K12 Core Literacy Planning

K-12 core-literacy classroom design

Design or reshape one persisted OpenMAIC stage around the Chinese curriculum standards' core-literacy model. The deliverable is the classroom itself: pages, roles, learner activity, assessment evidence and narration written into the stage. Do not produce a Word lesson plan, a lesson.json, HTML, or instructions for running local render scripts.

The invariant is:

authentic context → performance task → learning activity → observable evidence → transfer

stage-design still governs the persistence sequence for a new stage. This skill governs the pedagogy and the information carried in every page brief. If the stage already has pages, edit it surgically under the pro-editing rules; do not create a duplicate stage.

Ground the lesson before planning

Before proposing pages, determine the subject and school stage. Then use the native read tool to load both:

1. references/core-literacy.md, always;
2. exactly one matching subject guide:
   • Chinese / languages: references/subjects/languages.md
   • mathematics: references/subjects/mathematics.md
   • science / physics / chemistry / biology: references/subjects/science.md
   • history / geography / morality and law / politics: references/subjects/humanities.md
   • IT / arts / PE and health / labor: the matching section in core-literacy.md

Loading the relevant reference is mandatory. Do not rely on a remembered dimension name when the reference distinguishes compulsory and senior-high wording.

If grade or topic is genuinely unknown, ask at most two load-bearing questions in one ask_user call. Default the rest to 45 minutes, general curriculum quality expectations and UDL support. Never ask again for information already present in the request or attached material.

If the teacher names a textbook edition, standard clause or supplied material, align to it. Otherwise use general curriculum wording and say the lesson is not aligned to a specific textbook edition. Never invent a standard number, quote or material fact.

Settle the learning contract

Choose only one or two primary literacy dimensions for one lesson. State the contract in this form before the page list:

Students will do X in order to make literacy dimension Y observable through evidence Z.

Weak targets such as “understand”, “master” and “cultivate thinking” are not a contract. Use visible verbs: annotate, model, compare, justify, test, revise, design, decide, create or present.

The authentic context must carry all the way through the lesson:

• it creates the opening problem;
• learners use it in the central task;
• assessment returns to it with a new case or changed condition.

A story discarded after page 1 is decoration, not context. A normal exercise with a person's name pasted on it is not an authentic problem.

Plan pages around learner work

Default to 6–10 pages for a 45-minute lesson, but do not treat that range as a hard page cap. Each proposed page includes title, type, brief, the learner action, the evidence collected and its link to adjacent pages.

A useful default arc is:

1. slide: the authentic situation, the unresolved question and the final task;
2. interactive or evidence page: observe, manipulate, read, map or collect evidence;
3. interactive or slide: compare, classify, model, closely read or reason;
4. quiz: diagnose the most likely misconception and require a reason;
5. interactive, pbl or task page: produce the main explanation, model, decision, text, design or performance;
6. slide: success criteria, scaffold, worked fragment or peer-review method;
7. quiz or task page: transfer into a new version of the same context;
8. optional closing slide: consolidate the method learners established and name what remains open.

Choose the page type by the learning action:

• slide frames a problem, carries source material or evidence, or consolidates a method. It must not become a run of teacher exposition.
• interactive is for changing a variable, tracing a structure, running code, repeated rule-bound decisions or spatial inspection. One interactive page carries one mechanism and says what changes, what is observed and what the observation establishes.
• quiz diagnoses a misconception, compares explanations or checks transfer. Distractors come from real misconceptions and feedback teaches, not merely marks wrong.
• pbl is for a genuinely multi-step inquiry, artifact or public performance. Do not wrap one simple exercise in PBL machinery.

Titles name what learners discover or make: 「拖动倾角，看射程怎么变」, 「两份史料为什么说得不一样」, 「给校园开放日改写导览词」. Do not use 「概念介绍」「知识讲解」「案例分析」「课堂总结」.

New-stage execution

After the teacher approves the page plan through ask_user:

1. create_stage with the settled title and the series folderId when relevant.
2. set_roster before any page. Use exactly one teacher and at least two agents. The teacher persona embodies the subject method; another role surfaces a typical misconception, asks for evidence or compares strategies. Keep language and cognitive demand appropriate to the grade.
3. Call generate_scene once for each approved page, in ascending order. Pass the page's title, type and a self-contained brief. When attached material grounds the page, pass only verified facts in materialFacts.
4. Carry this skill into every generator call. A page brief must say:
   • the target literacy dimension and visible learner action;
   • what learners see, manipulate, read, discuss or produce;
   • the evidence or source they must use;
   • the likely misconception and the scaffold that addresses it;
   • the assessment evidence collected on this page;
   • the grade-appropriate register and the handoff to the next page.
5. list_scenes and verify every approved page persisted in the correct order.
6. Read the pages' narration actions. Call generate_tts on every page whose speech is new, changed or missing audioId. A planned or silent page is not finished.

Do not stop after presenting a plan. A turn ends only at an ask_user gate, after a page has actually persisted, or when the whole stage passes the checks below.

Existing-stage adaptation

When the current stage already has pages:

1. list_scenes, then read_stage the relevant pages before writing.
2. Audit subject/stage wording, context continuity, learner product, evidence, misconception handling, assessment alignment and narration.
3. Repair only the pages that break the contract. Prioritize decorative contexts, conclusions revealed before inquiry, no observable learner product, activity/assessment mismatch, wrong school-stage difficulty, literacy labels with no evidence, and exit tickets that collapse into recall.
4. Use patch_stage for narrow edits and edit_deck for page-list changes. Regenerate a whole page only when the user explicitly wants a rewrite.
5. Re-run generate_tts after speech changes, then read back touched pages and list_scenes for the final structure.

Universal non-negotiables

• Learners do the cognitive work. The teacher supplies phenomena, sources, questions, models and scaffolds without announcing the conclusion first.
• The main task itself yields assessment evidence. The exit task uses a new case with the same reasoning or production structure.
• Primary school favors concrete manipulation, experience and short language; junior high favors concepts, evidence and explicit reasoning; senior high favors systems, models, multiple sources and justified value decisions.
• Include at least one visual or structural scaffold, one language-expression scaffold and one extension for learners ready for greater challenge.
• Create original cases, questions and activities. Textbooks and uploaded sources determine scope and facts, not learner-facing copy to reproduce.

Completion check

Do not call the classroom done until all are true:

• the subject and school stage use the correct curriculum dimension wording;
• one or two dimensions appear as learner actions and observable evidence;
• the authentic context survives from opening through task to transfer;
• every approved page exists, has content and sits in the right order;
• learners acquire, process or compare evidence at least once;
• learners produce at least one explanation, model, text, design, decision, performance or other inspectable artifact;
• the central misconception is handled by an activity or quiz;
• assessment is isomorphic to the learning task and includes transfer;
• narration matches page content and every required speech line has audio;
• no curriculum quote, textbook edition, source fact or external lookup result was fabricated.

Close in one or two sentences: name the primary literacy dimensions and the performance task that now makes them visible. Do not replay the whole page list.