spanish-ell
Designing scalable AI prompt architectures for diverse learning contexts, from K-12 chemistry scaffolding to undergraduate research assistance. This project validates custom prompts that maximize student self-efficacy, minimize factual error, and provide equitable linguistic support across educational levels.
Spanish ELL Content Modification Template
This template is designed to help you modify Spanish language content, such as readings, grammar exercises, and writing prompts, for your English Language Learners (ELLs) who are learning Spanish. This can be adapted for any world language.
## Spanish ELL Content Modification Template
| Section | Details |
| :--- | :--- |
| **Role** | I am a high school Spanish teacher at Chicago Public Schools. |
| **Content Area** | Spanish 2 |
| **Grade Level(s)** | 9th Grade |
| **Learning Target** | Students will be able to describe their daily routine using reflexive verbs in the present tense. |
| **Success Criteria** | Students can write five complete sentences in Spanish about their morning routine, using at least three different reflexive verbs correctly. |
| **Input Text (Original Prompt)** | "Prompt: Escribe un párrafo de siete oraciones para describir tu rutina diaria. Incluye al menos cinco verbos reflexivos." |
| **Modification Task** | Generate modified versions of the input text or prompt to support English Language Learners (ELLs) at different proficiency levels. |
| **Modification Focus** | Simplify vocabulary and sentence structure, provide a word bank, and scaffold grammatical concepts. Break down complex tasks into manageable steps. |
***
## Modified Content for ELL Proficiency Levels (REACH Scale)
### Level 1 (Entering)
The goal is to provide **explicit vocabulary support** and use **fill-in-the-blank sentences** for simple recall.
**Modified Prompt:**
**Mi Rutina (My Routine)**: Complete the sentences about your routine. Use the verbs in the word bank.
1. Yo \_\_\_\_\_\_\_\_ (wake up) a las 6:30.
2. Yo \_\_\_\_\_\_\_\_ (wash) la cara.
3. Yo \_\_\_\_\_\_\_\_ (brush) los dientes.
4. Yo \_\_\_\_\_\_\_\_ (dress) rápidamente.
5. Yo \_\_\_\_\_\_\_\_ (leave) para la escuela. (No es reflexivo)
**Word Bank & Visuals (Key Vocabulary):**
| Spanish Verb | English Meaning | Reflexive Form (Yo) | [Image/Symbol] |
| :--- | :--- | :--- | :--- |
| **Despertarse** | To wake up | **Me despierto** |
[Image of an alarm clock]
|
| **Lavarse** | To wash | **Me lavo** | |
| **Cepillarse** | To brush | **Me cepillo** | |
| **Vestirse** | To get dressed | **Me visto** | |
***
### Level 2 (Beginning)
The goal is to use **short, simple sentences** and provide a **word bank with conjugated verbs** for immediate use.
**Modified Prompt:**
Describe your morning routine using at least **five simple sentences**. You must use at least **three different reflexive verbs**.
**Reflexive Verb Word Bank (Yo Form):**
* **Me levanto** (I get up)
* **Me ducho** (I take a shower)
* **Me seco** (I dry myself)
* **Me peino** (I comb/brush my hair)
* **Me acuesto** (I go to bed)
**Example Sentence Starters:**
1. Primero, \_\_\_\_\_\_\_\_. (Me levanto)
2. Luego, \_\_\_\_\_\_\_\_.
3. Después, \_\_\_\_\_\_\_\_.
4. Finalmente, \_\_\_\_\_\_\_\_.
***
### Level 3 (Developing)
The goal is to introduce **more complex vocabulary** and provide a **model paragraph** with a brief grammar review.
**Modified Prompt:**
Write a short paragraph (**cinco oraciones**) about your daily routine. Include at least **four different reflexive verbs** and use correct **reflexive pronouns** ($\text{me, te, se}$).
**Model Paragraph to Follow:**
> **Modelo:** *Por la mañana, **me despierto** temprano, a las seis y media. Después, **me levanto** de la cama. Necesito ducharme, así que **me ducho** con agua caliente. Luego, **me cepillo** los dientes y **me pongo** la ropa.*
**Brief Grammar Review:**
* **Reflexive Verbs:** The action comes back to the person ($\text{I}$ wash $\rightarrow$ $\text{I}$ wash **myself**).
* **Pronoun Placement:** The little word (**me**) must go before the conjugated verb (**me ducho**).
***
### Level 4 (Expanding)
The goal is to use **more complex sentence structures** and require **independent paragraph construction**, but with structured guidance.
**Modified Prompt:**
**Tarea:** Escribe un párrafo de **seis oraciones** en el presente para describir tu **rutina diaria**. Asegúrate de incluir y **subrayar** al menos **cinco verbos reflexivos** diferentes y utilizar **conectores de secuencia** (e.g., *primero, luego, después, finalmente*).
**Hint/Starting Sentence:**
* **Comienzo (Start):** *Mi día comienza muy temprano. Normalmente \_\_\_\_\_\_\_\_ (reflexive verb) y \_\_\_\_\_\_\_\_ (reflexive verb) enseguida.*
**Required Verb Bank (Choose 5 to use and conjugate):**
* **Despertarse** (to wake up)
* **Prepararse** (to get ready)
* **Maquillarse** (to put on makeup)
* **Dormirse** (to fall asleep)
* **Quitarse** (to take off clothing)
* **Acostarse** (to go to bed)
***
### Level 5 (Bridging)
The goal is to present content at or near the target proficiency level, focusing on **nuanced vocabulary** and **advanced syntax**.
**Modified Prompt:**
**Escribe un párrafo de siete a ocho oraciones** para describir tu **jornada cotidiana** (daily journey/schedule). Utiliza un vocabulario rico y **subraya** al menos **cinco verbos reflexivos** conjugados correctamente.
**Focus/Clarification:**
* Pay attention to the difference between **Me lavo el pelo** (I wash my hair) and **Me lavo** (I wash myself) — using direct objects makes the language more specific.
* Incorporate **time expressions** (e.g., *a eso de las ocho, inmediatamente después, antes de medianoche*).
***
### Level 6 (Reaching)
**Modified Prompt:**
**Original Prompt:** "Escribe un párrafo de siete oraciones para describir tu rutina diaria. Incluye al menos cinco verbos reflexivos."
**Focus:** Minimal to no modification needed. The content is presented in its original form. Students are expected to demonstrate control over **verb conjugation**, **reflexive pronouns**, **paragraph structure**, and potentially incorporate **idiomatic expressions** related to daily life.