Adapt complex texts for different reading levels while preserving meaning and engagement
Simplify the following text for English language learners at [CEFR LEVEL: A1/A2/B1].
ORIGINAL TEXT:
[PASTE TEXT HERE]
REQUIREMENTS:
- Vocabulary: Use only the [1000/2000/3000] most common English words
- Sentence length: Maximum [10/15/20] words per sentence
- Sentence structure: Use simple subject-verb-object order
- Tense: Use only present simple, past simple, and future with "going to"
- Paragraphs: Maximum 3 sentences per paragraph
- Keep all key information and main ideas
- Maintain the original tone (formal/informal)
OUTPUT FORMAT:
- Simplified text
- List of changed words with simple definitions
- 3 comprehension questions about the text
Word count: Top 1000 most common words only
Sentence length: Maximum 10 words
Grammar: Present simple, past simple only
Best for: Absolute beginners, young learners, students with very limited English
Word count: Top 2000 most common words
Sentence length: Maximum 15 words
Grammar: Add present continuous, going to future, basic comparatives
Best for: EAL students in mainstream classes who need support texts
Word count: Top 3000 words + academic vocabulary
Sentence length: Maximum 20 words
Grammar: All basic tenses, conditionals (if), passive voice in simple forms
Best for: Students approaching grade-level reading with some support
Key changes: "Photosynthesis" → "make their own food"; "convert" → "use"; "chemical energy" → "sugar"; "transformed" → "make"; "captures" → "catches"
Key changes: "Industrial Revolution" → "Big changes"; "profound" → removed; "manufacturing" → "how people made things"; "fundamentally altering" → "changed"; "far-reaching consequences" → "changed many parts of life"; "urbanization" → "moved to cities"
Before: "The protagonist, who had been waiting for hours in the rain without an umbrella, finally saw the bus approaching around the corner and felt a sense of relief wash over him."
After: "The main character waited for hours. It was raining. He had no umbrella. Finally, he saw the bus coming. He felt relieved."
| Complex | Simple | Complex | Simple |
| ascertain | find out | demonstrate | show |
| commence | start | illustrate | show, explain |
| desire | want | possess | have |
| enormous | very big | signify | mean |
| endeavor | try | subsequently | then, later |
Passive: "The ball was thrown by the boy."
Active: "The boy threw the ball."
Active voice is easier to understand because it follows the natural subject-verb-object order.
Before: "It is important to note that the results were very significantly different from what we had originally anticipated at the beginning of the study."
After: "The results were different from what we expected."
Words removed: "It is important to note that," "very significantly," "originally," "at the beginning of the study" — these add no meaning.
Abstract: "Many agricultural products are subject to price fluctuations."
Concrete: "Prices for wheat, corn, and rice go up and down."
Keep technical terms but explain them immediately: "Photosynthesis (how plants make food)"
Use diagrams alongside text when possible.
Focus on who, what, when, where. Save "why" for higher levels. Use timelines to show sequence.
Preserve dialogue and key scenes. Simplify descriptions and internal thoughts. Keep the emotion.
Use simpler numbers first. Remove unnecessary context. Teach math vocabulary explicitly.
Before using a simplified text, check:
Give EAL students the simplified version while native speakers read the original. Both groups discuss the same content.
Benefit: Inclusion without embarrassment.
Students read different simplified sections, then teach their section to the group. Everyone becomes an expert on one part.
Create a word bank with English + students' home languages for key terms. This validates their L1 while building English.