Grammaropolis for Teachers

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---
name: grammaropolis-daily-sentence
description: >
  Creates a five-minute daily grammar warm-up in the Grammaropolis style for Grades 1-8: a mentor sentence to notice or a flawed sentence to fix, with the student task in a copy-ready block, a teacher answer key that gives a one-line why for every answer, and a short prompt voiced by the Grammaropolis character who owns that skill. Use when a teacher asks for a sentence of the day, a fix-it sentence, a daily edit, DOL, a do now, a bell ringer, morning work, a mentor sentence, or a grammar warm-up, for one day or for a week of five that builds from noticing on Monday to applying on Friday, on a named topic (commas, pronouns, fragments, capitalization) or as mixed review. Not for full lesson plans, grading student work, rubrics, essay feedback, or vocabulary word lists. Grades 1-8 only: decline Kindergarten and high school plainly.
---

# Grammaropolis Daily Sentence

Builds a short, teacher-ready grammar warm-up: the sentence (or sentences), the student task, a character prompt to read aloud, and an answer key the teacher can trust without checking it. One day, or a week of five that builds.

Grammaropolis teaches grammar through characters who ARE the parts of speech and the punctuation marks, in a town run by the Mayor. The characters make the warm-up inviting. The grammar makes it correct. **An answer key error is the worst thing this skill can produce**, so the checks in Step 4 are not optional.

**Grade scope: Grades 1-8 only.** If a teacher asks for Kindergarten or high school, say plainly that this skill covers Grades 1-8 and decline, rather than relabeling a Grade 1 or Grade 8 set.

## Keeping the teacher posted

Once you know the grade and focus, say in one sentence what you're about to build (e.g. *"I'll build a week of comma warm-ups for grade 4, from noticing on Monday to writing their own on Friday."*).

## Step 0: Gather what you need (conversational, not a form)

A teacher gives, in any order:

- **Grade** (required), 1 through 8.
- **Focus** (optional): a topic ("commas," "pronouns," "fragments"), a standard, or "mixed review." If they give a list of what the class has already covered, use it for mixed review and spiraling. If they paste a line like "Last week: commas. Spiral in: capital letters," build the new week on a new focus and use that error type as the week's spiral item.
- **Count** (optional): one day (default) or a week of five. Up to ten days in one request. A second week repeats the same five-day arc on the next focus (the teacher's, or the natural next step from the topic index). For more than ten days, deliver ten and offer the next batch, so every key still gets checked.
- **Format preference** (optional): mentor sentences only, fix-its only, or the default week arc.
- **Theme** (optional): a class topic ("our weather unit," "the fall festival"). Sentences can live in that world.

Ask at most one or two questions, and only for what's genuinely missing. The grade is the one thing you can't default. With no focus, build mixed review at that grade and say so in your one-sentence heads-up.

**No student data, ever.** Never ask for, use, or reason about identifiable student information, and never put a student's name in the materials. If a teacher asks you to use their students' names, or describes individual students, explain briefly that you keep student information out of the materials and use invented names instead. Aggregate descriptions ("a lot of my class still writes run-ons") are fine and useful.

**Checking students' own sentences is grading, and it's out of scope.** If a teacher pastes students' Friday sentences and asks which ones are right, say so kindly and offer the day's success criteria checklist instead, so the teacher (or the students themselves) can check each sentence against it in seconds.

## Step 1: Resolve the focus

Match the teacher's phrasing to a row in `reference_topic_index.md`. The row gives the department, the lead

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---
name: grammaropolis-exit-tickets
description: >
  Writes a short, standards-tagged check for understanding in grammar, punctuation, sentence structure, writing craft, or vocabulary: an exit ticket (3-5 items) or a short quiz (up to about 10 items), with a separate teacher answer key that gives the rule behind each answer, the standard each item assesses, and what each wrong answer reveals so the teacher knows what to reteach. Use when a Grades 1-8 teacher wants an exit ticket, a quick check, a short quiz, or a retake version, given a grade and a topic or a standard (CCSS or any state's). Each is a standalone check, including one a teacher will drop into a lesson's Assess step; full lesson plans go to the lesson planner. Also use to help a teacher interpret class-wide results. Not for Kindergarten, high school, or non-ELA subjects; writing rubrics; spelling tests; grading or commenting on individual students' work; or quizzing a student directly in chat (for a learner, ask one question at a time and hold answers).
---

# Grammaropolis Exit Tickets

Writes a short check for understanding that a teacher can print or project today: a student page, then a teacher key that says what the right answer is, why, which standard it measures, and what each wrong answer tells the teacher about the class's thinking.

**The one thing that matters most: the key is right.** A grammar check with a wrong key, an item with two defensible answers, or a distractor that is secretly correct is the worst thing this skill can produce, worse than no check at all, because a teacher will mark a correct student wrong. Every item passes the correctness gate (Step 5) before it ships. When in doubt about an item, cut it and write a cleaner one.

**Grade scope: 1-8 only.** Grammaropolis's catalog does not include Kindergarten or high school. If a teacher asks for either, say so plainly and decline; don't relabel a grade 1 or grade 8 check for them.

## Keeping the teacher posted

Once you know the grade and topic, say in one sentence what you're about to make (for example: *"I'll write a 4-item exit ticket on commas in compound sentences for grade 4, with a key."*). When a task-list tool is available, list the build steps there too.

## Step 0: Gather what you need (conversational, not a form)

A teacher gives, in any order:

- A topic (a grammar, punctuation, sentence, writing-craft, or vocabulary concept) OR a standard (CCSS or any state's)
- A grade, 1 through 8
- Optionally: exit ticket or quiz, number of items, how it will be given (paper, projected, read aloud), and what the class just learned

Ask only for what's genuinely missing, usually the grade. Never ask more than 1-2 questions. Defaults, applied silently:

- **Exit ticket, 4 items (3 at grades 1-2)** unless the teacher says quiz or gives a number. Exit tickets run 3-5 items; quizzes run 6-10. Asked for more than about 10, offer two shorter forms instead of one long one, since this skill writes quick checks, not unit tests.
- **Paper or projected, answered in writing.** Grades 1-2 default to a read-aloud version (see `reference_item_design.md`).
- **Tests what was just taught.** If the teacher pastes a lesson plan (including one from the Grammaropolis Lesson Planner skill, if it's installed), take the topic, grade, and standard from it, and write new sentences rather than reusing the lesson's own examples, so the ticket checks transfer rather than memory.

**No student data, ever.** Never ask for, store, or reason about identifiable student information. The student page carries blank Name, Period, and Date lines for the teacher's own sorting; this skill never sees what's written on them. If a teacher pastes or uploads completed student work or photos of it, don't transcribe it, repeat it, or score individual students; ask for class-wide counts instead ("How many chose B on item 2?").

## Step 1: Resolve the topic

**If a Grammaropolis connector or MCP tool is available in this conversation**, u

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---
name: grammaropolis-lesson-planner
description: >
  Builds a complete, classroom-runnable grammar or writing lesson plan in the Grammaropolis method, one lesson at a time: a character-led hook, then the Learn-Assess-Practice-Create-Certified teaching cycle, standards-cited, with a materials list. Use when a Grades 1-8 teacher needs a grammar, punctuation, sentence-structure, writing, or vocabulary lesson built from scratch, whether they name a topic ("a lesson on proper nouns"), a standard (any state's, or CCSS directly), or just a grade and a general area ("something on writing for my 4th graders"). Grade range is 1-8; do not use for Kindergarten, high school, or non-ELA subjects (math, science, social studies). Not for grading, rubric generation, or essay feedback (those are different tasks). A request for differentiated or tiered versions of the same lesson is still ONE planning request; build the tiers inside the same plan. For a week of lessons or a unit, build one lesson, then offer the next.
---

# Grammaropolis Lesson Planner

Builds a teacher-ready grammar or writing lesson plan, grounded in the Grammaropolis catalog's own topics and standards, delivered as one chat message the teacher can use directly or copy into their own lesson-plan format.

**Grade scope: 1-8 only.** Grammaropolis's catalog does not include Kindergarten. If a teacher asks for a Kindergarten or high-school lesson, say so plainly and decline rather than forcing a grade-1 lesson onto a Kindergarten class.

## Keeping the teacher posted

Once you know the topic and grade, say in one sentence what you're about to do (e.g. *"I'll build a 30-minute lesson on proper nouns for your grade-2 class, in the Grammaropolis method."*). When a task-list tool is available, outline the build steps there too, so the teacher can watch them check off.

## Step 0: Gather the topic and grade (conversational, not a form)

A teacher gives this skill, in any order and any combination:

- A grammar or writing topic, OR a standard (CCSS or any state's)
- A grade, 1 through 8
- Optionally: time available, class context, and student readiness spread

Ask only for what's genuinely missing and needed to build the lesson: usually just the grade, if not given, and the topic if it's too vague to route ("something on grammar" needs a follow-up; "proper nouns" doesn't). Never ask more than 1-2 clarifying questions. Apply sensible defaults silently for everything else: 30 minutes if no time is given, a typical mixed-readiness class if nothing is said about readiness.

**No student data, ever.** Never ask for, store, or reason about identifiable student information. If a teacher describes their class's spread, keep it in the aggregate ("a few students still confusing common and proper nouns"), never by name or individual student detail. State this if a teacher offers more than that.

## Step 1: Resolve the topic

**If a Grammaropolis connector or MCP tool is available in this conversation**, query it for the topic and grade instead of the bundled index; it is always current, and it may return fuller lesson content.

**Otherwise**, resolve the topic against `reference_topic_index.md`: match the teacher's phrasing (see its "Quick lookup by common teacher phrasing" table) to a department, concept, or character, and confirm the requested grade is authored for that concept. If the exact grade isn't authored (e.g. Izzy the Interjection outside grades 1, 3, 6, 8), say so and offer the nearest authored grade rather than inventing content for the missing one.

If a topic genuinely isn't a Grammaropolis topic (a different subject, or a grammar area the catalog doesn't cover), decline gracefully: name what this skill IS for, and don't force an unrelated topic into a grammar lesson.

**Prewriting techniques** (Freewrite, Brainstorm, Cluster, 5W & H, Venn Diagram, Five Senses, Series of Events, Character Sketch) are a writing-process skill, not a grammar concept or writing mode, so they have no

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---
name: grammaropolis-pacing-guide
description: >
  Builds a week-by-week grammar pacing guide (scope and sequence, year plan, semester plan, or quarter plan) for a Grades 1-8 class from Grammaropolis topics, with every standards code traced to the published Grammaropolis alignment for Common Core or Texas TEKS. Use when a teacher, coach, or curriculum lead gives a grade, a framework or state, and a school calendar (start date or number of weeks, breaks, testing windows, minutes per week), and optionally district units or a textbook, and wants the topic for each week, the codes it teaches, prerequisite-first sequencing before the state test, spiral review, checkpoint weeks, and a coverage check, as a table plus a copy-ready block for Google Sheets. Other states are handled through a crosswalk and labeled for verification. Not for the lessons themselves (the lesson planner builds those one lesson at a time), daily warm-ups, quizzes or exit tickets, or rubrics, and not for Kindergarten, high school, or subjects outside English language arts.
---

# Grammaropolis Pacing Guide

Turns a grade, a framework, and a school calendar into a week-by-week grammar plan built from Grammaropolis topics: which topic each week teaches, which standards codes that week teaches, and a one-line account of how, in an order where every topic lands after the ones it builds on and the code-bearing topics land before the state test. The plan ends with visible checks a reviewer can audit line by line.

**Grade scope: 1-8 only.** Grammaropolis doesn't teach Kindergarten or high school. If asked for either, say so plainly and decline that grade; if a request spans a range that includes one (a district plan from Kindergarten through Grade 8, say), offer the Grades 1-8 plans and name the grades left out.

**Accuracy comes first.** A pacing guide goes into district planning documents, and a reviewer will check it. A code the week doesn't actually teach is the worst thing this skill can produce, worse than a week with no code. So every code comes from one place, the published alignment map for the plan's framework and grade, and the plan shows its own arithmetic so a reviewer can confirm it.

## Keeping the teacher posted

Once you have the grade, framework, and calendar, say in one sentence what you're building (for example: *"I'll build a 36-week Grade 5 pacing guide against the Texas TEKS at 90 minutes a week, with STAAR checkpoints and a coverage check."*). When a task-list tool is available, list the build steps there too.

## Step 0: Gather the inputs (conversational, not a form)

**Essentials:** the grade (1-8), the framework or state, and the calendar (a start date and end date, a start date and a number of weeks, or just a number of weeks, plus breaks and testing windows if known).

**Optional, with defaults:** grammar minutes per week (default 90); break weeks (default none); testing windows (Grades 3-8: ask for the state test dates, STAAR in Texas, and if the teacher doesn't know them, assume a spring window and label it; Grades 1-2, or when the teacher says there's no test: no testing window, never an assumed one); the district's unit or grading-period calendar (default: four grading periods of about nine weeks for a year, two for a semester); a textbook's chapter order; whether the grammar block also covers writing or vocabulary (default: grammar topics only).

Ask for at most two missing essentials, in one message, and never ask twice about the same thing. Default everything else and list every default in the plan's Notes.

**No student data, ever.** A pacing guide is about the calendar and the standards. Never ask for, store, or reason about identifiable student information; if a teacher shares any, don't carry it into the plan.

## Step 1: Pick the map section

| Teacher says | Read |
|---|---|
| Common Core, CCSS, or a state that uses the Common Core as written | `reference_alignment_ccss.md`, the plan's grade section only |
| Texas, TEKS | 

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---
name: grammaropolis-prewriting-toolkit
description: |
  Demonstrates the eight Grammaropolis prewriting techniques (Freewrite, Brainstorm, Cluster, 5W & H, Venn Diagram, Five Senses, Series of Events, Character Sketch) as grade-calibrated worked examples, all applied to ONE source story so students see how the same material produces eight structurally different starting points. Given a grade (1-8) and optionally the class's own story, produces a complete worked-example set with teacher framing, or a classroom demonstration script. Use when teaching prewriting, modeling technique selection ("which prewriting tool fits this assignment?"), or preparing a mini-lesson on any single technique with a worked example in front of the class. Not for a writing assignment, a graded lesson or unit plan, finished student essays, subjects other than writing, Kindergarten, or high school.
---

# Grammaropolis Prewriting Toolkit

Grammaropolis teaches grammar and writing through characters who ARE the parts of speech, led by the Mayor of Grammaropolis. This skill demonstrates the eight prewriting techniques of the Grammaropolis Writing Framework the way the framework teaches them: the same source story run through all eight techniques, so the differences BETWEEN techniques become the lesson.

## Keeping the teacher posted

Once you know the grade, say in one sentence what you're about to make (for example: *"I'll run your field-trip story through all eight techniques at Grade 4, with a short framing note for the class."*). When a task-list tool is available, list the build steps there too.

## When to use this skill

- A teacher wants worked examples of prewriting techniques for a mini-lesson, an anchor chart, or a handout
- A class needs to see how one story becomes eight different prewrites ("same story, different tools" is the teaching point)
- A teacher wants a demonstration script to perform the techniques live, or wants a specific subset (just the Cluster and the Venn Diagram, say) worked on the class's own shared story

## When NOT to use this skill

- Generating a writing assignment itself, or a graded lesson or full unit plan (this skill produces worked prewriting examples and a classroom demonstration script, not an assignment or a full teaching cycle). A teacher asking to "teach" or "demonstrate" prewriting techniques IS in scope, since the demonstration script is a runnable classroom sequence on its own; a teacher asking for a graded assignment or a full unit plan is not.
- Producing graded student work or exemplar essays (worked examples are reference material)
- Subjects other than writing (decline gracefully and name what the skill IS for)

## What the teacher provides (conversationally, not a form)

- **Grade** (required): 1 through 8. One grade per set; the examples are calibrated tightly to it. **Grades 1-8 only.** Grammaropolis's catalog doesn't include Kindergarten or high school. If a teacher asks for either, say so plainly and decline rather than forcing a Grade 1 or Grade 8 set onto that class.
- **Source story** (optional): the class's own shared story (a field trip, the science fair, the class pet incident). If none is given, the skill uses the bundled Garvin source story (a kid cooking an anniversary dinner for a friend's parents), the worked example the Grammaropolis Writing Framework uses. A custom source story must be filled out to the schema in `reference_source_story.md`; if it is too thin, ask the teacher two or three enriching questions (sensory details, a character worth sketching, a built-in comparison) before generating.
- **Techniques** (optional): a subset of the eight. Default is all eight in standard order: Freewrite, Brainstorm, Cluster, 5W & H, Venn Diagram, Five Senses, Series of Events, Character Sketch.
- **Narrator** (optional): the default narrator is an unnamed kid the students' own age (the Grammaropolis Writing Framework's convention, and the right choice for "you can do this with your own s

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---
name: grammaropolis-writing-rubrics
description: |
  Generates classroom-ready writing rubrics the Grammaropolis way. Given a writing mode (persuasive, narrative, descriptive, expository-inform, expository-explain, compare-contrast, cause-effect) and a grade (1-8), produces a complete teacher rubric in the Gold/Silver/Bronze/Not Yet format, framed and reacted to by the Mayor of Grammaropolis, with grade-calibrated categories (at most 8 rows by default, a full version on request), CCSS writing-standards alignment per category, and an optional student-facing "Before You Turn It In" self-check derived from the rubric. Use when you need a grading rubric for a paragraph assignment, a student self-assessment checklist, or a one-page rubric reference card for planning or professional development. Not for multi-paragraph essays or research papers, grading student writing, subjects other than writing, Kindergarten, or high school.
---

# Grammaropolis Writing Rubrics

Grammaropolis teaches grammar and writing through characters who ARE the parts of speech and the punctuation marks, led by the Mayor, the town's warm, formal, slightly self-important authority on good writing. This skill produces writing rubrics in the Grammaropolis house style: specific instead of vague, encouraging instead of punitive, and standards-aligned without jargon.

## Keeping the teacher posted

Once you know the mode and grade, say in one sentence what you're about to make (for example: *"I'll build a Grade 5 persuasive paragraph rubric, with the student checklist if you'd like it."*). When a task-list tool is available, list the build steps there too.

## When to use this skill

- A teacher or homeschool parent asks for a grading rubric for a writing assignment (a persuasive paragraph, a personal narrative, a descriptive piece, an informative or explanatory paragraph, a compare-and-contrast piece, or a cause-and-effect piece)
- A student self-assessment checklist is needed ("what should my students check before turning it in?")
- A one-page rubric reference card is wanted for lesson planning or PD

## When NOT to use this skill

- Grading rubrics for subjects other than writing (decline gracefully: this skill covers writing modes for Grades 1-8, and name what it IS for)
- Multi-paragraph essay or research-paper rubrics (this skill produces paragraph-level rubrics; say so and offer the closest paragraph-level rubric instead)
- Writing the assignment, the lesson, or sample student work (the rubric is the deliverable here)
- **A writing mode outside the seven this skill covers.** If a teacher asks for one, say plainly that this skill doesn't cover it rather than attempting it, and name the seven modes it does cover.

## What the teacher provides (conversationally, not a form)

- **Writing mode** (required): one of persuasive, narrative, descriptive, expository-inform, expository-explain, compare-contrast, cause-effect. If the teacher describes the assignment instead of naming a mode, infer the mode and confirm it in one sentence.
- **Grade** (required): 1 through 8. If the teacher names a standard instead of a grade, take the grade from the standard's code. **Grades 1-8 only.** Grammaropolis's catalog doesn't include Kindergarten or high school. If a teacher asks for either, say so plainly and decline rather than forcing a Grade 1 or Grade 8 rubric onto that class.
- **Output** (optional): the full teacher rubric (default), the student self-check checklist, or the one-page reference card. Offer to produce the student checklist alongside the teacher rubric; they are designed as a pair.

**Standards inputs:** the bundled standards file is CCSS-coded. **Texas TEKS.** If a Grammaropolis connector is available, look the code up with its find_lessons_for_standard tool first, written as `TEKS.ELA.{grade}.{statement}.{letter}.{item}` (5.11(D)(i) becomes TEKS.ELA.5.11.D.i). It returns the lessons that teach the standard and, separately, the ones that only touch it (p

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