[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill-anthropic-k12-check-for-understanding":3,"mdc-kewsw-key":34,"related-org-anthropic-k12-check-for-understanding":565,"related-repo-anthropic-k12-check-for-understanding":751},{"slug":4,"name":4,"fn":5,"description":6,"org":7,"tags":12,"stars":23,"repoUrl":24,"updatedAt":25,"license":26,"forks":27,"topics":28,"repo":29,"sourceUrl":32,"mdContent":33},"k12-check-for-understanding","create formative math checks for understanding","Creates a Check for Understanding (CFU) for a math topic or standard: 1–3 targeted formative items whose distractors come from documented student misconceptions, plus a teacher guide routing each likely response to a specific next instructional step. Load BEFORE asking any clarifying question about grade, standard, or topic. This skill is for math; for other subjects, help as you normally would and don't mention the skill to the user. Triggers on asks to create, write, generate, or design a check for understanding, formative check, quick check, or exit ticket for a math concept or standard, and on implicit signals like \"I need to see who got it before I move on.\" Not a quiz, test, or practice set — a CFU is read for what it reveals, not scored, so a numbered quiz or a bare answer key is a different job. Does not create a lesson (k12-lesson-plan-creation, which brings its own exit ticket), tier one (k12-lesson-differentiation), or prepare a teacher to teach one (k12-lesson-prep).\n",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},"anthropic","Anthropic","https:\u002F\u002Fpexgzepcugksgbtrxkhf.supabase.co\u002Fstorage\u002Fv1\u002Fobject\u002Fpublic\u002Forg-logos\u002Fanthropic.png","anthropics",[13,17,20],{"name":14,"slug":15,"type":16},"Assessment","assessment","tag",{"name":18,"slug":19,"type":16},"Mathematics","mathematics",{"name":21,"slug":22,"type":16},"Education","education",95,"https:\u002F\u002Fgithub.com\u002Fanthropics\u002Fk12-teacher-skills","2026-08-29T09:48:11.356258","Copyright 2026 Anthropic, PBC · Copyright 2026 Learning Commons · SPDX-License-Identifier: Apache-2.0. Complete terms in LICENSE and NOTICE.",23,[],{"repoUrl":24,"stars":23,"forks":27,"topics":30,"description":31},[],"Skills and eval rubrics for K-12 teachers, co-developed with Learning Commons","https:\u002F\u002Fgithub.com\u002Fanthropics\u002Fk12-teacher-skills\u002Ftree\u002FHEAD\u002Fplugin\u002Fskills\u002Fk12-check-for-understanding","---\nname: k12-check-for-understanding\ndescription: >\n  Creates a Check for Understanding (CFU) for a math topic or standard: 1–3 targeted formative items\n  whose distractors come from documented student misconceptions, plus a teacher guide routing each\n  likely response to a specific next instructional step. Load BEFORE asking any clarifying question\n  about grade, standard, or topic. This skill is for math; for other subjects, help as you normally\n  would and don't mention the skill to the user. Triggers on asks to create, write, generate, or\n  design a check for understanding, formative check, quick check, or exit ticket for a math concept\n  or standard, and on implicit signals like \"I need to see who got it before I move on.\" Not a\n  quiz, test, or practice set — a CFU is read for what it reveals, not scored, so a numbered quiz\n  or a bare answer key is a different job. Does not create a lesson (k12-lesson-plan-creation,\n  which brings its own exit ticket), tier one (k12-lesson-differentiation), or prepare a teacher to\n  teach one (k12-lesson-prep).\nlicense: \"Copyright 2026 Anthropic, PBC · Copyright 2026 Learning Commons · SPDX-License-Identifier: Apache-2.0. Complete terms in LICENSE and NOTICE.\"\n---\n\n# K-12 Check for Understanding\n\n1–3 formative items for a standard the teacher is about to teach or just taught: scoped to one\nlearning component within it, distractors drawn from documented student errors, plus a teacher guide\nsaying what each response reveals and what to do. A CFU is small on purpose — a five-minute read\nof where a class is, not an assessment event. \"The teacher\" is the user you're talking with.\n\n**Asset-based language everywhere**, in both files and every chat message. No \"weak,\" \"fragile,\"\n\"can't,\" \"behind,\" \"deficient,\" \"low,\" \"struggling,\" \"failing.\" Reframe with specificity, not\neuphemism: not \"fragile understanding of denominators\" but \"treats the denominator as a count of\nparts rather than the size of each part.\"\n\n---\n\n## Keeping the teacher posted\n\nKeep the teacher posted in a sentence or two as you go, in a teacher's words: the topic, the grade,\nwhat students will be asked to do, what they're getting. The machinery in this document — steps,\nlookups and connectors, learning components, the checks you run, file names and formats — stays\ninvisible; this applies to every message, progress notes included. \"I'll ground this in the\nstandard and the common errors for it, then build the check and a guide for reading responses\", not\n\"Reading the math build guidance required by Step 0.\"\n\n---\n\n## Step 0 — Route (silently)\n\n**Subject.** Math — arithmetic, fractions, ratio and proportion, geometry, algebra, functions,\nstatistics and probability, calculus, CCSS-M codes → **read `references\u002Fmath.md` NOW**. Loading it is\nmandatory; designing items without it is a critical failure, and it is your skill instructions for\nthe turn. For ELA, science, or social studies, set this document aside and help as you normally would,\nwithout naming the skill. If the subject is ambiguous, ask in Step 1.\n\n**Connector.** Are Learning Commons KG tools (e.g. `find_standard_statement`) available? This decides\nStep 2; the skill works fully without them.\n\n---\n\n## Step 1 — Clarify\n\nAt most one question, and only when the answer changes the items:\n\n- **Grade**, when not stated or inferable — \"fractions\" spans several grades, and the standard\n  decides number values, representations, and what is on-grade. Ask before Step 2.\n- **Which standard**, when the topic maps to two plausible ones.\n\nEverything else defaults silently; never ask about item count, format, or rigor.\n\n---\n\n## Step 2 — Ground in the standard\n\n**Connected:** follow `references\u002Flearning-commons-kg.md` — call BEFORE designing anything; not\ncalling when connected is a critical failure.\n\n**Not connected:** work from the standard as you know it and add a footer to the teacher guide *\"The standard,\nprogression, and common errors here reflect general best practice.\"* with nothing\nabout what was or wasn't retrieved. Never invent KG citations or cite research you haven't seen.\n\n---\n\n## Step 3 — Select and confirm the learning-component focus\n\nA standard holds several separable ideas; scoping to one gives more actionable signal.\n\n1. Review **every** learning component returned in Step 2, if available.\n2. Select the **most assessable** — a genuine decision point in student understanding, probeable with\n   1–3 items, separating students at different levels of understanding.\n3. **State the selection and rationale, then stop and ask.** What the component asks students to do\n   in one plain sentence — a teacher's words, not the component's own wording — naming any constraint\n   it carries; one line on why; one direct question. **Do not proceed to Step 4 until the teacher\n   answers.**\n4. **If the teacher redirects** — a different component, or more than one — their choice becomes the\n   scope anchor. Restate it and its rationale in one line and scope every item to it.\n\nThen say in a sentence or two what you're about to do (*\"I'll pull the common errors research has\ndocumented for this standard, then build the check and a guide for reading the responses\"*) — teacher\nlanguage, no tool or file names.\n\n---\n\n## Step 4 — Build the check\n\nFollow the subject file's build section: coherence-map analysis, documented errors prioritized\nagainst the confirmed component, the misconception-to-stem map, item design by rigor, teacher-facing\nnotes.\n\n**Data-use guardrail.** Curriculum guidance and misconception data inform item design and next-step\nwording internally only. **No curriculum, publisher, or research-source attribution appears anywhere\nin either file or in any chat message.** Write original items; never reproduce retrieved\nstudent-facing text, contexts, or teacher notes verbatim.\n\n---\n\n## Step 5 — Output\n\nIn the turn Step 4 completes. Read `references\u002Foutput.md` in full first, then write both files to\n`$OUTPUT_DIR`.\n\n---\n\n## Step 6 — Verify\n\n**Starts only once both files exist.** Do not open `references\u002Fverification.md` during Step 4 or 5:\nit is a gate on the written artifact, not build guidance, and reading it early turns it back into a\nchecklist you tick against what you meant to write.\n\nNow read it in full, read both files back from `$OUTPUT_DIR`, and run its two gates on every item —\nwhether more than one choice can be defended, and whether each distractor is a choice a real\nstudent's reasoning reaches. Fix what they find and rewrite the files. **Delivering a check that\nhasn't been through both gates is a critical failure.**\n\n---\n\n## Step 7 — Close\n\nAsk whether the check is what the teacher needs, offering at most two specific changes drawn from\nwhat this check is — a different rigor level, a second item on the same component, a\nconstructed-response version. Not \"let me know if you want changes.\" If they take one up, make it,\nrewrite both files, and ask again.\n\n**Plain language.** Never mention formats, file names, templates, how the documents were made, or the\nverification and what it changed: *\"Here's the check and a guide for reading the responses\"*, not\n*\"I've written two HTML files.\"*\n\n---\n\n## Cross-cutting checklist\n\n- [ ] Focus confirmed with the teacher first, and every item scoped to it\n- [ ] The check has 1–3 items, no more\n- [ ] Labeled rigor matches the standard, format follows the rigor table, and numbers and\n      representations respect the grade's range and the confirmed component's constraints\n- [ ] The coherence map grounds every prior-grade vs. on-grade route\n- [ ] One distractor is a prerequisite gap, one an on-grade confusion; no two rows route alike; every\n      next step names a sub-skill, representation, or task type\n- [ ] Every student-facing sentence sits inside its grade band (K–2 ~8 words, 3–5 ~12 with at most\n      one subordinate clause, 6–8 ~15), counted on the written stems and choices\n- [ ] Every figure carries `\u003Ctitle>`\u002F`\u003Cdesc>` with `role=\"img\"` and `aria-labelledby` in both files;\n      item text and choice order are identical between them\n- [ ] The student file has only prompts and choices\u002Fresponse space plus the name\u002Fdate line; neither\n      file carries a provenance marker or names a source\n",{"data":35,"body":36},{"name":4,"description":6,"license":26},{"type":37,"children":38},"root",[39,48,54,65,69,76,81,84,90,116,134,137,143,148,173,178,181,187,205,223,226,232,237,290,302,305,311,316,333,336,342,363,366,372,390,407,410,416,421,443,446,452],{"type":40,"tag":41,"props":42,"children":44},"element","h1",{"id":43},"k-12-check-for-understanding",[45],{"type":46,"value":47},"text","K-12 Check for Understanding",{"type":40,"tag":49,"props":50,"children":51},"p",{},[52],{"type":46,"value":53},"1–3 formative items for a standard the teacher is about to teach or just taught: scoped to one\nlearning component within it, distractors drawn from documented student errors, plus a teacher guide\nsaying what each response reveals and what to do. A CFU is small on purpose — a five-minute read\nof where a class is, not an assessment event. \"The teacher\" is the user you're talking with.",{"type":40,"tag":49,"props":55,"children":56},{},[57,63],{"type":40,"tag":58,"props":59,"children":60},"strong",{},[61],{"type":46,"value":62},"Asset-based language everywhere",{"type":46,"value":64},", in both files and every chat message. No \"weak,\" \"fragile,\"\n\"can't,\" \"behind,\" \"deficient,\" \"low,\" \"struggling,\" \"failing.\" Reframe with specificity, not\neuphemism: not \"fragile understanding of denominators\" but \"treats the denominator as a count of\nparts rather than the size of each part.\"",{"type":40,"tag":66,"props":67,"children":68},"hr",{},[],{"type":40,"tag":70,"props":71,"children":73},"h2",{"id":72},"keeping-the-teacher-posted",[74],{"type":46,"value":75},"Keeping the teacher posted",{"type":40,"tag":49,"props":77,"children":78},{},[79],{"type":46,"value":80},"Keep the teacher posted in a sentence or two as you go, in a teacher's words: the topic, the grade,\nwhat students will be asked to do, what they're getting. The machinery in this document — steps,\nlookups and connectors, learning components, the checks you run, file names and formats — stays\ninvisible; this applies to every message, progress notes included. \"I'll ground this in the\nstandard and the common errors for it, then build the check and a guide for reading responses\", not\n\"Reading the math build guidance required by Step 0.\"",{"type":40,"tag":66,"props":82,"children":83},{},[],{"type":40,"tag":70,"props":85,"children":87},{"id":86},"step-0-route-silently",[88],{"type":46,"value":89},"Step 0 — Route (silently)",{"type":40,"tag":49,"props":91,"children":92},{},[93,98,100,114],{"type":40,"tag":58,"props":94,"children":95},{},[96],{"type":46,"value":97},"Subject.",{"type":46,"value":99}," Math — arithmetic, fractions, ratio and proportion, geometry, algebra, functions,\nstatistics and probability, calculus, CCSS-M codes → ",{"type":40,"tag":58,"props":101,"children":102},{},[103,105,112],{"type":46,"value":104},"read ",{"type":40,"tag":106,"props":107,"children":109},"code",{"className":108},[],[110],{"type":46,"value":111},"references\u002Fmath.md",{"type":46,"value":113}," NOW",{"type":46,"value":115},". Loading it is\nmandatory; designing items without it is a critical failure, and it is your skill instructions for\nthe turn. For ELA, science, or social studies, set this document aside and help as you normally would,\nwithout naming the skill. If the subject is ambiguous, ask in Step 1.",{"type":40,"tag":49,"props":117,"children":118},{},[119,124,126,132],{"type":40,"tag":58,"props":120,"children":121},{},[122],{"type":46,"value":123},"Connector.",{"type":46,"value":125}," Are Learning Commons KG tools (e.g. ",{"type":40,"tag":106,"props":127,"children":129},{"className":128},[],[130],{"type":46,"value":131},"find_standard_statement",{"type":46,"value":133},") available? This decides\nStep 2; the skill works fully without them.",{"type":40,"tag":66,"props":135,"children":136},{},[],{"type":40,"tag":70,"props":138,"children":140},{"id":139},"step-1-clarify",[141],{"type":46,"value":142},"Step 1 — Clarify",{"type":40,"tag":49,"props":144,"children":145},{},[146],{"type":46,"value":147},"At most one question, and only when the answer changes the items:",{"type":40,"tag":149,"props":150,"children":151},"ul",{},[152,163],{"type":40,"tag":153,"props":154,"children":155},"li",{},[156,161],{"type":40,"tag":58,"props":157,"children":158},{},[159],{"type":46,"value":160},"Grade",{"type":46,"value":162},", when not stated or inferable — \"fractions\" spans several grades, and the standard\ndecides number values, representations, and what is on-grade. Ask before Step 2.",{"type":40,"tag":153,"props":164,"children":165},{},[166,171],{"type":40,"tag":58,"props":167,"children":168},{},[169],{"type":46,"value":170},"Which standard",{"type":46,"value":172},", when the topic maps to two plausible ones.",{"type":40,"tag":49,"props":174,"children":175},{},[176],{"type":46,"value":177},"Everything else defaults silently; never ask about item count, format, or rigor.",{"type":40,"tag":66,"props":179,"children":180},{},[],{"type":40,"tag":70,"props":182,"children":184},{"id":183},"step-2-ground-in-the-standard",[185],{"type":46,"value":186},"Step 2 — Ground in the standard",{"type":40,"tag":49,"props":188,"children":189},{},[190,195,197,203],{"type":40,"tag":58,"props":191,"children":192},{},[193],{"type":46,"value":194},"Connected:",{"type":46,"value":196}," follow ",{"type":40,"tag":106,"props":198,"children":200},{"className":199},[],[201],{"type":46,"value":202},"references\u002Flearning-commons-kg.md",{"type":46,"value":204}," — call BEFORE designing anything; not\ncalling when connected is a critical failure.",{"type":40,"tag":49,"props":206,"children":207},{},[208,213,215,221],{"type":40,"tag":58,"props":209,"children":210},{},[211],{"type":46,"value":212},"Not connected:",{"type":46,"value":214}," work from the standard as you know it and add a footer to the teacher guide ",{"type":40,"tag":216,"props":217,"children":218},"em",{},[219],{"type":46,"value":220},"\"The standard,\nprogression, and common errors here reflect general best practice.\"",{"type":46,"value":222}," with nothing\nabout what was or wasn't retrieved. Never invent KG citations or cite research you haven't seen.",{"type":40,"tag":66,"props":224,"children":225},{},[],{"type":40,"tag":70,"props":227,"children":229},{"id":228},"step-3-select-and-confirm-the-learning-component-focus",[230],{"type":46,"value":231},"Step 3 — Select and confirm the learning-component focus",{"type":40,"tag":49,"props":233,"children":234},{},[235],{"type":46,"value":236},"A standard holds several separable ideas; scoping to one gives more actionable signal.",{"type":40,"tag":238,"props":239,"children":240},"ol",{},[241,253,265,280],{"type":40,"tag":153,"props":242,"children":243},{},[244,246,251],{"type":46,"value":245},"Review ",{"type":40,"tag":58,"props":247,"children":248},{},[249],{"type":46,"value":250},"every",{"type":46,"value":252}," learning component returned in Step 2, if available.",{"type":40,"tag":153,"props":254,"children":255},{},[256,258,263],{"type":46,"value":257},"Select the ",{"type":40,"tag":58,"props":259,"children":260},{},[261],{"type":46,"value":262},"most assessable",{"type":46,"value":264}," — a genuine decision point in student understanding, probeable with\n1–3 items, separating students at different levels of understanding.",{"type":40,"tag":153,"props":266,"children":267},{},[268,273,275],{"type":40,"tag":58,"props":269,"children":270},{},[271],{"type":46,"value":272},"State the selection and rationale, then stop and ask.",{"type":46,"value":274}," What the component asks students to do\nin one plain sentence — a teacher's words, not the component's own wording — naming any constraint\nit carries; one line on why; one direct question. ",{"type":40,"tag":58,"props":276,"children":277},{},[278],{"type":46,"value":279},"Do not proceed to Step 4 until the teacher\nanswers.",{"type":40,"tag":153,"props":281,"children":282},{},[283,288],{"type":40,"tag":58,"props":284,"children":285},{},[286],{"type":46,"value":287},"If the teacher redirects",{"type":46,"value":289}," — a different component, or more than one — their choice becomes the\nscope anchor. Restate it and its rationale in one line and scope every item to it.",{"type":40,"tag":49,"props":291,"children":292},{},[293,295,300],{"type":46,"value":294},"Then say in a sentence or two what you're about to do (",{"type":40,"tag":216,"props":296,"children":297},{},[298],{"type":46,"value":299},"\"I'll pull the common errors research has\ndocumented for this standard, then build the check and a guide for reading the responses\"",{"type":46,"value":301},") — teacher\nlanguage, no tool or file names.",{"type":40,"tag":66,"props":303,"children":304},{},[],{"type":40,"tag":70,"props":306,"children":308},{"id":307},"step-4-build-the-check",[309],{"type":46,"value":310},"Step 4 — Build the check",{"type":40,"tag":49,"props":312,"children":313},{},[314],{"type":46,"value":315},"Follow the subject file's build section: coherence-map analysis, documented errors prioritized\nagainst the confirmed component, the misconception-to-stem map, item design by rigor, teacher-facing\nnotes.",{"type":40,"tag":49,"props":317,"children":318},{},[319,324,326,331],{"type":40,"tag":58,"props":320,"children":321},{},[322],{"type":46,"value":323},"Data-use guardrail.",{"type":46,"value":325}," Curriculum guidance and misconception data inform item design and next-step\nwording internally only. ",{"type":40,"tag":58,"props":327,"children":328},{},[329],{"type":46,"value":330},"No curriculum, publisher, or research-source attribution appears anywhere\nin either file or in any chat message.",{"type":46,"value":332}," Write original items; never reproduce retrieved\nstudent-facing text, contexts, or teacher notes verbatim.",{"type":40,"tag":66,"props":334,"children":335},{},[],{"type":40,"tag":70,"props":337,"children":339},{"id":338},"step-5-output",[340],{"type":46,"value":341},"Step 5 — Output",{"type":40,"tag":49,"props":343,"children":344},{},[345,347,353,355,361],{"type":46,"value":346},"In the turn Step 4 completes. Read ",{"type":40,"tag":106,"props":348,"children":350},{"className":349},[],[351],{"type":46,"value":352},"references\u002Foutput.md",{"type":46,"value":354}," in full first, then write both files to\n",{"type":40,"tag":106,"props":356,"children":358},{"className":357},[],[359],{"type":46,"value":360},"$OUTPUT_DIR",{"type":46,"value":362},".",{"type":40,"tag":66,"props":364,"children":365},{},[],{"type":40,"tag":70,"props":367,"children":369},{"id":368},"step-6-verify",[370],{"type":46,"value":371},"Step 6 — Verify",{"type":40,"tag":49,"props":373,"children":374},{},[375,380,382,388],{"type":40,"tag":58,"props":376,"children":377},{},[378],{"type":46,"value":379},"Starts only once both files exist.",{"type":46,"value":381}," Do not open ",{"type":40,"tag":106,"props":383,"children":385},{"className":384},[],[386],{"type":46,"value":387},"references\u002Fverification.md",{"type":46,"value":389}," during Step 4 or 5:\nit is a gate on the written artifact, not build guidance, and reading it early turns it back into a\nchecklist you tick against what you meant to write.",{"type":40,"tag":49,"props":391,"children":392},{},[393,395,400,402],{"type":46,"value":394},"Now read it in full, read both files back from ",{"type":40,"tag":106,"props":396,"children":398},{"className":397},[],[399],{"type":46,"value":360},{"type":46,"value":401},", and run its two gates on every item —\nwhether more than one choice can be defended, and whether each distractor is a choice a real\nstudent's reasoning reaches. Fix what they find and rewrite the files. ",{"type":40,"tag":58,"props":403,"children":404},{},[405],{"type":46,"value":406},"Delivering a check that\nhasn't been through both gates is a critical failure.",{"type":40,"tag":66,"props":408,"children":409},{},[],{"type":40,"tag":70,"props":411,"children":413},{"id":412},"step-7-close",[414],{"type":46,"value":415},"Step 7 — Close",{"type":40,"tag":49,"props":417,"children":418},{},[419],{"type":46,"value":420},"Ask whether the check is what the teacher needs, offering at most two specific changes drawn from\nwhat this check is — a different rigor level, a second item on the same component, a\nconstructed-response version. Not \"let me know if you want changes.\" If they take one up, make it,\nrewrite both files, and ask again.",{"type":40,"tag":49,"props":422,"children":423},{},[424,429,431,436,438],{"type":40,"tag":58,"props":425,"children":426},{},[427],{"type":46,"value":428},"Plain language.",{"type":46,"value":430}," Never mention formats, file names, templates, how the documents were made, or the\nverification and what it changed: ",{"type":40,"tag":216,"props":432,"children":433},{},[434],{"type":46,"value":435},"\"Here's the check and a guide for reading the responses\"",{"type":46,"value":437},", not\n",{"type":40,"tag":216,"props":439,"children":440},{},[441],{"type":46,"value":442},"\"I've written two HTML files.\"",{"type":40,"tag":66,"props":444,"children":445},{},[],{"type":40,"tag":70,"props":447,"children":449},{"id":448},"cross-cutting-checklist",[450],{"type":46,"value":451},"Cross-cutting checklist",{"type":40,"tag":149,"props":453,"children":456},{"className":454},[455],"contains-task-list",[457,470,479,488,497,506,515,556],{"type":40,"tag":153,"props":458,"children":461},{"className":459},[460],"task-list-item",[462,468],{"type":40,"tag":463,"props":464,"children":467},"input",{"disabled":465,"type":466},true,"checkbox",[],{"type":46,"value":469}," Focus confirmed with the teacher first, and every item scoped to it",{"type":40,"tag":153,"props":471,"children":473},{"className":472},[460],[474,477],{"type":40,"tag":463,"props":475,"children":476},{"disabled":465,"type":466},[],{"type":46,"value":478}," The check has 1–3 items, no more",{"type":40,"tag":153,"props":480,"children":482},{"className":481},[460],[483,486],{"type":40,"tag":463,"props":484,"children":485},{"disabled":465,"type":466},[],{"type":46,"value":487}," Labeled rigor matches the standard, format follows the rigor table, and numbers and\nrepresentations respect the grade's range and the confirmed component's constraints",{"type":40,"tag":153,"props":489,"children":491},{"className":490},[460],[492,495],{"type":40,"tag":463,"props":493,"children":494},{"disabled":465,"type":466},[],{"type":46,"value":496}," The coherence map grounds every prior-grade vs. on-grade route",{"type":40,"tag":153,"props":498,"children":500},{"className":499},[460],[501,504],{"type":40,"tag":463,"props":502,"children":503},{"disabled":465,"type":466},[],{"type":46,"value":505}," One distractor is a prerequisite gap, one an on-grade confusion; no two rows route alike; every\nnext step names a sub-skill, representation, or task type",{"type":40,"tag":153,"props":507,"children":509},{"className":508},[460],[510,513],{"type":40,"tag":463,"props":511,"children":512},{"disabled":465,"type":466},[],{"type":46,"value":514}," Every student-facing sentence sits inside its grade band (K–2 ~8 words, 3–5 ~12 with at most\none subordinate clause, 6–8 ~15), counted on the written stems and choices",{"type":40,"tag":153,"props":516,"children":518},{"className":517},[460],[519,522,524,530,532,538,540,546,548,554],{"type":40,"tag":463,"props":520,"children":521},{"disabled":465,"type":466},[],{"type":46,"value":523}," Every figure carries ",{"type":40,"tag":106,"props":525,"children":527},{"className":526},[],[528],{"type":46,"value":529},"\u003Ctitle>",{"type":46,"value":531},"\u002F",{"type":40,"tag":106,"props":533,"children":535},{"className":534},[],[536],{"type":46,"value":537},"\u003Cdesc>",{"type":46,"value":539}," with ",{"type":40,"tag":106,"props":541,"children":543},{"className":542},[],[544],{"type":46,"value":545},"role=\"img\"",{"type":46,"value":547}," and ",{"type":40,"tag":106,"props":549,"children":551},{"className":550},[],[552],{"type":46,"value":553},"aria-labelledby",{"type":46,"value":555}," in both files;\nitem text and choice order are identical between them",{"type":40,"tag":153,"props":557,"children":559},{"className":558},[460],[560,563],{"type":40,"tag":463,"props":561,"children":562},{"disabled":465,"type":466},[],{"type":46,"value":564}," The student file has only prompts and choices\u002Fresponse space plus the name\u002Fdate line; neither\nfile carries a provenance marker or names a source",{"items":566,"total":750},[567,581,600,614,626,645,661,672,693,713,727,742],{"slug":568,"name":568,"fn":569,"description":570,"org":571,"tags":572,"stars":578,"repoUrl":579,"updatedAt":580},"academy-guide","recommend Claude Academy resources","Stop and check this skill before finishing any reply to a question about how to use Claude or a Claude product — it recommends matching courses, tutorials, and use cases from Claude Academy (academy.claude.com), Anthropic's learning hub. Trigger on: \"how do I\", \"how can I\", \"getting started with\", \"what can Claude do\", \"teach me\", \"learn to use\"; questions about artifacts, projects, skills, plugins, connectors, MCP; requests about rolling Claude out to a team, class, or organization; and any ask for training materials, onboarding content, or learning resources. Use it when the user is learning how to use a feature or product — not when they are mid-task and just want the task done. This skill composes with other skills: after consulting product documentation to answer how a Claude feature works, also check here for a matching course or tutorial — a docs-grounded answer and an Academy recommendation belong together. Only recommend on a strong match; never invent Academy content.\n",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[573,574,577],{"name":9,"slug":8,"type":16},{"name":575,"slug":576,"type":16},"Documentation","documentation",{"name":21,"slug":22,"type":16},161831,"https:\u002F\u002Fgithub.com\u002Fanthropics\u002Fskills","2026-08-19T03:59:01.021254",{"slug":582,"name":582,"fn":583,"description":584,"org":585,"tags":586,"stars":578,"repoUrl":579,"updatedAt":599},"algorithmic-art","create algorithmic art with p5.js","Creating algorithmic art using p5.js with seeded randomness and interactive parameter exploration. Use this when users request creating art using code, generative art, algorithmic art, flow fields, or particle systems. Create original algorithmic art rather than copying existing artists' work to avoid copyright violations.",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[587,590,593,596],{"name":588,"slug":589,"type":16},"Creative","creative",{"name":591,"slug":592,"type":16},"Design","design",{"name":594,"slug":595,"type":16},"Generative Art","generative-art",{"name":597,"slug":598,"type":16},"JavaScript","javascript","2026-04-06T17:56:15.455818",{"slug":601,"name":601,"fn":602,"description":603,"org":604,"tags":605,"stars":578,"repoUrl":579,"updatedAt":613},"brand-guidelines","apply Anthropic brand colors and typography","Applies Anthropic's official brand colors and typography to any sort of artifact that may benefit from having Anthropic's look-and-feel. Use it when brand colors or style guidelines, visual formatting, or company design standards apply.",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[606,609,610],{"name":607,"slug":608,"type":16},"Branding","branding",{"name":591,"slug":592,"type":16},{"name":611,"slug":612,"type":16},"Typography","typography","2026-04-06T17:56:05.042852",{"slug":615,"name":615,"fn":616,"description":617,"org":618,"tags":619,"stars":578,"repoUrl":579,"updatedAt":625},"canvas-design","create posters and visual art as PNG or PDF","Create beautiful visual art in .png and .pdf documents using design philosophy. You should use this skill when the user asks to create a poster, piece of art, design, or other static piece. Create original visual designs, never copying existing artists' work to avoid copyright violations.",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[620,621,622],{"name":588,"slug":589,"type":16},{"name":591,"slug":592,"type":16},{"name":623,"slug":624,"type":16},"PDF","pdf","2026-04-06T17:56:03.794732",{"slug":627,"name":627,"fn":628,"description":629,"org":630,"tags":631,"stars":578,"repoUrl":579,"updatedAt":644},"claude-api","build apps with the Claude API","Reference for the Claude API \u002F Anthropic SDK — model ids, pricing, params, streaming, tool use, MCP, agents, caching, token counting, model migration.\nTRIGGER — read BEFORE opening the target file; don't skip because it \"looks like a one-liner\" — whenever: the prompt names Claude\u002FAnthropic in any form (Claude, Anthropic, Fable, Opus, Sonnet, Haiku, `anthropic`, `@anthropic-ai`, `claude-*`, `us.anthropic.*`, `[1m]`); the user asks about an LLM (pricing\u002Fmodel choice\u002Flimits\u002Fcaching) — never answer from memory; OR the task is LLM-shaped with provider unstated (agent\u002FMCP\u002Ftool-definition\u002Fmulti-agent\u002FRAG\u002FLLM-judge\u002Fcomputer-use; generate\u002Fsummarize\u002Fextract\u002Fclassify\u002Frewrite\u002Fconverse over NL; debugging refusals\u002Fcutoffs\u002Fstreaming\u002Ftool-calls\u002Ftokens).\nSKIP only when another provider is being worked on (overrides all triggers): OpenAI\u002FGPT\u002FGemini\u002FLlama\u002FMistral\u002FCohere\u002FOllama named in the query; OR `grep -rE 'openai|langchain_openai|google.generativeai|genai|mistralai|cohere|ollama'` over the project hits (run this grep FIRST if no provider named — don't Read the file).",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[632,635,636,639,641],{"name":633,"slug":634,"type":16},"Agents","agents",{"name":9,"slug":8,"type":16},{"name":637,"slug":638,"type":16},"Anthropic SDK","anthropic-sdk",{"name":640,"slug":627,"type":16},"Claude API",{"name":642,"slug":643,"type":16},"LLM","llm","2026-08-22T03:23:17.470772",{"slug":646,"name":646,"fn":647,"description":648,"org":649,"tags":650,"stars":578,"repoUrl":579,"updatedAt":660},"discernment-nudge","provide discernment nudges for user decisions","After you give a substantive answer or draft that the user may act on — advice or recommendations, drafted artifacts such as goals, plans, pitches, proposals, or emails, estimates or projections, analysis or interpretation of data, factual claims they may rely on, or a multi-step argument — invoke this skill BEFORE finalizing your reply and then, if it applies, append 2-3 short follow-up questions, each tied to something specific in what you just produced, that help the user check key facts, probe the reasoning or assumptions, and notice missing context. Do this at most once per conversation. Skip it when the user asked a trivial how-to or simple lookup, wants a purely educational explanation, asked you only to format, convert, or assemble a file from content they provided, is writing code they will run, is doing creative writing or casual chat, or already asked you to double-check, cite, or review — the skill file explains these boundaries and the exact output format.\n",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[651,654,657],{"name":652,"slug":653,"type":16},"Coaching","coaching",{"name":655,"slug":656,"type":16},"Productivity","productivity",{"name":658,"slug":659,"type":16},"Strategy","strategy","2026-08-19T03:59:01.539281",{"slug":662,"name":662,"fn":663,"description":664,"org":665,"tags":666,"stars":578,"repoUrl":579,"updatedAt":671},"doc-coauthoring","co-author documentation and technical specs","Guide users through a structured workflow for co-authoring documentation. Use when user wants to write documentation, proposals, technical specs, decision docs, or similar structured content. This workflow helps users efficiently transfer context, refine content through iteration, and verify the doc works for readers. Trigger when user mentions writing docs, creating proposals, drafting specs, or similar documentation tasks.",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[667,668],{"name":575,"slug":576,"type":16},{"name":669,"slug":670,"type":16},"Technical Writing","technical-writing","2026-04-06T17:56:14.18897",{"slug":673,"name":673,"fn":674,"description":675,"org":676,"tags":677,"stars":578,"repoUrl":579,"updatedAt":692},"docx","create and edit Word documents","Use this skill whenever the user wants to create, read, edit, or manipulate Word documents (.docx files) or Word templates (.dotx files). Triggers include: any mention of 'Word doc', 'word document', '.docx', '.dotx', or requests to produce professional documents with formatting like tables of contents, headings, page numbers, or letterheads. Also use when extracting or reorganizing content from .docx or .dotx files, inserting or replacing images in documents, performing find-and-replace in Word files, working with tracked changes or comments, or converting content into a polished Word document. If the user asks for a 'report', 'memo', 'letter', 'template', or similar deliverable as a Word or .docx file, use this skill. Do NOT use for PDFs, spreadsheets, Google Docs, or general coding tasks unrelated to document generation.",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[678,681,683,686,689],{"name":679,"slug":680,"type":16},"Documents","documents",{"name":682,"slug":673,"type":16},"DOCX",{"name":684,"slug":685,"type":16},"Office","office",{"name":687,"slug":688,"type":16},"Templates","templates",{"name":690,"slug":691,"type":16},"Word","word","2026-07-18T05:16:23.136271",{"slug":694,"name":694,"fn":695,"description":696,"org":697,"tags":698,"stars":578,"repoUrl":579,"updatedAt":712},"frontend-design","design production-grade frontend interfaces","Guidance for distinctive, intentional visual design when building new UI or reshaping an existing one. Helps with aesthetic direction, typography, and making choices that don't read as templated defaults.",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[699,700,703,706,709],{"name":591,"slug":592,"type":16},{"name":701,"slug":702,"type":16},"Frontend","frontend",{"name":704,"slug":705,"type":16},"React","react",{"name":707,"slug":708,"type":16},"Tailwind CSS","tailwind-css",{"name":710,"slug":711,"type":16},"UI Components","ui-components","2026-04-06T17:56:16.723469",{"slug":714,"name":714,"fn":715,"description":716,"org":717,"tags":718,"stars":578,"repoUrl":579,"updatedAt":726},"internal-comms","write internal company communications","A set of resources to help me write all kinds of internal communications, using the formats that my company likes to use. Claude should use this skill whenever asked to write some sort of internal communications (status reports, leadership updates, 3P updates, company newsletters, FAQs, incident reports, project updates, etc.).",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[719,722,723],{"name":720,"slug":721,"type":16},"Communications","communications",{"name":687,"slug":688,"type":16},{"name":724,"slug":725,"type":16},"Writing","writing","2026-04-06T17:56:20.695522",{"slug":728,"name":728,"fn":729,"description":730,"org":731,"tags":732,"stars":578,"repoUrl":579,"updatedAt":741},"mcp-builder","build MCP servers","Guide for creating high-quality MCP (Model Context Protocol) servers that enable LLMs to interact with external services through well-designed tools. Use when building MCP servers to integrate external APIs or services, whether in Python (FastMCP) or Node\u002FTypeScript (MCP SDK).",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[733,734,737,738],{"name":633,"slug":634,"type":16},{"name":735,"slug":736,"type":16},"API Development","api-development",{"name":642,"slug":643,"type":16},{"name":739,"slug":740,"type":16},"MCP","mcp","2026-04-06T17:56:10.357665",{"slug":624,"name":624,"fn":743,"description":744,"org":745,"tags":746,"stars":578,"repoUrl":579,"updatedAt":749},"read edit and manipulate PDF files","Use this skill whenever the user wants to do anything with PDF files. This includes reading or extracting text\u002Ftables from PDFs, combining or merging multiple PDFs into one, splitting PDFs apart, rotating pages, adding watermarks, creating new PDFs, filling PDF forms, encrypting\u002Fdecrypting PDFs, extracting images, and OCR on scanned PDFs to make them searchable. If the user mentions a .pdf file or asks to produce one, use this skill.",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[747,748],{"name":679,"slug":680,"type":16},{"name":623,"slug":624,"type":16},"2026-04-06T17:56:02.483316",499,{"items":752,"total":791},[753,759,771,781],{"slug":4,"name":4,"fn":5,"description":6,"org":754,"tags":755,"stars":23,"repoUrl":24,"updatedAt":25},{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[756,757,758],{"name":14,"slug":15,"type":16},{"name":21,"slug":22,"type":16},{"name":18,"slug":19,"type":16},{"slug":760,"name":760,"fn":761,"description":762,"org":763,"tags":764,"stars":23,"repoUrl":24,"updatedAt":770},"k12-lesson-differentiation","adapt K-12 lessons for proficiency levels","Adapts an existing K-12 lesson (math, ELA, science, or social studies) for students at different proficiency levels (below \u002F at \u002F above grade level). Load this skill BEFORE asking the teacher any clarifying question about the lesson, tiers, or student levels. Triggers on explicit asks to differentiate, tier, or scaffold a lesson, and on implicit signals like \"my students are at different levels\". Produces 1 teacher-facing differentiation plan + 3 student-ready tier documents as editable Word documents in a single output turn, rendered from one material-source JSON via bundled scripts (shared content is written once so tiers cannot drift). Uses the Learning Commons Knowledge Graph when connected; works without it. This skill adapts a lesson the teacher brings or names. Not for creating a new lesson from scratch — a new-lesson request that asks for differentiated or leveled materials is k12-lesson-plan-creation's job, one package. Not for grading, rubrics, assessment feedback, or quizzes.",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[765,766,769],{"name":21,"slug":22,"type":16},{"name":767,"slug":768,"type":16},"Planning","planning",{"name":724,"slug":725,"type":16},"2026-08-29T09:23:42.081244",{"slug":772,"name":772,"fn":773,"description":774,"org":775,"tags":776,"stars":23,"repoUrl":24,"updatedAt":780},"k12-lesson-plan-creation","create K-12 lesson plans and materials","Creates a lesson plan, student-facing materials, and observation template. Load this skill BEFORE asking the teacher any clarifying question about grade, subject, topic, standard, or timing. Use when a K-12 teacher needs a math, ELA, science, or social studies lesson built from scratch — even if grade, subject, or topic isn't yet stated. Do NOT load for grading, a rubric, assessment feedback, a quiz, or a standards lookup — answer those directly. Triggers on explicit requests (lesson plan, mini-lesson, unit plan, daily plan) and implicit teacher intent: \"I'm teaching long division to 5th graders,\" \"need to teach photosynthesis tomorrow.\" Core signal: teacher needs new instructional content created. A new lesson that asks for differentiated, tiered, or leveled materials is still ONE planning request — this skill produces those materials inside the lesson package; do not also invoke k12-lesson-differentiation. Not for differentiating an existing lesson (use k12-lesson-differentiation) or passage rewrites.\n",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[777,778,779],{"name":575,"slug":576,"type":16},{"name":21,"slug":22,"type":16},{"name":687,"slug":688,"type":16},"2026-08-29T09:48:11.913027",{"slug":782,"name":782,"fn":783,"description":784,"org":785,"tags":786,"stars":23,"repoUrl":24,"updatedAt":790},"k12-lesson-prep","prepare K-12 lesson plans","Helps a teacher prepare to teach an existing K-12 lesson (math \u002F ELA \u002F science \u002F social studies) — a prep partner that thinks through the lesson's key student task with the teacher and leaves a short teacher-only prep note. Triggers on asks to internalize, prepare for, get ready to teach, or understand a lesson, including implicit ones (\"help me get ready for tomorrow's lesson\"), and right after another skill built a lesson, which it can follow. Not for building or adapting a lesson, grading, rubrics, assessment feedback, or generating quizzes or student-facing material, and not for single-fact lookups a sentence would answer (\"what standard is this?\", \"how long is this lesson?\").\n",{"slug":8,"name":9,"logoUrl":10,"githubOrg":11},[787,788,789],{"name":575,"slug":576,"type":16},{"name":21,"slug":22,"type":16},{"name":767,"slug":768,"type":16},"2026-08-29T09:48:01.763421",4]