@graffiticode/l0175 0.3.0 → 0.3.1

package/spec/spec.md

@@ -7,7 +7,9 @@ _Revised: 2026-06-19_
 items (Smarter Balanced · Grade 5 · Claim 1). One language serves **multiple learning targets**,
 selected by a required top-level `target`: `c1-t4` (Reasoning & Evidence, literary, RL standards),
 `c1-t11` (Reasoning & Evidence, informational, RI standards), `c1-t9` (Central Ideas,
-informational, RI-1/RI-2), `c1-t8` (Key Details, informational, RI-1/RI-7 — the inference is
+informational, RI-1/RI-2), `c1-t2` (Central Ideas, **literary**, RL-1/RL-2 — theme, and summary scoped to a key event),
+`c1-t1` (Key Details, **literary**, RL-1 — the inference is given and the student selects
+supporting evidence), `c1-t8` (Key Details, informational, RI-1/RI-7 — the inference is
 given and the student selects supporting evidence), or `c1-t10` (Word Meanings, informational,
 RI-4/L-4 — the meaning of a targeted word, options authored as `word`/`meaning`) — different
 reading skills, each with its own dimensions, distractor taxonomy, DOK, item types, and stem
@@ -64,7 +66,7 @@ Free text (`text`, `rationale`, `subject`, `stem`, the passage heading) and id l
 
 | Form | Arity | Takes | Description |
 | :--- | :---: | :--- | :--- |
-| `target` | 2 | tag | Top level: the learning target — `c1-t4` (R&E literary, RL), `c1-t11` (R&E informational, RI), `c1-t9` (Central Ideas informational, RI-1/RI-2), `c1-t8` (Key Details informational, RI-1/RI-7), or `c1-t10` (Word Meanings informational, RI-4/L-4). Selects the valid dimensions/standards, distractor taxonomy, DOK, item types, and stem catalog. Always author one; defaults to `c1-t4` if omitted. |
+| `target` | 2 | tag | Top level: the learning target — `c1-t4` (R&E literary, RL), `c1-t11` (R&E informational, RI), `c1-t9` (Central Ideas informational, RI-1/RI-2), `c1-t2` (Central Ideas literary, RL-1/RL-2), `c1-t1` (Key Details literary, RL-1 alone), `c1-t8` (Key Details informational, RI-1/RI-7), or `c1-t10` (Word Meanings informational, RI-4/L-4). Selects the valid dimensions/standards, distractor taxonomy, DOK, item types, and stem catalog. Always author one; defaults to `c1-t4` if omitted. |
 | `title` | 2 | string | Optional assessment title; echoed on the composed output. |
 | `grade` | 2 | number | Optional top-level reading-level target (e.g. `grade 5`). Defaults to the target/guideline's grade (5 for `c1-t4`/`c1-t11`); echoed on the output. The compiler estimates the passage's reading level and warns when it reads above this grade. |
 | `passage` | 2 | string | Opens the stimulus; the value is the passage **heading**. Chains with `type` and `lines`. |
@@ -144,14 +146,14 @@ composes). A `focus` that isn't a supported claim, or a `targets` to a missing o
 
 ## Enumerations
 
-- **`target`**: `c1-t4` (R&E literary), `c1-t11` (R&E informational), `c1-t9` (Central Ideas informational), `c1-t8` (Key Details informational), `c1-t10` (Word Meanings informational) — required, top level
+- **`target`**: `c1-t4` (R&E literary), `c1-t11` (R&E informational), `c1-t9` (Central Ideas informational), `c1-t2` (Central Ideas **literary**), `c1-t1` (Key Details **literary**), `c1-t8` (Key Details informational), `c1-t10` (Word Meanings informational) — required, top level
 - **item `type`**: `ebsr`, `hot-text`, `short-text`, `multiple-choice`, `multi-select` (allowed set is per-target) · **passage `type`**: `literary`, `informational`
 - **`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 — non-supporting sources · **(c1-t10)**: `other-meaning`, `misinterprets`, `wrong-context`
-- **`standard`** — the full CCSS Grade-5 strand for the target's text type is accepted; the dimension's companion is inferred when you omit it. Primary companions: **(c1-t4)** `rl-1` + `rl-2` (theme/topic) / `rl-3` / `rl-6` — full **RL** strand `rl-1`–`rl-7`/`rl-9` accepted (no `rl-8`) · **(c1-t11)** `ri-1` + `ri-3` / `ri-6` / `ri-7` / `ri-8` · **(c1-t9)** `ri-1` + `ri-2` · **(c1-t8)** `ri-1` + `ri-7` — c1-t11/t9/t8 accept the full **RI** strand `ri-1`–`ri-9` · **(c1-t10)** `ri-4` + the `l-4` / `l-5` families. **`dok`**: `r-dok1`, `r-dok2`, `r-dok3`
+- **`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 — non-supporting sources · **(c1-t10)**: `other-meaning`, `misinterprets`, `wrong-context`
+- **`standard`** — the full CCSS Grade-5 strand for the target's text type is accepted; the dimension's companion is inferred when you omit it. Primary companions: **(c1-t4)** `rl-1` + `rl-2` (theme/topic) / `rl-3` / `rl-6` — full **RL** strand `rl-1`–`rl-7`/`rl-9` accepted (no `rl-8`) · **(c1-t11)** `ri-1` + `ri-3` / `ri-6` / `ri-7` / `ri-8` · **(c1-t2)** `rl-1` + `rl-2` · **(c1-t9)** `ri-1` + `ri-2` · **(c1-t1)** `rl-1` **alone** — no companion in the guideline · **(c1-t8)** `ri-1` + `ri-7` — c1-t11/t9/t8 accept the full **RI** strand `ri-1`–`ri-9` · **(c1-t10)** `ri-4` + the `l-4` / `l-5` families. **`dok`**: `r-dok1`, `r-dok2`, `r-dok3`
 
 ## How composition uses the vocabulary
 
@@ -186,6 +188,11 @@ 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."
+  "Someone asked whether she wanted a sandwich, and she said nothing at all."
+  "Only when her father folded the last chair did Mara stand up."
+  "The tide crept in and filled the pool to its rim."
 ]
 claims [
   claim id "c1"
@@ -193,35 +200,58 @@ claims [
     dimension character
     subject "Mara"
     standard rl-1
-    text "Mara is more interested in the tide pool than in her family's picnic."
+    text "Mara cares more about the tide pool than about the picnic."
     cites [
       "e1"
       "e3"
+      "e4"
     ] {}
   claim id "c2"
     status distractor
     error-type misreads-detail
     plausibility 0.8
     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 erroneous-inference
+    error-type misreads-detail
+    plausibility 0.6
     targets [ "q1" ]
-    text "Mara dislikes the outdoors."
-    rationale "Contradicted by her smile in line 3."
+    text "Mara is bored by the pool and wants to go home."
+    rationale "Her stillness is focus, not boredom."
     cites [
       "e2"
     ] {}
   claim id "c4"
+    status distractor
+    error-type erroneous-inference
+    plausibility 0.55
+    targets [ "q1" ]
+    text "Mara would rather be indoors than out at the beach."
+    rationale "Contradicted by her smile at the crab."
+    cites [
+      "e3"
+    ] {}
+  claim id "c5"
+    status distractor
+    error-type erroneous-inference
+    plausibility 0.5
+    targets [ "q1" ]
+    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 support."
     cites [
       "e2"
@@ -230,27 +260,63 @@ claims [
 evidence [
   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 "e3"
+    line 3
+    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 4
+    quote "She traced the cold water as if the pool were the only thing that mattered."
+    status directly-supports
+    supports [
+      "c1"
+    ] {}
+  /* NO-GIVEAWAY: a supports-wrong-claim source backing BOTH the key and a distractor, so
+     Part B does not telegraph Part A */
   source id "e2"
     line 2
+    quote "Her brother called twice, but she did not turn around."
     status supports-wrong-claim
     supports [
       "c1"
       "c2"
     ] {}
-  source id "e3"
-    line 3
-    status directly-supports
+  source id "e6"
+    line 6
+    quote "Someone asked whether she wanted a sandwich, and she said nothing at all."
+    status supports-wrong-claim
     supports [
       "c1"
+      "c6"
     ] {}
+  source id "e5"
+    line 5
+    quote "Behind her, paper plates rustled and her mother laughed."
+    status irrelevant
+    supports [] {}
+  source id "e7"
+    line 7
+    quote "Only when her father folded the last chair did Mara stand up."
+    status irrelevant
+    supports [] {}
+  source id "e8"
+    line 8
+    quote "The tide crept in and filled the pool to its rim."
+    status irrelevant
+    supports [] {}
 ]
 outcomes [
   outcome id "q1"
     type ebsr
+    task-model tm1
     dimension character
     subject "Mara"
     standard rl-1
@@ -259,6 +325,7 @@ outcomes [
     stem-b "Which sentence(s) from the passage best support your answer in Part A?" {}
   outcome id "q2"
     type short-text
+    task-model tm3
     dimension character
     subject "Mara"
     standard rl-1

package/spec/stems.md

@@ -1,7 +1,7 @@
 <!-- SPDX-License-Identifier: CC-BY-4.0 -->
 # L0175 Appropriate-Stem Catalog (SBAC · Grade 5 · Claim 1)
 
-_Revised: 2026-06-24_
+_Revised: 2026-08-28_
 
 The **code generator authors each question's stem from this catalog** and emits it on the
 outcome (`stem`, and `stem-b` on EBSR). The compiler uses the authored text verbatim — it does
@@ -12,7 +12,9 @@ dual-text-stimuli stems are out of scope).
 **First match your program's `target`, then use that target's catalog below:**
 - **`c1-t4`** (Reasoning & Evidence, literary) → `packages/core/data/E.G5.C1.T4 Reasoning & Evidence.pdf`
 - **`c1-t11`** (Reasoning & Evidence, informational) → `packages/core/data/E.G5.C1.T11 Reasoning & Evidence.pdf`
+- **`c1-t2`** (Central Ideas, **literary**) → `packages/core/data/E.G5.C1.T2 Central Ideas.pdf`
 - **`c1-t9`** (Central Ideas, informational) → `packages/core/data/E.G5.C1.T9 Central Ideas.pdf`
+- **`c1-t1`** (Key Details, **literary**) → `packages/core/data/E.G5.C1.T1 Key Details.pdf`
 - **`c1-t8`** (Key Details, informational) → `packages/core/data/E.G5.C1.T8 Key Details.pdf`
 - **`c1-t10`** (Word Meanings, informational) → `packages/core/data/E.G5.C1.T10 Word Meanings.pdf`
 
@@ -21,10 +23,10 @@ dual-text-stimuli stems are out of scope).
 1. Use the section for your `target`.
 2. Pick the stem that matches your **item `type`** and the task. Task-model numbering is
    per-target and differs between targets — match by item type, not by number. (R&E targets:
-   EBSR=TM1, Hot-Text=TM2, Short-Text=TM3. T9 Central Ideas: Multiple-Choice=TM1,
-   Multi-Select=TM2, EBSR=TM3, Hot-Text=TM4, Short-Text=TM5. T8 Key Details: Multiple-Choice=TM1,
-   Multi-Select=TM2, Hot-Text=TM3. T10 Word Meanings: Multiple-Choice=TM1, Multi-Select=TM2,
-   Hot-Text=TM3.)
+   EBSR=TM1, Hot-Text=TM2, Short-Text=TM3. T2 and T9 Central Ideas: Multiple-Choice=TM1,
+   Multi-Select=TM2, EBSR=TM3, Hot-Text=TM4, Short-Text=TM5. T1 and T8 Key Details:
+   Multiple-Choice=TM1, Multi-Select=TM2, Hot-Text=TM3. T10 Word Meanings: Multiple-Choice=TM1,
+   Multi-Select=TM2, Hot-Text=TM3.)
 3. Pick the **one stem template** that matches the task and the dimension, and fill its
    bracketed `[...]` slot.
 
@@ -36,7 +38,9 @@ meaningless without its target):
 |--------|-----|-----|-----|-----|-----|
 | `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 -->
@@ -125,6 +129,15 @@ Author as `stem` (the prompt); every Short Text stem ends with the explain claus
   `stem "What did the author most likely mean by including the scarecrow in the passage?"`
 - theme / inference / Short Text →
   `stem "What inference can be made about the theme? Explain using key details from the passage to support your answer."`
+- topic / Short Text →
+  `stem "What is the story mostly about? Explain using key details from the passage to support your answer."`
+
+**`theme` vs `topic` (both → `rl-2`, but they are different dimensions).** `topic` is what the
+text is *about* (its subject) — cued by "**mostly about**" / "**what is the passage/story about**".
+`theme` is the *lesson or message* the text conveys — cued by "**the theme**" / "**the message**"
+/ "**the lesson**". Route a "mostly about" prompt to `topic`, and write the correct answer as a
+subject statement ("The story is mostly about …"), **not** a life-lesson statement. Reserve the
+lesson-style answer for `theme`.
 
 ---
 
@@ -138,6 +151,14 @@ concepts / author's use of information / point of view / purpose]` (or, for an o
 "key **evidence**" (T4 said "key details"), and Part B units are
 `sentence(s) / paragraph(s) / section(s)`.
 
+**`purpose` vs `point-of-view` (both start "author's …" but are different dimensions with
+different companions).** `purpose` = *why the author wrote the text* / what they are trying to do
+(inform, persuade, explain) — cued by "**author's purpose**" / "why the author wrote" → companion
+`ri-8`. `point-of-view` = *the author's stance or attitude* toward the subject — cued by
+"**author's point of view**" / "how the author feels about" → companion `ri-6`. Route a
+"purpose" prompt to `purpose`/`ri-8` and a "point of view" prompt to `point-of-view`/`ri-6`;
+easiest is to **omit `standard`** and let the dimension infer its companion.
+
 ## Task Model 1 — EBSR (two-part selected response)
 
 **Lead-in:** This question has two parts. First, answer part A. Then, answer part B.
@@ -200,6 +221,90 @@ Author as `stem`; every Short Text stem ends with the explain clause ("key **evi
 
 ---
 
+# Target 2 (`c1-t2`) — Central Ideas (**literary**)
+
+The **literary twin of Target 9**, and the only other target that offers **all five item types**.
+DOK **2** (**3** for the written response). Standards **RL-1 + RL-2**. Dimensions: `theme`,
+`central-idea`, `key-detail`, `summary` — every one answers to `rl-2`, so a composed item's
+`standards` is `["rl-1", "rl-2"]`. Distractors use the same **significance** taxonomy as T9
+(`too-narrow`, `too-broad`, `misreads-detail`, `insignificant`) — usually *true* statements that
+simply aren't central.
+
+**Three things T2 does that T9 does not:**
+
+1. **Theme leads.** RL-2 is "determine a theme of a story, drama, or poem from details in the
+   text." Prefer the `theme` dimension for a story or poem and phrase the correct answer as a
+   *lesson or message* ("Keeping at something can matter more than winning"), not a plot summary.
+   Use `central-idea` when the prompt says "main idea" rather than "theme" or "message".
+2. **Summary is SCOPED.** The guideline is explicit: *items will not ask students to summarize the
+   entire text; students will summarize a key event(s) or idea(s).* Point every `summary` stem at a
+   section or a key event ("Summarize what happens after…", "…the first paragraph"). A
+   "summarize the passage" stem is out of scope on T2 — that phrasing belongs to T9.
+3. **`key-detail` covers key EVENTS.** In a story the details that build a theme are usually
+   events, so tag them `key-detail`.
+
+**A caution from the guideline, for `insignificant`:** distractors "will not contain details of such
+insignificance that the options are implausible." A foil so trivial that no student would pick it
+is a wasted option — keep it true, relevant, and merely *not central*. Likewise, TM1 warns that
+distractors must not turn on sequencing or other DOK-1 errors.
+
+## Task Model 1 — Multiple Choice (`type multiple-choice`, single-answer, DOK 2)
+
+- Which sentence best [shows/tells/describes] the [theme/main idea] of the passage?
+- Which sentence best [shows/tells/describes] the [theme/main idea] of the [story/poem] told by the [narrator/speaker]?
+- Which sentence best [shows/tells/describes] [the author's/character's] message about [provide theme/main idea]?
+- Which [sentences/lines/paragraph(s)] from the passage best [shows/tells/describes] the [theme/main idea]?
+- Which sentence best summarizes the [first paragraph/introductory paragraph]?
+- Which sentence best summarizes what happens after [provide plot]?
+- Read this summary. [summary of a section; one key detail/event is missing] Which [key detail/event] is missing from the summary? *(the correct answer must be a pivotal key event or idea)*
+
+## Task Model 2 — Multi-Select (`type multi-select`, choose two, DOK 2)
+
+`focus` is a **list** of the two correct claims.
+- Choose two sentences that best [show/tell/describe] the [theme(s)/main idea(s)] presented in the passage.
+- Choose two sentences that should be included in a summary of [the text/section of the text].
+
+## Task Model 3 — EBSR (`type ebsr`, two-part, DOK 2)
+
+Lead-in: *The following question has two parts. First, answer part A. Then, answer part B.*
+Part A:
+- Which sentence best [shows/tells/describes] the [theme/main idea] of the text?
+- Which sentence best [shows/tells/describes] the [author's/character's] [message/main idea]?
+
+Part B (`stem-b`):
+- Which [sentence(s)/line(s)/paragraph(s)] from the passage best [support(s)/is (are) an example of] your answer in part A?
+
+**No-giveaway (the guideline states it outright):** avoid Part A/Part B choices that obviously
+correspond, so that picking a Part A option determines the Part B option. Some or all Part B options
+should plausibly support **more than one** Part A choice — author at least one
+`supports-wrong-claim` source listing BOTH the correct claim and a distractor.
+
+## Task Model 4 — Hot Text (`type hot-text`, single-part select-text, DOK 2)
+
+Single-part: the authored `stem` is the whole instruction; the student clicks the sentence(s) whose
+`source`s `directly-supports` the focus claim. The stem states how many to click.
+- Click on [one/two] [sentence(s)/line(s)/set of lines/paragraph(s)] that best [shows/tells/describes] the [theme/main idea] of [the text/section of the text]. Choose [one/two] answer(s).
+- Read this summary of [the text/section of the text]. [summary; one key event missing] A [key event/detail] is missing from the summary. Click on the [sentence(s)/paragraph(s)] that include(s) the missing [event/detail].
+- Click on the [one/two] [key detail(s)/event(s)] that should be included in a summary of the text.
+
+## Task Model 5 — Short Text (`type short-text`, constructed response, DOK 3)
+
+Written response; **never the whole text** (see #2 above).
+- Determine the [theme/main idea] of the passage. Explain the [theme/main idea] using key details from the passage to support your answer.
+- What is the [theme/main idea] of the passage? Explain using key details from the passage to support your answer.
+- Summarize the [first paragraph/introductory paragraph]. Use key [details/events] from the passage in your summary.
+- Summarize what happens [after/during] [provide text event]. Use key [details/events] from the passage in your summary.
+
+## Worked examples (T2, specific slot fills)
+
+- theme / Multiple Choice → `stem "Which sentence best tells the theme of the passage?"` with the correct claim phrased as a lesson ("Keeping at something can matter more than winning.").
+- summary / Multi-Select → `stem "Choose two sentences that should be included in a summary of the story. Select two answers."` with `focus ["s1" "s2"]`.
+- theme / EBSR → Part A as above, `stem-b "Which sentence from the passage best supports your answer in Part A?"`.
+- theme / Hot Text → `stem "Click on the two sentences that best show the theme of the story. Choose two answers."` (author exactly two `directly-supports` sources).
+- summary / Short Text → `stem "Summarize what happens after the blue ribbon goes to somebody else. Use key details from the passage in your summary."` — scoped to a key event, not the whole story.
+
+---
+
 # Target 9 (`c1-t9`) — Central Ideas (informational)
 
 A **different skill** from Reasoning & Evidence: synthesize and condense — the **main/central
@@ -278,6 +383,63 @@ it); the student clicks the sentence(s) that show the main idea. The correct sen
 
 ---
 
+# Target 1 (`c1-t1`) — Key Details (**literary**)
+
+The **literary mirror of Target 8**: the inference/conclusion is **GIVEN in the stem**, and the
+student selects the **text evidence** that supports it. DOK **1–2**. Standard **RL-1 — and only
+RL-1** (unlike T8 the guideline names no companion, so a composed item's `standards` is just
+`rl-1`; omit `standard` and let the dimension resolve it). Dimension: `supporting-evidence`. Item
+types: `multiple-choice`, `multi-select`, `hot-text` (no EBSR, no constructed response).
+
+**Authoring:** identical to T8 — author ONE supported `claim` = the given inference (named by the
+outcome's `focus`) and **state that inference in the `stem`**; author `source`s for the options —
+`directly-supports` (the correct evidence; give a `quote` for the exact sentence) and
+`supports-wrong-claim` / `irrelevant` (the distractor evidence, each with a `rationale`). The
+options are the **sources**, not claims; there are no distractor claims.
+
+**Two literary differences from T8's wording:** these stems offer **`line`** as a selectable unit
+(matching L0175's numbered `lines`) and say **`[author/narrator]`** where T8 says only "author" —
+use "narrator" for a first-person story. Multi-Select is exactly **two** correct (T8 allows two or
+three).
+
+## Task Model 1 — Multiple Choice (`type multiple-choice`, single-answer, DOK 1–2)
+
+The stem states the inference and asks which evidence supports it:
+- Which [detail/sentence/line] from the passage best [supports/shows] [provide inference or conclusion based on the passage]?
+- [Provide inference or conclusion based on the passage]. Which [detail/sentence/line] from the passage best supports this [inference/conclusion] OR best shows [provide the inference or conclusion]?
+- The reader can [infer/conclude] [inference or conclusion based on the passage]. Which [detail/sentence/line] from the passage best supports this [inference/conclusion]?
+- The [author/narrator] [infers/concludes] that [inference/conclusion based on the passage]. Which [detail/sentence/line] from the passage best supports this [inference/conclusion]?
+- Read this [inference/conclusion]. [Provide inference or conclusion based on the passage]. Which [detail/sentence/line] from the passage best supports this [inference/conclusion]?
+
+## Task Model 2 — Multi-Select (`type multi-select`, choose two, DOK 1–2)
+
+- Choose two [details/sentences/lines] from the passage that best support the [inference/conclusion] that [provide inference or conclusion based on the passage].
+- Which [details/sentences/lines] from the passage best support [provide inference or conclusion based on the passage]? Select two answers.
+- [Provide inference or conclusion based on the passage]. Which [details/sentences/lines] from the passage best support this [inference/conclusion]? Select two answers.
+- The reader can [infer/conclude] [provide inference/conclusion based on the passage]. Which [details/sentences/lines] from the passage best support this [inference/conclusion]? Select two answers.
+- The [author/narrator] [infers/concludes] that [provide inference/conclusion based on the passage]. Which [details/sentences/lines] from the passage best support this [inference/conclusion]? Select two answers.
+
+## Task Model 3 — Hot Text (`type hot-text`, single-part select-text, DOK 1–2)
+
+Single-part: the authored `stem` states the inference and the click instruction (the compiler does
+not synthesize it); the student clicks the supporting sentence(s):
+- Click the [detail/sentence/set of sentences/line/paragraph] that best supports [provide inference or conclusion based on the passage].
+- Click [one/two] [details/sentences/sets of sentences/lines/paragraphs] that best support [provide inference or conclusion based on the passage].
+- [Provide inference or conclusion based on the passage]. Click the [detail/sentence/set of sentences/line/paragraph] that best supports this [inference/conclusion].
+- The reader can [infer/conclude] [provide inference/conclusion based on the passage]. Click [one/two] [details/sentences/lines] that best support this [inference/conclusion].
+- Read this [inference/conclusion]. [Provide inference or conclusion based on the text]. Click [one/two] [details/sentences/sets of sentences/lines/paragraphs] that best support this [inference/conclusion].
+
+## Worked examples (T1, specific slot fills)
+
+- supporting-evidence / Multiple Choice →
+  `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?"` with one supported `claim` (the inference) at `focus`, its directly-supporting `source` the correct option.
+- supporting-evidence / Multi-Select →
+  `stem "Nina takes care of a problem on her own, without being told to. Which two lines from the passage best support this conclusion? Select two answers."` (two `directly-supports` sources)
+- supporting-evidence / Hot Text (single-part) →
+  `stem "Read this conclusion. Nina takes care of a problem on her own, without being told to. Click the two sentences from the passage that best support this conclusion."`
+
+---
+
 # Target 8 (`c1-t8`) — Key Details (informational)
 
 A **different model**: the inference/conclusion is **GIVEN in the stem**, and the student selects

package/spec/usage-guide.md

@@ -13,8 +13,8 @@ L0175 is a content-composition language for 5th-grade English Language Arts asse
 type (`ebsr` / `hot-text` / `short-text` / `multiple-choice` / `multi-select`) — that is unambiguous.
 Task-model *numbers* (TM1…TM5) are numbered **per target**, so the same number means different things
 in different targets: `tm3` is **short-text** in `c1-t4`/`c1-t11`, **`ebsr`** in `c1-t9`, and
-**`hot-text`** in `c1-t8`/`c1-t10`. A bare "task model 3" is therefore meaningless without its
-target — never assume the Reasoning & Evidence (T4/T11) numbering carries over to T9/T8/T10. When a
+**`hot-text`** in `c1-t1`/`c1-t8`/`c1-t10`. A bare "task model 3" is therefore meaningless without
+its target — never assume the Reasoning & Evidence (T4/T11) numbering carries over to the others. When a
 request names a task model by number, resolve it against the **program's target** (see the per-target
 task-model table in *Vocabulary Cues*) and state the item type, e.g. for `c1-t9` "task model 3 → EBSR".
 
@@ -35,6 +35,16 @@ correct selection). Two new item types — `multiple-choice` (4 options, one cor
 `multi-select` (5–6 options, an exact correct set) — are single-part: author the `stem` and a
 `focus`, no Part B.
 
+**`c1-t2` — Central Ideas over LITERARY texts** is T9's twin on a story, with the same five item
+types, the same significance taxonomy, and standards `rl-1`+`rl-2`. Choose it over `c1-t9` by the
+passage: story/poem → `c1-t2`, article → `c1-t9`. Two rules are T2's alone. **Theme leads**: its
+dimensions are `theme`, `central-idea`, `key-detail`, `summary`, and for a story you normally want
+`theme` with the correct answer phrased as a *lesson or message* ("Keeping at something can matter
+more than winning"), not a plot event — reserve `central-idea` for a prompt that says "main idea".
+**Summary is scoped**: the guideline forbids asking students to summarize the *entire* text, so a
+T2 `summary` stem must name a section or key event ("Summarize what happens after…"). A plain
+"summarize the passage" belongs to T9, not T2.
+
 L0175 also composes **`c1-t8` — Key Details** (informational): the inference/conclusion is **GIVEN
 in the stem** and the student selects the supporting **evidence** (the answer is *evidence*, not a
 chosen statement). Use `c1-t8` when the request **states an idea and asks which detail/sentence
@@ -44,6 +54,13 @@ supports it**; dimension `supporting-evidence`, standards `ri-1`+`ri-7`, DOK 1
 options: `directly-supports` = correct evidence (with a `quote`), `supports-wrong-claim`/`irrelevant`
 = distractor evidence. No distractor claims.
 
+**`c1-t1` — Key Details over LITERARY texts** is the same model as `c1-t8` on a story rather than an
+article: same dimension `supporting-evidence`, same item types, same DOK 1–2, same authoring recipe.
+The one difference is the standard — the guideline names **`rl-1` and no companion**, so a composed
+item's `standards` is exactly `["rl-1"]`; omit `standard` on the outcome. Choose between them by the
+passage: story/poem/narrative → `c1-t1`, article/report → `c1-t8`. T1's stems offer `line` as a
+selectable unit and say "[author/**narrator**]"; its Multi-Select is exactly two correct.
+
 L0175 also composes **`c1-t10` — Word Meanings** (informational): the question asks for the
 **meaning of a targeted word/phrase in context**, so the answer choices are **meanings**, authored
 as a dedicated `word`/`meaning` structure (not claims). Use `c1-t10` when the request asks **what a
@@ -80,7 +97,7 @@ Author the passage **and** every claim, option, and rationale to that grade (fig
 
 Say this to get that:
 
-- **Target** — `target c1-t4` (literary, Reasoning & Evidence), `target c1-t11` (informational, Reasoning & Evidence), `target c1-t9` (informational, Central Ideas), `target c1-t8` (informational, Key Details — given-inference → evidence), or `target c1-t10` (informational, Word Meanings — meaning of a targeted word); required, first top-level form. Selects the dimensions, standards, distractor taxonomy, DOK, item types, and stem catalog.
+- **Target** — `target c1-t4` (literary, Reasoning & Evidence), `target c1-t11` (informational, Reasoning & Evidence), `target c1-t2` (**literary**, Central Ideas), `target c1-t9` (informational, Central Ideas), `target c1-t1` (**literary**, Key Details — given-inference → evidence), `target c1-t8` (informational, Key Details — same model), or `target c1-t10` (informational, Word Meanings — meaning of a targeted word); required, first top-level form. Selects the dimensions, standards, distractor taxonomy, DOK, item types, and stem catalog.
 - **Grade** — optional top-level `grade <n>` (e.g. `grade 5`). Defaults to the target/guideline's grade; author one only to override when the user asks for a different grade. Sets the reading-level target the compiler checks the passage against.
 - **Passage** — `passage "Title"` sets the heading; `type literary` (or `informational`, matching the target); `lines [ "..." "..." ]` are the passage **paragraphs** — one entry per paragraph, auto-numbered from 1. Always split by paragraph, including for Hot Text: the compiler segments each paragraph into sentences and exposes each sentence as a Part B selection, so the passage keeps its paragraph format. For EBSR Part B, evidence sources carry a `quote` with the exact supporting sentence so options stay sentence-tight while `line` points at the paragraph.
 - **Outcome** — the question, composed first. `outcome id "q1" type ebsr dimension character subject "Mara" 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?" {}`. `id` is the handle distractors target; `focus` names the correct claim; `stem` (and `stem-b` on EBSR) come from `stems.md`. Vary `type` (`ebsr` / `hot-text` / `short-text`) for different task models. **Keep the Part A stem a neutral question** — fill the template's slot with the subject/skill only, and do **not** echo the correct option's wording (if the stem restates the answer, it gives it away). Paraphrase so stem and key share only the subject; the compiler warns when the stem reuses most of the correct option's words. Applies to every Hot Text and EBSR question, across all targets. **For Hot Text, Part A asks for the best STATEMENT** ("Click on the statement that best provides an inference about [X]…") whose options are inference claims — it is NOT a "click the sentences" instruction (that's Part B, fixed by the compiler). If a request says "select the sentences that show [X]", translate it: Part A is a statement prompt about [X], and the sentences that show [X] are `directly-supports` evidence (with exact `quote`s) that become Part B's answer. The compiler warns when a Hot Text Part A stem mentions sentences.
@@ -88,23 +105,26 @@ Say this to get that:
 - **Evidence source** — a passage line tagged by its support role. `source id "e1" line 1 status directly-supports supports ["c1"] {}`. Statuses: `directly-supports`, `supports-wrong-claim`, `irrelevant`. An optional `rationale` explains a foil. For **Hot Text**, give each `directly-supports` source a `quote` naming the exact supporting **sentence** so that sentence is marked correct in Part B; a `directly-supports` source with no `quote` marks every sentence of its `line` correct. Part B asks for an **exact number** of sentences (one less than the valid count, floored at 1, capped at 3) and **any selection of that many from the valid set is correct** (a superset) — so **author ≥3 directly-supporting sentences** so the asked count is ≥2 and students aren't forced to find every one.
 - **Dimensions (c1-t4)** — `character`, `setting`, `event`, `point-of-view`, `theme`, `topic`, `narrators-feelings`, `character-relationship`.
 - **Dimensions (c1-t11)** — `relationships-interactions`, `author-use-of-information`, `point-of-view`, `purpose`, `authors-opinion`.
+- **Dimensions (c1-t2)** — `theme` (prefer it for a story: the lesson/message), `central-idea`, `key-detail` (covers key events), `summary` (scoped to a section or key event, never the whole text).
 - **Dimensions (c1-t9)** — `central-idea`, `key-detail`, `summary`.
-- **Dimensions (c1-t8)** — `supporting-evidence` (the answer is evidence; the inference is given in the stem).
+- **Dimensions (c1-t1 / c1-t8)** — `supporting-evidence` (the answer is evidence; the inference is given in the stem). `c1-t1` is the literary target, `c1-t8` the informational one.
 - **Dimensions (c1-t10)** — `word-meaning` (the answer is a meaning; authored via `word`/`meaning`).
 - **Word / meaning (c1-t10)** — `words [ word id "w1" text "aqueduct" line 1 quote "…" meanings [ meaning id "m1" status correct text "a water channel" {} meaning id "m2" status distractor error-type other-meaning text "a boat" rationale "…" {} ] {} ]`; the outcome's `focus` names the word.
 - **Item types** — `ebsr` (two-part: statement → evidence), `hot-text` (R&E/Central-Ideas: click the supporting/main-idea sentences; Key Details: click the evidence sentences; Word Meanings: click the word matching a definition), `short-text` (constructed response), `multiple-choice` (one correct, single-part), `multi-select` (exact correct set, single-part). MC/Multi-Select have no Part B. The allowed set is per-target (the compiler rejects others).
-- **Task models are per-target — resolve a number against the target.** Task-model NUMBERS (TM1…TM5) are numbered per target and collide, so name the item type rather than a bare number; if a request says "task model N", map N to the item type for the program's target using the table below (e.g. `c1-t9` TM3 → `ebsr`, TM4 → `hot-text`). You may also author the number on the outcome as `task-model tm3` — the compiler resolves it against the target's table and **hard-errors if it disagrees with `type`** (or supplies `type` when omitted), so the intended task model is checked, not guessed.
+- **Task models are per-target — resolve a number against the target.** Task-model NUMBERS (TM1…TM5) are numbered per target and collide, so name the item type rather than a bare number; if a request says "task model N", map N to the item type for the program's target using the table below (e.g. `c1-t9` TM3 → `ebsr`, TM4 → `hot-text`). **Specify the task model on the outcome as `task-model tm3` whenever it is known** — the compiler resolves it against the target's table and **hard-errors if it disagrees with `type`** (or supplies `type` when omitted), so the intended task model is checked, not guessed. It stays optional, but the compiler emits a (non-blocking) warning when an outcome omits it, so include it whenever you know it.
 
 <!-- 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 -->
-- **Central Ideas (c1-t9) distractor `error-type`** — `too-narrow`, `too-broad`, `misreads-detail`, `insignificant` (true-but-not-central); R&E targets use `misreads-detail`/`erroneous-inference`/`faulty-reasoning`.
+- **Central Ideas (c1-t2 / c1-t9) distractor `error-type`** — `too-narrow`, `too-broad`, `misreads-detail`, `insignificant` (true-but-not-central); R&E targets use `misreads-detail`/`erroneous-inference`/`faulty-reasoning`. Keep an `insignificant` foil plausible — the guideline warns against details so trivial the option is implausible.
 - **Program terminator** — top-level forms chain with no `{}` between them; the program ends with a single `{}..`.
 
 ## Example Prompts
@@ -115,9 +135,12 @@ Say this to get that:
 - *"Make an EBSR item about how the author uses evidence to support a point in an informational article about bridges, standard ri-8."* → `target c1-t11`, `dimension author-use-of-information`
 - *"Write an item about the relationships between the events in a history passage."* → `target c1-t11`, `dimension relationships-interactions`
 - *"Which sentence best states the main idea of this article? (multiple choice)"* → `target c1-t9`, `type multiple-choice`, `dimension central-idea`
+- *"What is the theme of this story? Make it a two-part item with the evidence in Part B."* → `target c1-t2`, `type ebsr` (tm3), `dimension theme`; the correct answer is a lesson, not a plot event
+- *"Have students summarize what happens after the storm, using details from the story."* → `target c1-t2`, `type short-text` (tm5), `dimension summary` — scoped to a key event, which is the only kind of summary T2 allows
 - *"Make a multi-select asking for the two sentences that belong in a summary."* → `target c1-t9`, `type multi-select`, `dimension summary`, `focus` is a list of the two correct claims
 - *"The article says aqueducts brought water to distant cities — which detail best supports that? (multiple choice)"* → `target c1-t8`, `type multiple-choice`, `dimension supporting-evidence`; the inference goes in the `stem`, the options are `source`s
 - *"Make a click-the-sentence item where students select the evidence for a stated conclusion."* → `target c1-t8`, `type hot-text` (single-part), `dimension supporting-evidence`
+- *"In this story, the reader can conclude the boy regrets what he said — which line best supports that?"* → `target c1-t1` (the literary Key Details target), `type multiple-choice`, `dimension supporting-evidence`; standards are `rl-1` alone
 - *"What does the word 'aqueduct' mean as used in this article? (multiple choice)"* → `target c1-t10`, `type multiple-choice`, `dimension word-meaning`; a `word` with candidate `meaning`s, `focus` names the word
 - *"Read the paragraph below. Click the word that means 'a channel that carries water'."* → `target c1-t10`, `type hot-text` (click-the-word); author the candidate `word`s (correct one is `focus` with its paragraph's `line`, plus a few distractor candidate words from the same paragraph); definition in the stem, passage NOT in the stem
 - *"Keep the passage at a 4th-grade reading level."* → top-level `grade 4`; author shorter sentences and simpler vocabulary (the default is the guideline's Grade 5)