclusion.
+
+25. c1-t1 tm1 — Give students a conclusion about a story and make an item asking which line from the story best supports it.
+26. c1-t1 tm2 — Give students a conclusion about a story and make an item asking which two lines best support it.
+27. c1-t1 tm3 — Give students a conclusion about a story and make an item where they click the sentence or two that support it.
+
+## Target 8 (`c1-t8`) — Key Details, informational
+
+The conclusion is handed to the students; their job is to find the evidence. Give them an
+inference about an informational passage and have them pick the detail(s) that support it. The
+wrong answers are other details that don't actually support it.
+
+28. c1-t8 tm1 — Give students a conclusion about an informational passage and make an item asking which detail from the passage best supports it.
+29. c1-t8 tm2 — Give students a conclusion about an informational passage and make an item asking which two details best support it.
+30. c1-t8 tm3 — Give students a conclusion about an informational passage and make an item where they click the sentence or two that support it.
+
+## Target 10 (`c1-t10`) — Word Meanings, informational
+
+Students figure out what a word or phrase means the way it is used in an informational passage.
+The answer choices are meanings; wrong ones come from another meaning of the word, a misread, or
+the wrong context. Items lean on context, but can also use a word's roots and affixes, a dictionary
+entry, or word relationships like synonyms and antonyms.
+
+31. c1-t10 tm1 — Make an item that asks what a key word most likely means the way it is used in an informational passage.
+32. c1-t10 tm1 — Make an item that asks what a word means by using its Greek or Latin root or prefix.
+33. c1-t10 tm2 — Make an item that asks students to choose the two answers that best give the meaning of a key word as it is used in an informational passage.
+34. c1-t10 tm2 — Make an item that asks students to choose the two words that mean about the same as a key word from the passage.
+35. c1-t10 tm3 — Give students a short dictionary definition and make an item where they click the word in the paragraph that matches it.