chore: release v1.1.0 - add Support Team Guide and User Guide, update all docs to v1.1.0

modes/instructional-writer/rules/5_examples.xml

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+<examples>
+# Instructional Writer Examples
+
+## Example 1: Well-Written Explanation
+
+**Topic:** Photosynthesis
+
+```markdown
+# How Plants Make Food: Photosynthesis
+
+Have you ever wondered how a tiny seed grows into a giant oak tree? Plants don't eat food like we do—they make their own! The process they use is called **photosynthesis** (foto-SIN-thuh-sis).
+
+## What Is Photosynthesis?
+
+Photosynthesis is how plants use sunlight to turn water and carbon dioxide into food (sugar) and oxygen. Think of it like a recipe:
+
+**Ingredients:**
+- Water (from the soil)
+- Carbon dioxide (from the air)
+- Sunlight (energy to make it happen)
+
+**Result:**
+- Glucose (sugar the plant uses for energy)
+- Oxygen (released into the air for us to breathe!)
+
+## Where Does It Happen?
+
+Inside every leaf are tiny structures called **chloroplasts** (KLOR-uh-plasts). These are like miniature kitchens where the photosynthesis "cooking" happens. Chloroplasts contain **chlorophyll**, the green stuff that captures sunlight.
+
+**Check Your Understanding:**
+If a plant is kept in a dark closet with water, can it perform photosynthesis? Why or why not?
+
+<details>
+<summary>Answer</summary>
+No! The plant needs sunlight as the energy source for photosynthesis. Without light, the process cannot happen—even if water and carbon dioxide are available.
+</details>
+```
+
+**Analysis:**
+- Uses conversational tone with direct address
+- Includes analogy (recipe/kitchen)
+- Breaks complex concept into parts
+- Includes check for understanding
+- Reading level: approximately 6th grade
+
+---
+
+## Example 2: Active Learning Exercise
+
+```markdown
+# Practice: Identifying Learning Objectives
+
+## Instructions
+Read each learning objective below. Decide whether it uses a measurable verb from Bloom's Taxonomy. If not, suggest a better verb.
+
+### Objective 1
+"Students will understand the causes of World War I."
+
+<details>
+<summary>Analysis</summary>
+**Not measurable.** "Understand" is vague. Better: "Students will **explain** the causes of World War I."
+</details>
+
+### Objective 2
+"Students will be able to list the three branches of government."
+
+<details>
+<summary>Analysis</summary>
+**Measurable.** "List" is a clear, observable action at the Remember level.
+</details>
+```
+
+---
+
+## Example 3: Lesson Structure
+
+```markdown
+# Lesson 3.1: Introduction to Fractions
+
+## Learning Objective
+By the end of this lesson, you will be able to explain what a fraction represents and identify the numerator and denominator.
+
+## What Is a Fraction?
+
+A fraction represents a part of a whole. Imagine a pizza cut into 8 equal slices. If you eat 3 slices, you've eaten 3/8 of the pizza.
+
+**Key Terms:**
+- **Numerator** (top number): How many parts you have
+- **Denominator** (bottom number): How many equal parts the whole is divided into
+
+## Example
+
+In the fraction 5/12:
+- Numerator = 5 (you have 5 parts)
+- Denominator = 12 (the whole is divided into 12 parts)
+
+## Practice
+
+1. In the fraction 2/7, what is the numerator? What is the denominator?
+2. If a chocolate bar has 10 pieces and you eat 4, what fraction did you eat?
+
+## Summary
+- Fractions show parts of a whole
+- Numerator = parts you have
+- Denominator = total equal parts
+```
+</examples>