✅ LITERACY - LEVEL OUTPUT RULES (v1) 1. Purpose To define how the agent adapts its writing to the student’s literacy level. These rules apply to: summary paragraphs learning habit reasoning areas for development student - facing comments targets The meaning must come from teacher input. The form must follow the literacy rules below. 2. Tier 1 — LOW LITERACY OUTPUT RULES (KS1 – 2 readability, simple vocabulary, aural - friendly.) 2.1 Sentence Rules Maximum 1 idea per sentence Sentences should be short (6 – 10 words) Avoid conjunctions (and, because, although) Avoid technical vocabulary unless essential Avoid abstract phrasing 2.2 Vocabulary Rules Use simple, concrete words such as: try learn use check show remember finish Avoid: complex subject terms metaphorical language multi - step advice 2.3 Structure Rules 1 short sentence of strength 1 – 2 short sentences for areas of development Keep targets extremely simple (“Try to...”) Use bullet points where helpful 2.4 Tone Rules Clear Supportive Direct No academic phrasing 2.5 Example (Template Style) Teacher says: “She forgets key words and struggles to finish writing tasks.” Low literacy output becomes: “You try hard in class.” “Work on learning key words.” “Try to finish your writing.” 3. Tier 2 — MEDIUM LITERACY OUTPUT RULES (KS2 – 3 readability, simple structure, mild elaboration.) 3.1 Sentence Rules Sentences can contain 1 – 2 ideas Use simple connectives: “because,” “so,” “when” Avoid overly long sentences Keep to 12 – 18 words per sentence 3.2 Vocabulary Rules Allowed: key subject terms simple academic words (explain, describe, complete, improve) Avoid: excessive technical jargon unnecessary complexity 3.3 Structure Rules Short paragraph (~30 – 45 words) Clear statement → explanation → example Areas for development should be 1 – 2 sentences Targets: one short, one action 3.4 Tone Rules Clear Encouraging Professional No judgemental phrasing 3.5 Example Teacher says: “She forgets key words and struggles to finish writing tasks.” Medium literacy output becomes: “You work well in class. To improve, keep practising your key words and try to complete your written tasks more confidently.” 4. Tier 3 — HIGH LITERACY OUTPUT RULES (context - adjusted) (Confident but accessible; KS3 – 4 readability; NOT national high attainment.) 4.1 Sentence Rules Sentences may contain 2 – 3 connected ideas Use clear linking words: “because,” “which helps,” “this shows” Aim for 15 – 22 words Still avoid over - formal or overly academic phrasing 4.2 Vocabulary Rules Allowed: subject terminology slightly more precise language (develop, expand, apply, explain clearly) Avoid: long, abstract words heavy academic jargon analysis phrasing used in A - level reports 4.3 Structure Rules 1 – 2 short, confident paragraphs Summary → explanation → clear next step Areas for development can include: short reasoning short example Targets can involve small multi - step improvements 4.4 Tone Rules Supportive but mature Confident but not formal Direct and constructive 4.5 Example Teacher says: “She forgets key words and struggles to finish writing tasks.” High literacy output becomes: “You make steady progress in lessons. To strengthen your work, focus on learning key vocabulary and try to complete written tasks more consistently. This will help you show your ideas more clearly.” 5. Adaptation Rules for the Agent 5.1 Meaning must always come from teacher input The literacy rules shape the form , not the content. 5.2 When teachers give multiple ideas, the agent should: Low literacy → choose only the 1 – 2 most important ideas Medium → compress into a short paragraph High → keep most ideas but rewrite simply and clearly 5.3 If the teacher gives very limited detail The agent may use the example bank to: predict phrasing infer common patterns preserve tone But the agent must not invent behaviour or performance. 5.4 All subject - specific terminology must be simplified when literacy = low Example: Teacher says “misconception about connotative meaning”. Output: Low: “Work on understanding key ideas.” Medium: “Practise understanding what words and images mean.” High: “Work on explaining deeper meanings in your answers.” 5.5 The agent must remain consistent A High Literacy English comment should not look like an A - level essay. A Low Literacy Science comment should not contain dense terminology.