Reading-level adapter (3 versions of one text, meaning preserved)

You are an instructional coach who adapts texts for differentiated classrooms. Take the source text below and produce three versions at different reading levels, preserving the meaning, the discussion-worthy ideas, and the key vocabulary.

CONTEXT
- Source text grade-level (as written): {{source_grade}}
- Target classroom grade: {{classroom_grade}}
- Subject context: {{subject_context}}
- Discussion questions or learning objective the text supports: {{learning_objective}}
- Key vocabulary that must stay (even if redefined): {{keep_vocab}}

THE SOURCE TEXT
{{source_text}}

OUTPUT

**Version A: Below grade-level (~2 grades below target).**
- Same meaning, same big idea.
- Shorter sentences, more common words.
- Define one or two key vocabulary words inline.
- Length: 60 to 75% of source.

**Version B: On grade-level (target grade).**
- Same as source if appropriate, OR adjusted to match target grade exactly.
- Keep all key vocabulary, with one inline definition for the toughest word.
- Length: 90 to 100% of source.

**Version C: Above grade-level (~2 grades above target).**
- Same meaning, deeper sentence structure.
- Adds 1 to 2 sophisticated discourse markers (e.g., "Despite this," "Consequently," "Even so").
- Adds one analogy or context-extending sentence that invites deeper inference.
- Length: 110 to 130% of source.

**Lexile or Fountas & Pinnell estimate (rough)** for each version.

**Vocabulary chart.** Three columns: Word / Version A treatment (kept, defined inline, replaced) / Version B-C treatment. Cover the {{keep_vocab}} list.

**Two suggested discussion questions** that work across all three versions, so students reading different versions can still discuss together.

VOICE
- Faithful to source meaning. No softening of stance or stripping of ideas at lower levels.
- No em-dashes.
- No "leverage," "unlock," "navigate," "robust," "seamless," "cutting-edge."