apply answerability-audit repair queue: ACCEPT variants, derivability fixes, rubric rewrites (46 masters)

- MISSING_ALTERNATIVES (63/64 applied): uncontracted/contracted forms, digit
  variants (05|5), synonyms and full-sentence variants, via ACCEPT lines and
  inline gap alternatives; skipped 'better/fine' for the Opposites drill (not
  opposites of "sick").
- NOT_DERIVABLE (16 fixed, 10 false alarms, 1 skipped): item-level fixes
  (visible word hints, missing premise, speaker clarifications "Joe (to Jim):",
  emphasis/cue corrections, un-gapped unguessable words, rounded-number
  accepts); converted the two book-10 paragraph clozes (Mary / The Mall) from
  CHECK: exact to CHECK: llm with logical-completion rubrics; cross-book
  recycled vocab (pilot, teller, barber, variety store, ...) left alone.
- UNCLEAR_TARGET (10): instruction/intro corrections (Food "Type the word for
  the food.", Explain-with-Too intro), cue/emphasis fixes.
- Rubric rewrites (57): applied audit-suggested grader rubrics (now effective
  with the pre-item RUBRIC parser fix); moved the two per-item rubrics of
  book-11 "Write the Main Idea" inside their items.

No clip-bearing line changed; all masters validate (0 errors, 0 new warnings)
and pass stage-master clip-identity checks. Full decision log:
reactor-module-tools module-convert/answerability-audit/APPLIED.md

Co-authored-by: Cursor <cursoragent@cursor.com>

book-1-lesson-1.module

@@ -1210,6 +1210,7 @@ PROMPT: {st-page_027_001.jpg}
 RESPONSE: What's this? That's a letter.
 
 PROMPT: {st-page_027_002.jpg}
+TEMPLATE: a page
 RESPONSE: What's this? That's a page.
 
 $LESSON 1-7: My and Your

book-1-lesson-4.module

@@ -206,7 +206,7 @@ CHECK: llm
 SHOW_PROMPT
 INTRO: Now build the long answers yourself. Answer each question in a full sentence — yes or no, your choice; the shape of the answer is what matters.
 INSTRUCTION: Answer with a full long answer.
-RUBRIC: Yes or no is the learner's choice. Require a full long answer with the correct pronoun and verb form (e.g. "Yes, he is a mechanic." / "No, he isn't a mechanic."); a bare "yes"/"no" fails.
+RUBRIC: Yes or no is the learner's choice. Require a full sentence answer repeating the predicate (e.g. "Yes, he is a mechanic." / "No, he isn't a mechanic."); a bare "yes"/"no" or a short answer like "Yes, he is." fails — hint toward the full form. Accept either a matching pronoun or the original cued name, and contracted or full forms.
 
 PROMPT: Is Joe a mechanic?
 RESPONSE: Yes, he is a mechanic.

book-1-lesson-5.module

@@ -201,7 +201,7 @@ CHECK: exact
 TEMPLATE: Today is Saturday. Tomorrow is ____{Sunday}.
 RESPONSE: Today is Saturday. Tomorrow is Sunday.
 
-TEMPLATE: How ____{are} you? ____{Fine}, thanks.
+TEMPLATE: How ____{are} you? ____{Fine|Good|Great}, thanks.
 RESPONSE: How are you? Fine, thanks.
 
 TEMPLATE: My ____{name} is Aldo. What ____{is|'s} your name?
@@ -261,7 +261,7 @@ RESPONSE: I am a student.
 PROMPT: What is Saturday and Sunday?
 RESPONSE: Saturday and Sunday are the weekend.
 
-PROMPT: What's on the wall?
+PROMPT: What's on the wall in your classroom?
 RESPONSE: The clock and the chalkboard are on the wall.
 
 PROMPT: Is this your book?

book-10-lesson-1.module

@@ -620,7 +620,7 @@ INSTRUCTION: Use the word in parentheses and make a new sentence.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: The learner must form a new sentence incorporating the cue word into a "how to" structure. Usually this involves making the original sentence negative and stating the new action.
+RUBRIC: Require a negative sentence using "how to" with the cued action. Accept simple negative sentences as well as contrastive sentences using "but not" (e.g. "Pele showed Jimmy how to play soccer, but not baseball.").
 
 EXAMPLE
 PROMPT: Pele showed Jimmy how to play soccer. (baseball)
@@ -1503,7 +1503,7 @@ INSTRUCTION: Use the cues to answer the questions in complete sentences.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept a complete sentence answering the question with the cued information, including the time clause.
+RUBRIC: Accept any complete, grammatical sentence answering the question with the cued information, including the time clause. The time clause may come at the beginning or the end of the sentence.
 
 EXAMPLE
 PROMPT: Did you see Harvey when you came in? (no, Mike)
@@ -1540,7 +1540,7 @@ INTRO: Now you ask the questions. Read the sentence and ask a question about its
 INSTRUCTION: Ask a question about the underlined part of the sentence.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a question that targets the emphasized part of the sentence.
+RUBRIC: The learner must form a question that targets the emphasized part of the sentence. Accept valid questions whether or not they include the non-emphasized time clause.
 
 EXAMPLE
 TEMPLATE: Michael saw *Captain Jackson* while he was working.

book-10-lesson-2.module

@@ -667,7 +667,7 @@ INSTRUCTION: Ask the question and answer yes or no.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept a question using everyone or everybody with a singular verb, and a logical Yes/No answer matching the grammar of the example.
+RUBRIC: Accept a question using everyone or everybody with a singular verb, followed by a logical yes/no answer — complete or short, with either "everyone" or "everybody".
 
 EXAMPLE
 PROMPT: like to go to the mall
@@ -995,7 +995,7 @@ INSTRUCTION: Ask and answer based on the cues.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: The learner must form a question from the first cue and answer it correctly based on the second cue, following the pattern of the examples.
+RUBRIC: The learner must form a simple-present question from the first cue and answer it correctly based on the second cue. Either "the" or "your" is fine in the question, and the answer may be full or short (e.g. "Yes, it does.").
 
 EXAMPLE
 PROMPT: plane/leave/tonight (yes)
@@ -1522,25 +1522,27 @@ ANSWER: 5
 # Source: ST §Writing Skill: Mary
 $PRODUCE Complete the Paragraph: Mary
 ID: l2-s26
-INTRO: A short paragraph about Mary and her test score. Type the missing words to complete it.
+INTRO: A short paragraph about Mary and her test score. Type the missing words to complete it. More than one good answer is possible, so just be logical.
 INSTRUCTION: Type the missing words to complete the paragraph.
 INPUT: type
-CHECK: exact
+CHECK: llm
 LONGFORM
+RUBRIC: Treat the model answer as a guide, not the only key. Accept any words that complete the paragraph logically and grammatically, whether the learner types only the missing words or the full paragraph; reject completions that make a sentence nonsensical or ungrammatical.
 
-TEMPLATE: Mary is a ____{happy} girl because she made a ____{high} score on her test. Now she can ____{enjoy} her weekend. She knows she will ____{graduate}.
+TEMPLATE: Mary is a ____ girl because she made a ____ score on her test. Now she can ____ her weekend. She knows she will ____.
 RESPONSE: Mary is a happy girl because she made a high score on her test. Now she can enjoy her weekend. She knows she will graduate.
 
 # Source: ST §Writing Skill: The Mall
 $PRODUCE Complete the Paragraph: The Mall
 ID: l2-s27
-INTRO: One more paragraph — everything you know about malls, with gaps. Type the missing words.
+INTRO: One more paragraph — everything you know about malls, with gaps. Type the missing words. More than one good answer is possible, so just be logical.
 INSTRUCTION: Type the missing words to complete the paragraph.
 INPUT: type
-CHECK: exact
+CHECK: llm
 LONGFORM
+RUBRIC: Treat the model answer as a guide, not the only key. Accept any words that complete the paragraph logically and grammatically, whether the learner types only the missing words or the full paragraph; reject completions that make a sentence nonsensical or ungrammatical.
 
-TEMPLATE: People like to shop at a ____{mall}. They can park in the ____{parking lot}. There are ____{department stores} and many other kinds of stores. Often there are many places to ____{eat} at while you shop. It's ____{nice} to ____{go shopping} at a ____{shopping center}.
+TEMPLATE: People like to shop at a ____. They can park in the ____. There are ____ and many other kinds of stores. Often there are many places to ____ at while you shop. It's ____ to ____ at a ____.
 RESPONSE: People like to shop at a mall. They can park in the parking lot. There are department stores and many other kinds of stores. Often there are many places to eat at while you shop. It's nice to go shopping at a shopping center.
 
 # Source: LLA 2B Figure 7

book-10-lesson-3.module

@@ -347,7 +347,7 @@ INTRO: Your turn to build both sides of the exchange. Use the cue lines to ask a
 INSTRUCTION: Ask and answer aloud, using a gerund in both.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed question and answer that both use gerunds and incorporate the cue words (e.g. "When did you begin playing soccer? I began playing soccer five years ago.").
+RUBRIC: Accept any correctly formed question and answer that both use gerunds and incorporate the cue information (e.g. "When did you begin playing soccer? I began playing soccer five years ago."). Synonyms like "start" for "begin", flexible pronouns, and varied time/age expressions are fine.
 
 EXAMPLE
 TEMPLATE: when / did begin / play tennis / ?
@@ -739,7 +739,7 @@ INTRO: Read each command or request, then do both jobs: ask what was said, and r
 INSTRUCTION: Ask and answer aloud about the sentence.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive (e.g. "He said to pick up Capt Walker at 1300.").
+RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive — "said to", "told me to", or "asked me to" (e.g. "He said to pick up Capt Walker at 1300.").
 
 EXAMPLE
 TEMPLATE: Report to the colonel at 1300.
@@ -780,7 +780,7 @@ INTRO: Same idea, by ear this time. Listen to the request, then ask and report i
 INSTRUCTION: Listen, then ask and answer the reported question aloud.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a question ("What did he ask you?") and answer it with the reported command using an infinitive ("He asked me to..."); for negative requests the answer must use "not to".
+RUBRIC: The learner must form a question ("What did he/she ask (you)?" or "What did he/she say?") and answer it with the reported command using an infinitive ("He/She asked/told me to..."); for negative requests the answer must use "not to".
 
 EXAMPLE
 PROMPT: Will you pick up my clothes at the laundry?

book-10-lesson-4.module

@@ -719,22 +719,22 @@ CHECK: exact
 TEMPLATE: Mark's ____{leg|arm|finger} is broken.
 RESPONSE: Mark's leg is broken.
 
-TEMPLATE: David took him to the ____{school|library|mess hall}.
+TEMPLATE: David took him to the ____{school|library|mess hall|hospital|clinic|doctor}.
 RESPONSE: David took him to the library.
 
-TEMPLATE: They both ____{ate|studied|slept} while they were there, and Mark returned home.
+TEMPLATE: They both ____{ate|studied|slept|talked|rested|waited|read} while they were there, and Mark returned home.
 RESPONSE: They both studied while they were there, and Mark returned home.
 
-TEMPLATE: Phil needed some ____{money|food|books}.
+TEMPLATE: Phil needed some ____{money|food|books|help|rest|water|time}.
 RESPONSE: Phil needed some money.
 
-TEMPLATE: He went to the ____{library|store|bank}, but it was ____{closed|open|quiet}.
+TEMPLATE: He went to the ____{library|store|bank|shop|market|pharmacy}, but it was ____{closed|open|quiet|busy|full|locked}.
 RESPONSE: He went to the bank, but it was closed.
 
 TEMPLATE: He asked a man for some ____{advice|food|newspapers}.
 RESPONSE: He asked a man for some advice.
 
-TEMPLATE: The man said, "Use the ____{desk|machine|salad} for ____{dessert|dictionary|withdrawals} or ____{cakes|library books|deposits}."
+TEMPLATE: The man said, "Use the ____{desk|machine|salad|computer|phone} for ____{dessert|dictionary|withdrawals|work|news} or ____{cakes|library books|deposits|study|research}."
 RESPONSE: The man said, "Use the machine for withdrawals or deposits."
 
 # Source: ST §The Dinner Party - Matching

book-10-lesson-5.module

@@ -96,7 +96,7 @@ INTRO: Back to gerunds — the -ing forms after verbs like begin, enjoy, and fin
 INSTRUCTION: Make a question from the cues, then answer with the second cue. Use a gerund.
 INPUT: speak
 CHECK: llm
-RUBRIC: The verb + gerund pattern is the point — the second verb must appear as a gerund (working, studying, reading, washing); a missing -ing form fails. The question's tense should match the model answer. Otherwise accept any natural phrasing of the question and full-sentence answer.
+RUBRIC: Require both the question and the full-sentence answer — reject if either part is omitted. The verb + gerund pattern is the point: the second verb must appear as a gerund (working, studying, reading, washing) in both parts; a missing -ing form fails. The question's tense should match the model answer. Otherwise accept any natural phrasing.
 
 EXAMPLE
 TEMPLATE: when / begin work / restaurant — last month
@@ -137,7 +137,7 @@ INSTRUCTION: Answer aloud, using "be able to".
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact, as long as it uses "was able to", "wasn't able to", or "be able to" as appropriate — that pattern is the point.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact, as long as it uses "was able to", "wasn't able to" (or "was not able to"), or "be able to" as appropriate — that pattern is the point.
 
 PROMPT: Where was Jim able to go on his vacation last year?
 RESPONSE: He was able to go to London.
@@ -457,16 +457,16 @@ INSTRUCTION: Type the missing words.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: Mary works for the family ____{company}. The store sells towels, sheets, bed ____{covers} and pillows. Her dad is the ____{boss}. When he's ____{out of} town, she does his job.
+TEMPLATE: Mary works for the family ____{company|store|business}. The store sells towels, sheets, bed ____{covers} and pillows. Her dad is the ____{boss}. When he's ____{out of} town, she does his job.
 RESPONSE: Mary works for the family company. The store sells towels, sheets, bed covers and pillows. Her dad is the boss. When he's out of town, she does his job.
 
-TEMPLATE: Next Saturday Mary is going to marry a ____{famous} writer. The ____{marriage} will be in another town. ____{It takes} two hours to get there from the store.
+TEMPLATE: Next Saturday Mary is going to marry a famous writer. The ____{marriage|wedding} will be in another town. ____{It takes} two hours to get there from the store.
 RESPONSE: Next Saturday Mary is going to marry a famous writer. The marriage will be in another town. It takes two hours to get there from the store.
 
-TEMPLATE: All the people in the store want to go to the wedding, but the store ____{is supposed to} stay open until nine o'clock on Saturday night. They won't ____{be able to} go.
+TEMPLATE: All the people in the store want to go to the wedding, but the store ____{is supposed to|has to|must|needs to} stay open until nine o'clock on Saturday night. They won't ____{be able to} go.
 RESPONSE: All the people in the store want to go to the wedding, but the store is supposed to stay open until nine o'clock on Saturday night. They won't be able to go.
 
-TEMPLATE: It's not a ____{common} thing, but this week Mary's father is ____{out of} town. Mary's the ____{boss}! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
+TEMPLATE: It's not a ____{common|usual|normal} thing, but this week Mary's father is ____{out of} town. Mary's the ____{boss}! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
 RESPONSE: It's not a common thing, but this week Mary's father is out of town. Mary's the boss! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
 
 # Source: ST §He Can't Go!
@@ -480,13 +480,13 @@ CHECK: exact
 TEMPLATE: Mark ____{leaves} for Rome tomorrow. He ____{is supposed to} pick up his tickets at the airport today, but he ____{is} not ____{able to} do it. His boss won't ____{let} him.
 RESPONSE: Mark leaves for Rome tomorrow. He is supposed to pick up his tickets at the airport today, but he is not able to do it. His boss won't let him.
 
-TEMPLATE: He asked Jack, "____{Would} you please pick my tickets up for me?" Jack said, "I'm sorry, but I ____{can't}. ____{Would} you ____{mind} asking Jane?" "OK, ____{I'll} ask Jane."
+TEMPLATE: He asked Jack, "____{Would|Could|Can} you please pick my tickets up for me?" Jack said, "I'm sorry, but I ____{can't}. ____{Would|Do} you ____{mind} asking Jane?" "OK, ____{I'll|I will} ask Jane."
 RESPONSE: He asked Jack, "Would you please pick my tickets up for me?" Jack said, "I'm sorry, but I can't. Would you mind asking Jane?" "OK, I'll ask Jane."
 
-TEMPLATE: Jane said, "I'll be happy ____{to go}, but you'll have to tell me ____{how to} get there. Do you think ____{it} will ____{take} a long time?" "No, ____{it takes} only ____{about} 15 minutes."
+TEMPLATE: Jane said, "I'll be happy ____{to go|to help}, but you'll have to tell me ____{how to} get there. Do you think ____{it|this|that} will ____{take} a long time?" "No, ____{it takes} only ____{about} 15 minutes."
 RESPONSE: Jane said, "I'll be happy to go, but you'll have to tell me how to get there. Do you think it will take a long time?" "No, it takes only about 15 minutes."
 
-TEMPLATE: "Okay. What time is it now?" "____{It} is 4 o'clock." "Good! I can leave now and return before ____{supper}."
+TEMPLATE: "Okay. What time is it now?" "____{It} is 4 o'clock." "Good! I can leave now and return before ____{supper|dinner|5 o'clock|5}."
 RESPONSE: "Okay. What time is it now?" "It is 4 o'clock." "Good! I can leave now and return before supper."
 
 # Source: ST §The Show Begins at 8 O'Clock Tomorrow

book-11-lesson-1.module

@@ -1944,7 +1944,7 @@ INTRO: For each picture, use the cue to ask a present perfect progressive questi
 INSTRUCTION: Ask and answer a question using the cue and the picture.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the key. Require a question built from the cued verb and time phrase plus an answer matching the model's facts; the present perfect progressive form is the point — a wrong tense fails. Accept minor wording differences.
+RUBRIC: Treat the model answer as the key. Require a question built from the cued verb and time phrase plus an answer matching the model's facts; the present perfect progressive form is the point — a wrong tense fails. In the answer, accept either the cued time expression (e.g. "since 6:30") or the equivalent duration; accept minor wording differences.
 
 EXAMPLE
 PROMPT: read/since 6:30 {st-page_038_001.jpg}

book-11-lesson-3.module

@@ -1740,7 +1740,7 @@ LINE: My hands were too greasy. {bk11-l3c-f3-17.mp3}
 # Source: LLA 3C Figure 4
 $PRODUCE Explain with Too
 ID: 3c-f4
-INTRO: Look at the picture and listen to the sentence. Then write a sentence with "too" that explains the situation — why can't the children go outside?
+INTRO: Look at the picture and listen to the sentence. Then write a sentence with "too" that explains the situation.
 INSTRUCTION: Write a sentence explaining the picture using "too".
 INPUT: type
 CHECK: llm
@@ -2071,12 +2071,12 @@ LONGFORM
 INTRO: Last part: big-picture reading and careful listening. Listen to each paragraph, then type its main idea in one complete sentence.
 INSTRUCTION: Type the main idea of the paragraph.
 
-RUBRIC: Accept any sentence stating that good drivers need to know many things.
 PROMPT: Listen to the first paragraph. {bk11-l3d-f1-01.mp3}
+RUBRIC: Accept any sentence stating that good drivers need to know many things.
 RESPONSE: Good drivers need to know many things. {bk11-l3d-f1-02.mp3}
 
-RUBRIC: Accept any sentence stating that a physical exam every year is important.
 PROMPT: Listen to the second paragraph. {bk11-l3d-f1-03.mp3}
+RUBRIC: Accept any sentence stating that a physical exam every year is important.
 RESPONSE: You should get a complete checkup every year. {bk11-l3d-f1-04.mp3}
 
 # Source: ST §Topics, Main Ideas, and Titles
@@ -2089,7 +2089,7 @@ INSTRUCTION: Type a title, the topic, and the main idea.
 INPUT: type
 CHECK: llm
 LONGFORM
-RUBRIC: The title must capture the essence of the paragraph and be properly capitalized. The topic must be the subject matter (usually 1-3 words). The main idea must be a complete sentence stating the author's primary point.
+RUBRIC: The title must capture the essence of the paragraph and be properly capitalized. The topic must be the subject matter (usually 1-3 words). The main idea must be a complete sentence stating the author's primary point. Accept responses with or without explicit labels (e.g. "Title:") and with any separator or line breaks.
 
 EXAMPLE
 TEMPLATE: You may think that it's easy to change a tire when you know how. But you can know how to do something and still not be able to do it. It may be very difficult to jack up the car or to loosen the nuts. The spare tire may not have enough air in it. You don't always have the right tools. Sometimes a job that should be easy for you to do is really very difficult.

book-11-lesson-5.module

@@ -21,7 +21,7 @@ INTRO: Quiz week — nothing new, just a tune-up of everything from this book: i
 INSTRUCTION: Answer each question aloud using "to" and the cue words.
 INPUT: speak
 CHECK: llm
-RUBRIC: The answer must be a complete sentence answering the "why" or "what ... for" question with an infinitive of purpose ("to" + verb) built from the cue words shown in the template. Accept minor variation in pronouns and wording; the infinitive of purpose is the point — an answer without one fails.
+RUBRIC: The answer must respond to the "why" or "what ... for" question with an infinitive of purpose ("to" + verb) built from the cue words shown in the template — as a complete sentence or a standalone "to ..." phrase. Accept minor variation in pronouns and wording; the infinitive of purpose is the point — an answer without one fails.
 
 EXAMPLE
 PROMPT: Why are you calling Jim?

book-12-lesson-1.module

@@ -350,7 +350,7 @@ INTRO: People move on — jobs change, letters stop, Aunt Virginia is suddenly i
 INSTRUCTION: Ask a question about the underlined person, then answer it using the remaining information.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a question like "What ever happened to X?" followed by an answer stating "he/she no longer..." and the new situation from the cue.
+RUBRIC: The learner must ask "What (ever) happened to [person]?" and answer that the person no longer does the original activity (either "no longer" or "doesn't ... any longer"), followed by the new situation from the cue. Conversational fillers like "Well" or "Now" are fine.
 
 EXAMPLE
 TEMPLATE: *Aunt Virginia* doesn't live in New York any longer. She moved to Texas last year.
@@ -957,7 +957,7 @@ INTRO: You'll see pictures of people about to make questionable decisions. Ask w
 INSTRUCTION: Ask and answer questions about the pictures. Use the underlined words and "if".
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must ask "What will happen if...?" using the first phrase, and answer using the second phrase.
+RUBRIC: The learner must ask "What will happen if...?" using the first phrase, and answer using the second phrase. Accept answers with or without the repeated "if" clause, either clause order, and standard contractions.
 
 EXAMPLE
 TEMPLATE: Ken wants to *try to pass the truck*. He can't see over the hill. *He'll hit the other car.* {st-page_025_001.jpg}
@@ -1287,7 +1287,7 @@ INTRO: Read each little exchange, then ask a yes/no question about the underline
 INSTRUCTION: Ask and answer a question about the dialog using the underlined word.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a yes/no question in the present perfect tense based on the dialog, and answer it correctly.
+RUBRIC: The learner must form a yes/no question in the present perfect tense based on the dialog, and answer it correctly — a short answer (e.g. "Yes, he has.") or a full sentence, with or without extra detail.
 
 EXAMPLE
 TEMPLATE: Ted: How do you like Houston? Lee: I'm not sure. I've just *lived* here since May.
@@ -1340,7 +1340,7 @@ INSTRUCTION: Ask a question about the story using the cue word, then answer it u
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: The learner must form a question starting with the cue word in the present perfect tense, and answer it accurately according to the story.
+RUBRIC: The learner must form a question starting with the cue word in the present perfect tense, and answer it accurately according to the story — a short fragment answer or a complete sentence both count.
 
 EXAMPLE
 PROMPT: Donald has needed a new car for many years. (who)

book-12-lesson-2.module

@@ -1001,11 +1001,12 @@ RESPONSE: No, I haven't finished it yet. {bk12-l2c-f2-ex-a2.mp3}
 TEMPLATE: yes, already
 PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01-q1.mp3}
 RESPONSE: Yes, she has already graduated. {bk12-l2c-f2-01-a1.mp3}
-ACCEPT: Yes, she's already graduated.
+ACCEPT: Yes, she's already graduated. | Yes, she has already graduated from college. | Yes, she's already graduated from college.
 
 TEMPLATE: no, yet
 PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01-q2.mp3}
 RESPONSE: No, she hasn't graduated yet. {bk12-l2c-f2-01-a2.mp3}
+ACCEPT: No, she has not graduated yet.
 
 TEMPLATE: yes, already
 PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02-q1.mp3}
@@ -1015,6 +1016,7 @@ ACCEPT: Yes, I have already seen her.
 TEMPLATE: no, yet
 PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02-q2.mp3}
 RESPONSE: No, I haven't seen her yet. {bk12-l2c-f2-02-a2.mp3}
+ACCEPT: No, I have not seen her yet.
 
 TEMPLATE: yes, already
 PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03-q1.mp3}
@@ -1024,6 +1026,7 @@ ACCEPT: Yes, he's already learned Spanish.
 TEMPLATE: no, yet
 PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03-q2.mp3}
 RESPONSE: No, he hasn't learned Spanish yet. {bk12-l2c-f2-03-a2.mp3}
+ACCEPT: No, he has not learned Spanish yet.
 
 TEMPLATE: yes, already
 PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04-q1.mp3}
@@ -1033,15 +1036,17 @@ ACCEPT: Yes, they've already realized it.
 TEMPLATE: no, yet
 PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04-q2.mp3}
 RESPONSE: No, they haven't realized it yet. {bk12-l2c-f2-04-a2.mp3}
+ACCEPT: No, they have not realized it yet.
 
 TEMPLATE: yes, already
 PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05-q1.mp3}
 RESPONSE: Yes, he's already picked it up. {bk12-l2c-f2-05-a1.mp3}
-ACCEPT: Yes, he has already picked it up.
+ACCEPT: Yes, he has already picked it up. | Yes, he's already picked up the laundry. | Yes, he has already picked up the laundry.
 
 TEMPLATE: no, yet
 PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05-q2.mp3}
 RESPONSE: No, he hasn't picked it up yet. {bk12-l2c-f2-05-a2.mp3}
+ACCEPT: No, he has not picked it up yet.
 
 # Source: ST §Marsha Has Forgiven John
 
@@ -1128,7 +1133,7 @@ INSTRUCTION: Ask a present perfect question from the cue, then answer it for you
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: The learner must form a present perfect question using the cue (e.g. "Have you ever played soccer?") and give a matching short answer ("Yes, I have" or "No, I haven't"). The answer may truthfully be yes or no — learner's choice.
+RUBRIC: The learner must form a present perfect question using the cue (e.g. "Have you ever played soccer?") and give a matching short or full-sentence answer ("Yes, I have" or "Yes, I have played soccer"). The answer may truthfully be yes or no — learner's choice.
 
 EXAMPLE
 PROMPT: play/baseball
@@ -1165,7 +1170,7 @@ INSTRUCTION: Ask a present perfect question with "how many" using the cue, then
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: The learner must ask a present perfect question starting with "how many" using the cue words, and then provide a plausible answer in the present perfect. Any plausible quantity is acceptable.
+RUBRIC: The learner must ask a present perfect question starting with "how many" using the cue words, and then provide a plausible answer — a short phrase (e.g. "Three.") or a full present perfect sentence. Any plausible quantity is acceptable.
 
 EXAMPLE
 PROMPT: letters/get (this week)

book-12-lesson-3.module

@@ -1433,7 +1433,7 @@ TEMPLATE: QUESTION: ____{Did Frank say that he wanted to watch TV or go to the m
 RESPONSE: Frank: I want to watch TV. QUESTION: Did Frank say that he wanted to watch TV or go to the movies?
 
 TEMPLATE: Shirley: Do you swim every day?
-TEMPLATE: Paul: ____{No, I don't like to swim.}
+TEMPLATE: Paul: No, I don't like to swim.
 TEMPLATE: QUESTION: ____{Did Paul say that he swam every day?|Did Paul say he swam every day?}
 RESPONSE: Paul: No, I don't like to swim. QUESTION: Did Paul say that he swam every day?
 

book-12-lesson-4.module

@@ -247,7 +247,7 @@ INSTRUCTION: Answer in a full sentence using the cue word.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact. The answer should use the cue word shown in the TEMPLATE.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact. The answer should use the cue word shown in the TEMPLATE or a grammatical inflection of it (e.g. "preparing" for "prepare").
 
 EXAMPLE
 TEMPLATE: out-of-doors

book-12-lesson-5.module

@@ -62,7 +62,7 @@ INSTRUCTION: Read the dialog and answer the question aloud using indirect speech
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept a grammatically correct indirect speech sentence reporting what the second speaker said (e.g., "Ben said that they have a two-car garage.").
+RUBRIC: Accept any grammatically correct indirect speech sentence reporting what the second speaker said (e.g., "Ben said that they have a two-car garage."). A pronoun ("he"/"she") or the name is fine, "that" is optional, and present or backshifted past tense are both acceptable.
 
 TEMPLATE: Al: Do the Dales have a garage?
 TEMPLATE: Ben: Yes. They have a two-car garage.
@@ -415,7 +415,7 @@ ACCEPT: faster | faster than Bill
 TEMPLATE: Sam traveled 200 miles to hunt deer. Fred traveled 150 miles. (far)
 TEMPLATE: Sam traveled ____{farther than Fred}.
 RESPONSE: Sam traveled farther than Fred.
-ACCEPT: farther | farther than Fred
+ACCEPT: farther | farther than Fred | further | further than Fred
 
 TEMPLATE: The Smiths arrived at the party before the Johnsons. (soon)
 TEMPLATE: The Smiths arrived at the party ____{sooner than the Johnsons}.

book-2-lesson-1.module

@@ -344,7 +344,7 @@ INPUT: speak
 CHECK: llm
 INTRO: Same idea, but this time say no. Make a negative sentence from each cue, using "isn't" or "is not".
 INSTRUCTION: Say a negative sentence from the cue.
-RUBRIC: Accept any correct negative sentence with the cued subject and adjective, using "is not" or "isn't" — contraction is the learner's choice.
+RUBRIC: Accept any correct negative sentence with the cued subject and adjective, using any valid negative form of "be". Contractions and "very" are the learner's choice.
 
 TEMPLATE: Mr. Wilson / very cold
 RESPONSE: Mr. Wilson is not very cold.
@@ -424,7 +424,7 @@ INPUT: speak
 CHECK: llm
 INTRO: Your turn to ask. From each cue, ask a yes/no question starting with "Is".
 INSTRUCTION: Ask a yes/no question from the cue.
-RUBRIC: Accept a correctly formed yes/no question with "Is" plus the cued subject and adjective.
+RUBRIC: Accept a correctly formed yes/no question with "be" plus the cued subject and adjective. The word "very" is optional.
 
 EXAMPLE
 TEMPLATE: he / very happy
@@ -898,7 +898,7 @@ TEMPLATE: It's 12:____{15}. {page_016_003.jpg}
 RESPONSE: It's 12:15. {bk02-l1b-f3-03-a.mp3}
 
 PROMPT: What time is it? {bk02-l1b-f3-04-q.mp3}
-TEMPLATE: It's 10:____{05}. {page_016_004.jpg}
+TEMPLATE: It's 10:____{05|5}. {page_016_004.jpg}
 RESPONSE: It's 10:05. {bk02-l1b-f3-04-a.mp3}
 
 PROMPT: What time is it? {bk02-l1b-f3-05-q.mp3}
@@ -927,7 +927,7 @@ TEMPLATE: It's 7:____{10}. {page_016_010.jpg}
 RESPONSE: It's 7:10. {bk02-l1b-f3-10-a.mp3}
 
 PROMPT: What time is it? {bk02-l1b-f3-11-q.mp3}
-TEMPLATE: It's 5:____{05}. {page_016_011.jpg}
+TEMPLATE: It's 5:____{05|5}. {page_016_011.jpg}
 RESPONSE: It's 5:05. {bk02-l1b-f3-11-a.mp3}
 
 PROMPT: What time is it? {bk02-l1b-f3-12-q.mp3}

book-2-lesson-3.module

@@ -160,7 +160,7 @@ ID: 3a-f2-b
 INPUT: type
 CHECK: exact
 INTRO: Same eight foods, now as questions. Listen and type the word for the food you see.
-INSTRUCTION: Type the word you hear.
+INSTRUCTION: Type the word for the food.
 
 TEMPLATE: Number 1
 PROMPT: What's number 1? {page_054_001.jpg} {bk02-l3a-f2-09-q.mp3}
@@ -1180,10 +1180,12 @@ REPEAT
 PROMPT: right {bk02-l3c-f7-01.mp3}
 TEMPLATE: w____ite
 RESPONSE: write {bk02-l3c-f7-01b.mp3}
+ACCEPT: r
 
 PROMPT: dinner {bk02-l3c-f7-02.mp3}
 TEMPLATE: dinne____
 RESPONSE: dinner {bk02-l3c-f7-02.mp3}
+ACCEPT: r
 
 PROMPT: breakfast {bk02-l3c-f7-03.mp3}
 TEMPLATE: br____eakfast
@@ -1192,26 +1194,32 @@ RESPONSE: breakfast {bk02-l3c-f7-03.mp3}
 PROMPT: orange {bk02-l3c-f7-04.mp3}
 TEMPLATE: o____ange
 RESPONSE: orange {bk02-l3c-f7-04.mp3}
+ACCEPT: r
 
 PROMPT: drink {bk02-l3c-f7-05.mp3}
 TEMPLATE: d____ink
 RESPONSE: drink {bk02-l3c-f7-05.mp3}
+ACCEPT: r
 
 PROMPT: pear {bk02-l3c-f7-06.mp3}
 TEMPLATE: pea____
 RESPONSE: pear {bk02-l3c-f7-06.mp3}
+ACCEPT: r
 
 PROMPT: water {bk02-l3c-f7-07.mp3}
 TEMPLATE: wate____
 RESPONSE: water {bk02-l3c-f7-07.mp3}
+ACCEPT: r
 
 PROMPT: fruit {bk02-l3c-f7-08.mp3}
 TEMPLATE: f____uit
 RESPONSE: fruit {bk02-l3c-f7-08.mp3}
+ACCEPT: r
 
 PROMPT: pork {bk02-l3c-f7-09.mp3}
 TEMPLATE: po____k
 RESPONSE: pork {bk02-l3c-f7-09.mp3}
+ACCEPT: r
 
 PROMPT: rice {bk02-l3c-f7-10.mp3}
 TEMPLATE: ____ice
@@ -1496,7 +1504,7 @@ INPUT: type
 CHECK: llm
 INTRO: Look at each picture, read the question, and type a short answer — "Yes, she is." or "No, they aren't."
 INSTRUCTION: Type the short answer.
-RUBRIC: Treat the model short answer as the key; accept equivalent contractions of the same answer (e.g. "No, they're not." for "No, they aren't."). The yes/no polarity of the model is the point — the opposite polarity fails.
+RUBRIC: Treat the model short answer as the key; accept full uncontracted forms (e.g. "No, they are not.") as well as equivalent contractions (e.g. "No, they're not."). The yes/no polarity of the model is the point — the opposite polarity fails.
 
 TEMPLATE: Is she buying food? {st-page_102_001.jpg}
 RESPONSE: Yes, she is.
@@ -1586,6 +1594,7 @@ RESPONSE: Yes, she is. {bk02-l3d-f2-ex-a.mp3}
 
 PROMPT: Is Tom studying? {page_068_002.jpg} {bk02-l3d-f2-01-q.mp3}
 RESPONSE: No, he isn't. {bk02-l3d-f2-01-a.mp3}
+ACCEPT: No, he is not.
 
 PROMPT: Is Jan Wilson buying food? {page_068_003.jpg} {bk02-l3d-f2-02-q.mp3}
 RESPONSE: Yes, she is. {bk02-l3d-f2-02-a.mp3}
@@ -1595,9 +1604,11 @@ RESPONSE: Yes, he is. {bk02-l3d-f2-03-a.mp3}
 
 PROMPT: Is Jan watching television? {page_068_005.jpg} {bk02-l3d-f2-04-q.mp3}
 RESPONSE: No, she isn't. {bk02-l3d-f2-04-a.mp3}
+ACCEPT: No, she is not.
 
 PROMPT: Is Mrs. Wilson eating dinner? {page_068_006.jpg} {bk02-l3d-f2-05-q.mp3}
 RESPONSE: No, she isn't. {bk02-l3d-f2-05-a.mp3}
+ACCEPT: No, she is not.
 
 $LESSON 3-6: Putting It All Together
 

book-2-lesson-5.module

@@ -17,7 +17,7 @@ INTRO: You've reached the end of Book 2 — no new words this week, just review.
 INSTRUCTION: Answer each question aloud in a full sentence.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept any grammatical answer that logically answers the question. The details are the learner's choice.
+RUBRIC: Accept any grammatical answer that logically answers the question. Accept both full sentences and clear short phrase answers (e.g. "Eggs and toast."). The details are the learner's choice.
 
 PROMPT: What do you eat for breakfast?
 RESPONSE: I eat eggs and toast for breakfast.

book-3-lesson-1.module

@@ -1328,19 +1328,19 @@ ACCEPT: Yes. | Yes, I do.
 
 PROMPT: Do you go to bed late? {bk03-l1c-f4-02-q.mp3}
 RESPONSE: No, I don't go to bed late. {bk03-l1c-f3-02-a.mp3}
-ACCEPT: No. | No, I don't.
+ACCEPT: No. | No, I don't. | No, I do not. | No, I do not go to bed late.
 
 PROMPT: Does Tom shave every day? {bk03-l1c-f4-03-q.mp3}
 RESPONSE: Yes, Tom shaves every day. {bk03-l1c-f3-03-a.mp3}
-ACCEPT: Yes. | Yes, he does.
+ACCEPT: Yes. | Yes, he does. | Yes, he shaves every day.
 
 PROMPT: Does he go to class early? {bk03-l1c-f4-04-q.mp3}
 RESPONSE: No, he doesn't go to class early. {bk03-l1c-f3-04-a.mp3}
-ACCEPT: No. | No, he doesn't.
+ACCEPT: No. | No, he doesn't. | No, he does not. | No, he does not go to class early.
 
 PROMPT: Does the teacher check the answers? {bk03-l1c-f4-05-q.mp3}
 RESPONSE: Yes, the teacher checks the answers. {bk03-l1c-f3-05-a.mp3}
-ACCEPT: Yes. | Yes, she does. | Yes, he does.
+ACCEPT: Yes. | Yes, she does. | Yes, he does. | Yes, she checks the answers. | Yes, he checks the answers.
 
 $LESSON 1-6: Short Answers
 
@@ -1492,7 +1492,7 @@ INPUT: speak
 CHECK: llm
 INTRO: Now you run both sides. Use the cue words to ask a yes/no question, then give a short answer. You choose the subject — and whether the answer is yes or no.
 INSTRUCTION: Ask a yes/no question using the cue words, then give a short answer.
-RUBRIC: Accept any well-formed present tense yes/no question using the given cue words and an appropriate short answer (Yes, I do / No, he doesn't / etc.). The subject and positive/negative polarity are the learner's choice.
+RUBRIC: Accept any well-formed present tense yes/no question using the given cue words, followed by an appropriate short or full-sentence answer. The subject and positive/negative polarity are the learner's choice.
 
 EXAMPLE
 TEMPLATE: study/morning

book-3-lesson-2.module

@@ -90,35 +90,35 @@ REPEAT
 
 PROMPT: Who's doing his homework? {bk03-l2a-f2-09-q.mp3}
 RESPONSE: John {bk03-l2a-f2-09-a.mp3}
-ACCEPT: John's doing his homework.
+ACCEPT: John's doing his homework. | John is doing his homework.
 
 PROMPT: Who's eating dinner? {bk03-l2a-f2-10-q.mp3}
 RESPONSE: Linda {bk03-l2a-f2-10-a.mp3}
-ACCEPT: Linda's eating dinner.
+ACCEPT: Linda's eating dinner. | Linda is eating dinner.
 
 PROMPT: Who's reading a book? {bk03-l2a-f2-11-q.mp3}
 RESPONSE: Tom {bk03-l2a-f2-11-a.mp3}
-ACCEPT: Tom's reading a book.
+ACCEPT: Tom's reading a book. | Tom is reading a book.
 
 PROMPT: Who's drinking coffee? {bk03-l2a-f2-12-q.mp3}
 RESPONSE: a doctor {bk03-l2a-f2-12-a.mp3}
-ACCEPT: A doctor's drinking coffee.
+ACCEPT: A doctor's drinking coffee. | A doctor is drinking coffee. | the doctor | The doctor's drinking coffee. | The doctor is drinking coffee.
 
 PROMPT: Who's buying a book? {bk03-l2a-f2-13-q.mp3}
 RESPONSE: Mr. Wilson {bk03-l2a-f2-13-a.mp3}
-ACCEPT: Mr. Wilson's buying a book.
+ACCEPT: Mr. Wilson's buying a book. | Mr. Wilson is buying a book.
 
 PROMPT: Who's looking at pictures? {bk03-l2a-f2-14-q.mp3}
 RESPONSE: Mrs. Wilson {bk03-l2a-f2-14-a.mp3}
-ACCEPT: Mrs. Wilson's looking at pictures.
+ACCEPT: Mrs. Wilson's looking at pictures. | Mrs. Wilson is looking at pictures.
 
 PROMPT: Who's going to the mess hall? {bk03-l2a-f2-15-q.mp3}
 RESPONSE: a pilot {bk03-l2a-f2-15-a.mp3}
-ACCEPT: A pilot's going to the mess hall.
+ACCEPT: A pilot's going to the mess hall. | A pilot is going to the mess hall. | the pilot | The pilot's going to the mess hall. | The pilot is going to the mess hall.
 
 PROMPT: Who's standing outside? {bk03-l2a-f2-16-q.mp3}
 RESPONSE: Bob {bk03-l2a-f2-16-a.mp3}
-ACCEPT: Bob is standing outside.
+ACCEPT: Bob is standing outside. | Bob's standing outside.
 
 # Source: ST §Who Writes on the Chalkboard?
 $DIALOGUE Who Questions and Answers
@@ -421,7 +421,7 @@ INSTRUCTION: Say what you want.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept any natural "I want ..." sentence naming at least one food or drink; the choice of items is the learner's.
+RUBRIC: Accept any natural sentence ordering food or drink, including expressions like "I want ...", "I'd like ...", "I would like ...", or "Can I have ...". The choice of items is the learner's.
 
 EXAMPLE
 PROMPT: What do you want to eat and drink?
@@ -463,7 +463,7 @@ INTRO: Look at each picture, ask a yes/no question about the vehicle, and answer
 INSTRUCTION: Ask and answer aloud about the picture.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer's vehicle as the factual key. Accept any yes/no question about the vehicle followed by a short answer naming that same vehicle, in any natural phrasing.
+RUBRIC: Treat the model answer's vehicle as the factual key. Accept any yes/no question about the vehicle followed by a correct short answer — either naming that vehicle (e.g. "No, it's a plane.") or a plain "Yes, it is." / "No, it isn't." whose polarity matches the model.
 
 EXAMPLE
 PROMPT: {st-page_048_004.jpg}
@@ -773,7 +773,7 @@ INTRO: Tom again, hour by hour. For each picture, ask what Tom does at that time
 INSTRUCTION: Ask and answer aloud about the picture.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the factual key. Accept a "What does Tom do at [time]?" question plus an answer describing the same action as the model, in any phrasing.
+RUBRIC: Treat the model answer as the factual key. Accept a question asking what Tom does or is doing (with or without the exact time), plus an answer describing the same action as the model in simple present or present continuous, in any phrasing (e.g. "goes out of the lab" for "leaves the lab").
 
 PROMPT: {st-page_052_001.jpg}
 RESPONSE: What does Tom do at 7:30? He opens the window.

book-4-lesson-1-story.module

@@ -355,6 +355,7 @@ INSTRUCTION: Answer the questions about the story.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
 
 PROMPT: Where do Joe's father and mother live?
 RESPONSE: They live in the small town of Castroville.

book-4-lesson-3.module

@@ -1005,7 +1005,7 @@ INTRO: This time you get the answer first and must supply the question — "who"
 INSTRUCTION: Say a "who" or "what" question with "can" that fits the answer.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a question starting with "Who can..." or "What languages can..." that correctly elicits the provided model answer. The question form is the point; minor wording differences are fine.
+RUBRIC: The learner must form a question starting with "Who can..." or "What languages can..." that elicits the statement. Accept pronouns used in the prompt (e.g. "he") even if the model answer uses a specific name, and omitting context not shown in the prompt. The correct question form with "can" is the point.
 
 EXAMPLE
 TEMPLATE: ____
@@ -1492,7 +1492,7 @@ INSTRUCTION: Answer the question using "must" and the cue.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept a correctly formed sentence using "must" that answers the question using the cue (e.g. "I must wear my uniform."). "Must" plus the cued verb is the point; extra words are fine.
+RUBRIC: Accept any correctly formed sentence using "must" and the cued word or a reasonable synonym (e.g. "wear" for "put on"). "Must" plus the cued word is the point; extra words or minor determiner changes are fine.
 
 EXAMPLE
 PROMPT: You have a test tomorrow. What must you do?

book-4-lesson-4.module

@@ -1693,6 +1693,7 @@ RESPONSE: Sam likes to play baseball.
 
 TEMPLATE: he doesnt like to play basketball
 RESPONSE: He doesn't like to play basketball.
+ACCEPT: He does not like to play basketball.
 
 TEMPLATE: he plays baseball with his friends on saturday mornings
 RESPONSE: He plays baseball with his friends on Saturday mornings.

book-5-lesson-1.module

@@ -1514,7 +1514,7 @@ ACCEPT: December 3rd | December 3
 TEMPLATE: Linda's visit is on ____
 PROMPT: "Linda's visit is in June." What's the date? {bk05-l1d-f4-02-q.mp3}
 RESPONSE: Linda's visit is on June 2nd. {bk05-l1d-f4-02-a.mp3}
-ACCEPT: June 2nd | June 2
+ACCEPT: June 2nd | June 2 | June the 2nd
 
 TEMPLATE: Sam's visit is on ____
 PROMPT: "Sam's visit is in March." What's the date? {bk05-l1d-f4-03-q.mp3}
@@ -1524,12 +1524,12 @@ ACCEPT: March 11th | March 11
 TEMPLATE: Kathy's visit is on ____
 PROMPT: "Kathy's visit is in May." What's the date? {bk05-l1d-f4-04-q.mp3}
 RESPONSE: Kathy's visit is on May 7th. {bk05-l1d-f4-04-a.mp3}
-ACCEPT: May 7th | May 7
+ACCEPT: May 7th | May 7 | May the 7th
 
 TEMPLATE: Ted's visit is on ____
 PROMPT: "Ted's visit is in September." What's the date? {bk05-l1d-f4-05-q.mp3}
 RESPONSE: Ted's visit is on September the 1st. {bk05-l1d-f4-05-a.mp3}
-ACCEPT: September 1st | September 1
+ACCEPT: September 1st | September 1 | September the 1st | 1st September | 1 September | 1st of September
 
 # Source: ST §About Order
 $DIALOGUE About Order

book-5-lesson-2.module

@@ -611,7 +611,7 @@ INTRO: Last stop for "can": you build both the question and the answer from two
 INSTRUCTION: Ask a "can" question from the cues, then answer it.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed yes/no question using "can", followed by a short answer (Yes, I can / No, I can't / Yes, we can / No, we can't). The learner may choose yes or no.
+RUBRIC: Accept a correctly formed yes/no question using "can", followed by either a short answer (Yes, I can / No, we can't) or a full-sentence answer (e.g. "Yes, I can play soccer after class."). The learner may choose yes or no.
 
 EXAMPLE
 TEMPLATE: play soccer / after class
@@ -771,7 +771,7 @@ INSTRUCTION: Make sentences using "there is" or "there are".
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept a correctly formed sentence using "there is" for singular items or "there are" for plural items in the classroom.
+RUBRIC: Accept a correctly formed sentence using "there is"/"there's" for singular items or "there are" for plural items. Including the location "in the classroom" is optional.
 
 EXAMPLE
 PROMPT: calendar
@@ -1512,7 +1512,7 @@ INTRO: One more pass over the stores, from memory this time. For each item and s
 INSTRUCTION: Make a sentence using "can" + "buy" or "get".
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed sentence of the shape "You can buy/get [item] at a [store]" using the two cues; "buy" or "get" is the learner's choice.
+RUBRIC: Accept a correct sentence using "can buy" or "can get" with the two cues. Subject variations like "you", "I", or "we" and either article ("a"/"the") are fine; "buy" or "get" is the learner's choice.
 
 EXAMPLE
 TEMPLATE: food / grocery store

book-5-lesson-3.module

@@ -975,11 +975,11 @@ INSTRUCTION: Type the missing words.
 REPEAT
 
 PROMPT: A1 Airlines, may I help you? {bk05-l3c-f3-01-q.mp3}
-TEMPLATE: ____{Yes, this is} Bill Walters. I ____{need to make} a reservation to Los Angeles.
+TEMPLATE: ____{Yes, this is|This is|My name is} Bill Walters. I ____{need to make|want to make|would like to make} a reservation to Los Angeles.
 RESPONSE: Yes, this is Bill Walters. I need to make a reservation to Los Angeles. {bk05-l3c-f3-01-a.mp3}
 
 PROMPT: From what city? {bk05-l3c-f3-02-q.mp3}
-TEMPLATE: ____{From} Chicago, ____{please}.
+TEMPLATE: ____{From} Chicago, ____{please|thanks|thank you}.
 RESPONSE: From Chicago, please. {bk05-l3c-f3-02-a.mp3}
 
 PROMPT: One-way or round trip? {bk05-l3c-f3-03-q.mp3}
@@ -991,7 +991,7 @@ TEMPLATE: Day ____{after} tomorrow.
 RESPONSE: Day after tomorrow. {bk05-l3c-f3-04-a.mp3}
 
 PROMPT: What time of day do you want to leave? {bk05-l3c-f3-05-q.mp3}
-TEMPLATE: Early ____{in the morning}.
+TEMPLATE: Early ____{in the morning|morning}.
 RESPONSE: Early in the morning. {bk05-l3c-f3-05-a.mp3}
 
 $LESSON 3-4: The Future with "Will"
@@ -1273,7 +1273,7 @@ INTRO: Now build your own future sentences from the cue words — any grammatica
 INSTRUCTION: Make a sentence with "will" from the cues.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept any grammatical sentence using the future tense with "will" and the given cue elements.
+RUBRIC: Accept any grammatical sentence using the future tense with "will" or its contraction "'ll" and the given cue elements.
 
 EXAMPLE
 TEMPLATE: meet/restaurant/next Friday

book-5-lesson-5.module

@@ -46,7 +46,7 @@ INTRO: Now for giving instructions, step by step — locking doors, making sandw
 INSTRUCTION: Type words that complete each step logically.
 INPUT: type
 CHECK: llm
-RUBRIC: Treat the model answer as a guide, not the only key. Accept any verbs and nouns that make each step logical and grammatical for the stated task; reject completions that make a step impossible or nonsensical.
+RUBRIC: Treat the model answer as a guide, not the only key. Accept any verbs and nouns that make each step logical and grammatical for the stated task, whether the learner types only the missing words or retypes the full step sentences; reject completions that make a step impossible or nonsensical.
 
 TEMPLATE: To lock the door
 TEMPLATE: 1st: Walk to ____.
@@ -119,6 +119,7 @@ RESPONSE: They have a Spanish test tomorrow.
 
 TEMPLATE: linda didnt study for the test
 RESPONSE: Linda didn't study for the test.
+ACCEPT: Linda did not study for the test.
 
 # SKIPPED (book): "DATES" — instructor-read dictation of dates with no printed stimuli. Dropped.
 
@@ -381,7 +382,7 @@ RESPONSE: The teacher's desk is large.
 TEMPLATE: Mary has *a lot of* homework. Susan has ____{a little} homework.
 RESPONSE: Susan has a little homework.
 
-TEMPLATE: I bought a *one-way* ticket to my country. Helen bought a ____{round-trip} ticket.
+TEMPLATE: I bought a *one-way* ticket to my country. Helen bought a ____{round-trip|round trip} ticket.
 RESPONSE: Helen bought a round-trip ticket.
 
 TEMPLATE: The radio is *on*. The television is ____{off}.

book-6-lesson-1.module

@@ -1478,7 +1478,7 @@ INTRO: Five friends saw the same movie and, naturally, five opinions. You'll see
 INSTRUCTION: Ask and answer about the named person's opinion, using "think" or "thought".
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the key. Accept any correctly formed past-tense question with "think/thought" about the cued person's opinion, paired with an answer expressing the same opinion as the model; phrasing may vary.
+RUBRIC: Treat the model answer as the key. Accept any correctly formed question using "think" or "thought" (past or present tense, Wh- or yes/no format) about the cued person's opinion, paired with an answer expressing the same opinion as the model; phrasing may vary.
 
 EXAMPLE
 TEMPLATE: Willie

book-6-lesson-2.module

@@ -422,7 +422,7 @@ INTRO: Your turn to build both halves. Ask a question with the cue verb and "any
 INSTRUCTION: Ask and answer questions using "anything," "something," or "nothing" and the cue word.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed question with "anything" using the cue verb, followed by a logical answer with "something," "anything," or "nothing" (e.g., "Yes, I bought something." or "No, I didn't buy anything."). Yes or no is the learner's choice.
+RUBRIC: Accept a correctly formed question with "anything" or "something" using the cue verb, followed by a logical answer with "something," "anything," or "nothing" (e.g., "Yes, I bought something." or "No, I didn't buy anything."). Yes or no is the learner's choice.
 
 EXAMPLE
 TEMPLATE: buy

book-6-lesson-3.module

@@ -871,7 +871,7 @@ RESPONSE: The teller needed to see some identification.
 TEMPLATE: Jan ____{showed} the teller her ____{driver's license}.
 RESPONSE: Jan showed the teller her driver's license.
 
-TEMPLATE: Then she ____{wrote a check}.
+TEMPLATE: Then she wrote a ____{check}.
 RESPONSE: Then she wrote a check.
 
 TEMPLATE: Jan and the teller ____{finished}.
@@ -1242,7 +1242,7 @@ INTRO: Now run the machine yourself. Each item gives you a starting point — bu
 INSTRUCTION: Say a sentence or question built from the table.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept any grammatically correct sentence or question that can be formed by combining the parts from the table and that begins as the item asks; the model answer is only one sample.
+RUBRIC: Accept any grammatically correct sentence or question that begins as the item asks, especially ones using an indirect object; the model answer is only one sample. Do not restrict to the model's vocabulary — the grader cannot see the table.
 
 EXAMPLE
 TEMPLATE: Make a question starting with "Can I …".

book-6-lesson-5.module

@@ -195,7 +195,7 @@ INTRO: This part reviews the small words that hold sentences together — becaus
 INSTRUCTION: Answer each question aloud with "because".
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept any logical reason starting with "because" that answers the question.
+RUBRIC: Accept any logical reason that answers the question, whether a clause starting with "because" or a full sentence with "because" in the middle. An answer without "because" fails.
 
 EXAMPLE
 PROMPT: Why are you making a sandwich?

book-7-lesson-1.module

@@ -132,7 +132,7 @@ INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept a short or full sentence identifying the correct job (e.g., "He's a pilot.").
+RUBRIC: Accept a short or full sentence identifying the correct job (e.g., "He's a pilot."). Accept common synonyms for the same job (e.g. "mailman" for "mail carrier", "taxi driver" / "cab driver").
 
 EXAMPLE
 PROMPT: Tom has a small class of ten students. What's his job?
@@ -646,7 +646,7 @@ ACCEPT: pilot
 PROMPT: Mathematics is also called something else. What's it called? {bk07-l1b-f2-05-q.mp3}
 TEMPLATE: It's also called ____.
 RESPONSE: It's also called math. {bk07-l1b-f2-05-a.mp3}
-ACCEPT: math
+ACCEPT: math | maths | It's also called maths.
 
 PROMPT: This shape is like the letter O. What's it called? {bk07-l1b-f2-06-q.mp3}
 TEMPLATE: It's called a ____.
@@ -1178,6 +1178,7 @@ PROMPT: {st-page_029_003.jpg}
 RESPONSE: Both test grades are 40. Both grades are bad.
 
 PROMPT: {st-page_029_004.jpg}
+RUBRIC: This picture shows a single circle drawn with a mistake — it is not closed. Accept any sensible description of that fact; "one"/"the other"/"both" are not required for this item.
 RESPONSE: It is a circle, but it has a mistake. It is not closed.
 
 PROMPT: {st-page_029_005.jpg}
@@ -1505,7 +1506,7 @@ INTRO: Now describe pictures with the new adjectives. Look at each one and say w
 INSTRUCTION: Look at the picture and describe what you see.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the key; accept any sentence using the same adjective for the same object (e.g., "a little circle", "a strong man").
+RUBRIC: Treat the model answer as the key; accept any sentence or standalone noun phrase using the same adjective for the same object (e.g. "a wide street", "It is a wide street.").
 
 PROMPT: {st-page_032_001.jpg}
 RESPONSE: I see a little circle.

book-7-lesson-2.module

@@ -741,7 +741,7 @@ RESPONSE: You made an error on number eight. That's the wrong answer.
 TEMPLATE: The math problems are not alike. ____{Each} one is different.
 RESPONSE: The math problems are not alike. Each one is different.
 
-TEMPLATE: Linda ____{understood} the homework, but Mark didn't understand it.
+TEMPLATE: Linda ____{understood|explained} the homework, but Mark didn't understand it.
 RESPONSE: Linda understood the homework, but Mark didn't understand it.
 
 TEMPLATE: The teacher gave the students 25 ____{problems} for homework.
@@ -1149,7 +1149,7 @@ EXAMPLE
 TEMPLATE: The radius of the circle is short. The radius is ____{shorter than the diameter}.
 RESPONSE: The radius is shorter than the diameter.
 
-TEMPLATE: The top of the hill is high. The top of the hill is ____{higher than the bottom}.
+TEMPLATE: The top of the hill is high. The bottom of the hill is low. The top of the hill is ____{higher than the bottom}.
 RESPONSE: The top of the hill is higher than the bottom.
 ACCEPT: higher than the bottom
 
@@ -1159,7 +1159,7 @@ ACCEPT: harder than this problem
 
 TEMPLATE: Line A is straight. Line B is not very straight. Line A is ____{straighter than line B}.
 RESPONSE: Line A is straighter than line B.
-ACCEPT: straighter than line B
+ACCEPT: straighter than line B | straighter than B
 
 TEMPLATE: Yesterday wasn't warm. Today is warm. Today is ____{warmer than yesterday}.
 RESPONSE: Today is warmer than yesterday.
@@ -1199,7 +1199,7 @@ INSTRUCTION: Look at the pictures and answer the questions.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept a short answer followed by a full sentence stating the comparison, similar to the model.
+RUBRIC: Accept a short answer (e.g. "No" or "No, she isn't") followed by a full sentence stating the comparison. Standard pronouns like "she" or "him" are fine.
 
 TEMPLATE: The girl is taller than the boy. The boy is shorter than the girl. {st-page_068_001.jpg}
 PROMPT: Is the girl shorter than the boy?
@@ -1280,7 +1280,7 @@ INTRO: Now you make the questions. Look at the pictures and the cue word, then a
 INSTRUCTION: Look at the pictures and make a question and answer for each pair.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a question using the cued adjective to compare the two items, followed by a matching answer. The items and meaning must match the visual cues.
+RUBRIC: Accept a question using the cued adjective or its opposite comparative to compare the two items, followed by a matching answer. The items and meaning must match the visual cues.
 
 EXAMPLE
 TEMPLATE: slow {st-page_069_001.jpg}
@@ -1910,7 +1910,7 @@ INSTRUCTION: Type the answer.
 
 PROMPT: Which apples did they buy? {bk07-l2d-f5-10-q.mp3}
 RESPONSE: the larger ones
-ACCEPT: larger ones | the larger apples | larger apples
+ACCEPT: larger ones | the larger apples | larger apples | the large ones | they bought the larger ones | they bought the larger apples | the bigger ones | bigger ones
 
 # Source: LLA 2D Figure 4
 $PRODUCE Strong Words

book-7-lesson-3.module

@@ -1694,7 +1694,7 @@ INPUT: speak
 CHECK: llm
 INTRO: Now you make both halves. Look at the picture, use the cue word to ask a superlative question — then answer it from what you see. The examples show the pattern.
 INSTRUCTION: Ask a question with the cue word, then answer it.
-RUBRIC: Accept a "who/which" superlative question using the cue word, followed by the correct matching answer; treat the model answer as the factual key for the answer half.
+RUBRIC: Accept a superlative question using "who", "which", or "what" with the cue word, followed by the correct matching answer in full or short form; treat the model answer as the factual key for the answer half.
 
 EXAMPLE
 PROMPT: {st-page_112_001.jpg}
@@ -1975,7 +1975,7 @@ CHECK: llm
 SHOW_PROMPT
 INTRO: Now answer the question about that conversation aloud, in a full sentence.
 INSTRUCTION: Answer aloud with a full sentence.
-RUBRIC: The learner must state that Lieutenant Smith is sick.
+RUBRIC: Accept any phrasing stating that Lt. Smith (or "he") is sick or ill, as a full sentence or short answer.
 
 PROMPT: Why can't Lt Smith fly today? {bk07-l3c-f3-05-q.mp3}
 RESPONSE: Because he's sick. {bk07-l3c-f3-05-a.mp3}
@@ -2001,7 +2001,7 @@ CHECK: llm
 SHOW_PROMPT
 INTRO: Now answer the question about the conversation at the gate, aloud and in a full sentence.
 INSTRUCTION: Answer aloud with a full sentence.
-RUBRIC: The learner must state that the sergeant checks ID cards after 6 o'clock at night.
+RUBRIC: Accept any answer indicating that ID cards are checked after 6 o'clock at night (or "after 6 p.m."), in full-sentence or short form.
 
 PROMPT: When does the sergeant have to check I.D. cards? {bk07-l3c-f3-11-q.mp3}
 RESPONSE: Only after 6 o'clock at night. {bk07-l3c-f3-11-a.mp3}

book-7-lesson-5.module

@@ -382,10 +382,10 @@ EXAMPLE
 TEMPLATE: A tree is ____{taller} than a flower.
 RESPONSE: A tree is taller than a flower.
 
-TEMPLATE: The weather in spring is ____{nicer|warmer} than the weather in winter.
+TEMPLATE: The weather in spring is ____{nicer|warmer|milder|better} than the weather in winter.
 RESPONSE: The weather in spring is nicer than the weather in winter.
 
-TEMPLATE: A boy is ____{younger|smaller|shorter} than a man.
+TEMPLATE: A boy is ____{younger|smaller|shorter|weaker} than a man.
 RESPONSE: A boy is younger than a man.
 
 TEMPLATE: Alex weighs more than his two brothers. He is the ____{heaviest} of the three boys.
@@ -394,7 +394,7 @@ RESPONSE: Alex weighs more than his two brothers. He is the heaviest of the thre
 TEMPLATE: June 21 is usually the ____{longest} day in the year.
 RESPONSE: June 21 is usually the longest day in the year.
 
-TEMPLATE: December 21 is usually the ____{shortest} day in the year.
+TEMPLATE: December 21 is usually the ____{shortest|coldest|darkest} day in the year.
 RESPONSE: December 21 is usually the shortest day in the year.
 
 TEMPLATE: Which flower in the yard is the ____{prettiest}?

book-8-lesson-1.module

@@ -669,7 +669,7 @@ INTRO: You'll see a statement with one part underlined. Ask the question that as
 INSTRUCTION: Change the sentence to a question about the underlined part.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model RESPONSE as the key. Require a question with "be going to" that uses the same question word and asks about the same information as the model; wording may vary slightly.
+RUBRIC: Treat the model RESPONSE as the key. Require a question with an appropriate question word that asks about the same information as the model, using "be going to" or the present continuous; pronoun substitutions for names are fine, and wording may vary slightly.
 
 EXAMPLE
 TEMPLATE: I am going to buy *a car*.
@@ -889,19 +889,19 @@ INTRO: Look at the map. You're at the Oak Road Information Center. Listen to eac
 INSTRUCTION: Type the missing words.
 
 PROMPT: Excuse me, please. How do I get to the Uptown Cinema? {bk08-l1a-f4-01-q.mp3}
-TEMPLATE: Go east ____{on Oak Road} to ____{3rd Street}. Turn to ____{the left} and ____{go 2} blocks. It's ____{on your right}, north of ____{the Wise Owl Bookstore}.
+TEMPLATE: Go east ____{on Oak Road|Oak Road} to ____{3rd Street}. Turn to ____{the left|left} and ____{go 2|go two|2} blocks. It's ____{on your right}, north of ____{the Wise Owl Bookstore}.
 RESPONSE: Go east on Oak Road to 3rd Street. Turn to the left and go 2 blocks. It's on your right, north of the Wise Owl Bookstore. {bk08-l1a-f4-01-a.mp3}
 
 PROMPT: Excuse me, please. How can I get to the Park Café? {bk08-l1a-f4-02-q.mp3}
-TEMPLATE: Go south on ____{Main Street} for one block. Turn ____{left on Pine} and ____{go 2} blocks. It's ____{on your left}, between ____{2nd and 3rd Street}.
+TEMPLATE: Go south on ____{Main Street} for one block. Turn ____{left on Pine} and ____{go 2|go two|2} blocks. It's ____{on your left}, between ____{2nd and 3rd Street|2nd and 3rd Streets|Second and Third Street}.
 RESPONSE: Go south on Main Street for 1 block. Turn left on Pine and go 2 blocks. It's on your left, between 2nd and 3rd Street. {bk08-l1a-f4-02-a.mp3}
 
 PROMPT: Excuse me, please. How do I get to the post office? {bk08-l1a-f4-03-q.mp3}
-TEMPLATE: First, go east ____{on Oak Road} to ____{5th Street}. Turn ____{left}. Then, go straight ahead ____{for 1} block. It's ____{on your right}.
+TEMPLATE: First, go east ____{on Oak Road|Oak Road} to ____{5th Street}. Turn ____{left}. Then, go straight ahead ____{for 1|for one|1|one} block. It's ____{on your right}.
 RESPONSE: First, go east on Oak Road to 5th Street. Turn left. Then, go straight ahead for 1 block. It's on your right. {bk08-l1a-f4-03-a.mp3}
 
 PROMPT: Excuse me, please. How do I get to the Wise Owl Bookstore? {bk08-l1a-f4-04-q.mp3}
-TEMPLATE: Go east ____{on Oak Road} to ____{3rd Street}. Turn ____{left on 3rd}. Then, go straight ahead ____{to Pecan}. It's ____{on Pecan}, between ____{3rd and 4th}.
+TEMPLATE: Go east ____{on Oak Road|Oak Road} to ____{3rd Street}. Turn ____{left on 3rd|left}. Then, go straight ahead ____{to Pecan}. It's ____{on Pecan}, between ____{3rd and 4th|3rd and 4th Streets|Third and Fourth}.
 RESPONSE: Go east on Oak Road to 3rd Street. Turn left on 3rd. Then, go straight ahead to Pecan. It's on Pecan, between 3rd and 4th. {bk08-l1a-f4-04-a.mp3}
 
 # Source: ST §Excuse Me, Please

book-8-lesson-2.module

@@ -568,7 +568,7 @@ INTRO: Read each line from a dialog and make a question about the underlined phr
 INSTRUCTION: Make a question using the emphasized words.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a question that targets the emphasized infinitive phrase (e.g. "What does Jim need to buy?").
+RUBRIC: Require a question targeting the emphasized infinitive phrase (e.g. "What does Jim need to buy?"), followed by a matching answer statement. Accept free phrasing, minor grammatical variations, and pronoun substitutions.
 
 EXAMPLE
 TEMPLATE: Jim: To the BX. I *need to buy* some new shoes.
@@ -583,7 +583,7 @@ RESPONSE: What did Joe learn to play? He learned to play tennis.
 TEMPLATE: Jim: I'd *like to learn* to play tennis.
 RESPONSE: What would Jim like to learn? He'd like to learn to play tennis.
 
-TEMPLATE: Joe: Don't *forget to pick up* a pair of tennis shoes with your other pair of shoes.
+TEMPLATE: Joe (to Jim): Don't *forget to pick up* a pair of tennis shoes with your other pair of shoes.
 RESPONSE: What shouldn't Jim forget to pick up? He shouldn't forget to pick up tennis shoes.
 
 TEMPLATE: Jim: I won't. I'll *remember to get* tennis balls too.
@@ -592,7 +592,7 @@ RESPONSE: What will Jim remember to get? He will remember to get tennis balls.
 TEMPLATE: Sgt Mays: Sir, my ears *began to hurt* last night.
 RESPONSE: What began to hurt? His ears began to hurt.
 
-TEMPLATE: Capt Coffey: Do you *need to go* to the doctor?
+TEMPLATE: Capt Coffey (to Sgt Mays): Do you *need to go* to the doctor?
 RESPONSE: Who needs to go to the doctor? Sgt Mays needs to go to the doctor.
 
 TEMPLATE: Sgt Mays: Yes, sir. I'll *try to see* the doctor this morning and get some medicine.
@@ -1717,7 +1717,7 @@ INTRO: For each paragraph, type its topic in a few words — what it's about, no
 INSTRUCTION: Type the topic in a few words.
 INPUT: type
 CHECK: llm
-RUBRIC: Treat the model response as the key: accept any 1-3 word phrase naming the same topic (e.g. "tickets", "a trip", "exercise", "a birthday dinner"). Reject topics about a different subject.
+RUBRIC: Treat the model response as the key: accept any short phrase (up to about 5 words) naming the same topic (e.g. "tickets", "a trip", "exercise", "a birthday dinner"). Reject topics about a different subject.
 
 EXAMPLE
 TEMPLATE: Paragraph 1 — Paul, Barb, and the airline tickets.

book-8-lesson-3.module

@@ -1167,7 +1167,7 @@ ACCEPT: rain
 PROMPT: John took his camera. {bk08-l3c-f4-01-q.mp3}
 TEMPLATE: John may take some ____.
 RESPONSE: John may take some pictures. {bk08-l3c-f4-01-a.mp3}
-ACCEPT: pictures
+ACCEPT: pictures | photos | photographs
 
 PROMPT: She got some shampoo. {bk08-l3c-f4-02-q.mp3}
 TEMPLATE: She may wash her ____ tonight.
@@ -1182,7 +1182,7 @@ ACCEPT: letter
 PROMPT: He called the airlines. {bk08-l3c-f4-04-q.mp3}
 TEMPLATE: He may take a ____.
 RESPONSE: He may take a trip. {bk08-l3c-f4-04-a.mp3}
-ACCEPT: trip
+ACCEPT: trip | flight | plane | vacation
 
 PROMPT: Bill asked Mary to the party. {bk08-l3c-f4-05-q.mp3}
 TEMPLATE: Mary ____ go with him.
@@ -1522,7 +1522,7 @@ INSTRUCTION: Complete the sentences.
 INPUT: type
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept any completion that is factually consistent with the preceding dialogs and grammatically correct.
+RUBRIC: Accept any completion that is factually consistent with the preceding dialogs and grammatically correct, whether the learner types only the completion phrase or the full sentence including the prompt text.
 
 EXAMPLE
 PROMPT: How can I make

book-8-lesson-4.module

@@ -605,7 +605,7 @@ INTRO: Your turn to be the clock. For each picture, ask "What time is it?" and a
 INSTRUCTION: Ask and answer about the time on the clock.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a "What time is it?" question followed by a correct reading of the time shown on the clock face using after/past/to/till/quarter/half phrasing.
+RUBRIC: Accept a correct reading of the time shown on the clock face using after/past/to/till/quarter/half phrasing, with or without the preliminary "What time is it?" question.
 
 EXAMPLE
 TEMPLATE: {st-page_134_005.jpg}
@@ -1616,6 +1616,7 @@ RESPONSE: He looked at his desk.
 
 TEMPLATE: his pens pencils and calendar were there but his phone wasnt on his desk
 RESPONSE: His pens, pencils, and calendar were there, but his phone wasn't on his desk.
+ACCEPT: His pens, pencils and calendar were there, but his phone wasn't on his desk.
 
 TEMPLATE: wheres my phone he asked
 RESPONSE: "Where's my phone?" he asked.
@@ -1930,7 +1931,7 @@ INSTRUCTION: Write a short topic for the paragraph.
 INPUT: type
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept any short noun phrase that correctly identifies the subject of the paragraph (e.g. "Thermometers" for the first, "Tom's vacation" or "A trip to Mexico" for the second).
+RUBRIC: Accept any short topic description — a noun phrase, verb phrase, or short sentence — that correctly identifies the subject of the paragraph (e.g. "Thermometers" for the first, "Tom's vacation" or "A trip to Mexico" for the second).
 
 PROMPT: Paragraph 1: We have two thermometers at home...
 RESPONSE: Thermometers

book-8-lesson-5.module

@@ -548,7 +548,7 @@ ACCEPT: three o'clock | three
 
 TEMPLATE: {st-page_175_004.jpg}
 RESPONSE: It's twenty-five to eight.
-ACCEPT: twenty-five to eight | twenty-five minutes to eight | seven thirty-five
+ACCEPT: twenty-five to eight | twenty-five minutes to eight | seven thirty-five | twenty five to eight | It's seven thirty-five.
 
 TEMPLATE: {st-page_175_005.jpg}
 RESPONSE: It's a quarter past six.

book-9-lesson-1.module

@@ -1425,7 +1425,7 @@ INTRO: Look at each picture, listen to the why-question, and answer with "becaus
 INSTRUCTION: Answer with "because" and the cue.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed sentence using "because" and incorporating the cue to explain the reason in the prompt.
+RUBRIC: Accept a correctly formed explanation using "because" (or "because of" with a noun cue) that incorporates the cue. Answers that start directly with "because" without repeating the rest of the sentence are fine.
 
 EXAMPLE
 PROMPT: Why are they standing in line? {st-page_033_001.jpg}

book-9-lesson-2.module

@@ -1510,8 +1510,8 @@ RESPONSE: What was Laura buying at 4:30? She was buying fruit.
 TEMPLATE: When ... Laura ... cook dinner? {st-page_058_003.jpg}
 RESPONSE: When was Laura cooking dinner? She was cooking dinner at 6:30.
 
-TEMPLATE: Who ... Laura ... talk to ... 8:00? {st-page_058_004.jpg}
+TEMPLATE: What ... Laura ... do ... 8:00? {st-page_058_004.jpg}
-RESPONSE: Who was Laura talking to at 8:00? She was talking on the telephone.
+RESPONSE: What was Laura doing at 8:00? She was talking on the telephone.
 
 # Source: ST §An Important Day for Al
 $DIALOGUE An Important Day for Al

book-9-lesson-3.module

@@ -1220,16 +1220,18 @@ RESPONSE: Yes, he should. {bk09-l3b-f6-01-a.mp3}
 
 PROMPT: I have a test tomorrow. Should I go out? {bk09-l3b-f6-02-q.mp3}
 RESPONSE: No, you shouldn't. {bk09-l3b-f6-02-a.mp3}
-ACCEPT: No, I shouldn't.
+ACCEPT: No, I shouldn't. | No, you should not. | No, I should not.
 
 PROMPT: He told her a lie. Should he tell her the truth? {bk09-l3b-f6-03-q.mp3}
 RESPONSE: Yes, he should. {bk09-l3b-f6-03-a.mp3}
 
 PROMPT: Mark doesn't have a driver's license. Should Tom lend him his car? {bk09-l3b-f6-04-q.mp3}
 RESPONSE: No, he shouldn't. {bk09-l3b-f6-04-a.mp3}
+ACCEPT: No, he should not.
 
 PROMPT: They have a lot of homework. Should they watch TV? {bk09-l3b-f6-05-q.mp3}
 RESPONSE: No, they shouldn't. {bk09-l3b-f6-05-a.mp3}
+ACCEPT: No, they should not.
 
 
 # Source: ST §You Shouldn't Drive So Fast
@@ -1844,7 +1846,7 @@ RESPONSE: How did they sleep? They slept badly.
 TEMPLATE: Bruce *is driving* to his office. He's drinking a cup of coffee and he's talking to someone in the back seat. He isn't thinking about the traffic.
 RESPONSE: How is Bruce driving? He is driving carelessly.
 
-TEMPLATE: Paul *wants to get a job* at the bank. They gave him a lot of forms to fill out. He took his time completing the forms and filled in all the information.
+TEMPLATE: Paul wants to get a job at the bank. They gave him a lot of forms to fill out. He took his time *completing the forms* and filled in all the information.
 RESPONSE: How did he complete the forms? He completed them carefully.
 
 TEMPLATE: John's *taking a math test* right now. The problems aren't hard for him. The teacher gave the class only 30 minutes for the test. The other students may not finish it, but John will.

book-9-lesson-4.module

@@ -2127,7 +2127,7 @@ ACCEPT: $254.97
 
 PROMPT: In January, Sam had $231.00 in his checking account. In February, he deposited $58.20. In March, he deposited $83.10. In April, he withdrew $45.00. About how much money does Sam have in his savings account in May? {bk09-l4c-f5-02-q.mp3}
 RESPONSE: 327.30 {bk09-l4c-f5-02-a.mp3}
-ACCEPT: $327.30 | 327.3
+ACCEPT: $327.30 | 327.3 | 327 | $327 | 330 | $330
 
 PROMPT: Jack works 40 hours every week. He works 49 weeks every year. In 1988, he was sick for a total of 30 hours. How many hours did Jack work? {bk09-l4c-f5-03-q.mp3}
 RESPONSE: 1930 {bk09-l4c-f5-03-a.mp3}

book-9-lesson-5.module

@@ -147,7 +147,7 @@ INTRO: Listen to each question and answer it with "because", using the cue on sc
 INSTRUCTION: Answer the question aloud. Use "because" and the cue.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed sentence answering the question with a "because" clause built from the cued words. Pronouns may replace names; tense must fit the question. The "because" clause is the point — an answer without one fails.
+RUBRIC: Accept a full sentence or a standalone "because" clause built from the cued words. Pronouns may replace names; tense must fit the question. The "because" clause is the point — an answer without one fails.
 
 EXAMPLE
 PROMPT: Why is Harry walking down Main Street?