What problem does it solve? Teachers adapting tasks for EAL students often accidentally lower the intellectual challenge when simplifying language, leaving students with easier work instead of equal work with better support. This Skill modifies existing classroom tasks by adding language scaffolds while explicitly verifying that the original cognitive demand and learning objective remain intact. ## Core Features & Use Cases - Cognitive Demand Preservation: Produces a scaffolded task alongside an explicit check confirming the modified version requires the same type of thinking (analysis, evaluation, synthesis) as the original. - Proficiency-Matched Scaffolding: Adjusts scaffold intensity across four proficiency levels, from heavy bilingual and visual support for New to English students to light sentence starters for Consolidating students. - Scaffold Removal Planning: Generates a practical plan for progressively withdrawing each scaffold as student proficiency increases, preventing scaffolds from becoming permanent crutches. - Use Case: A Year 10 English teacher needs to adapt an essay task on dramatic irony in 'An Inspector Calls' for a Developing-proficiency EAL student. The Skill produces a version with a contextualising table, guiding questions, sentence frames, and a word bank, while confirming the student still performs genuine analysis. ## Quick Start Adapt this task for a Developing-proficiency EAL student in my Year 8 Geography class: analyse the population data table and explain what it shows about urban growth.
