K2F Worksheet — AI-Native Aesthetic Design

Purpose

Built on K2F

.K2F

npx skills add suzheng/k2f --skill k2f

When to Use

• Educators need practice, rehearsal, or application aligned to a lesson, unit, or standard.
• The user wants structured blanks, organizers, short constructed responses, or checklists—not a full lesson plan (k2f-lesson-plan) or course overview (k2f-syllabus).
• Analyst-style gap worksheets: turn messy inputs into categorized, answerable question blocks (inspired by gap-analysis patterns)—still learner- or facilitator-completable on paper.

Workflow

Step 1. Generate the content_and_design.md

1. Route & clarify — Infer subject, grade band, duration, and worksheet type (drill, scaffolded practice, lab/data, reflection, organizer, gap-closure). Ask at most two high-leverage questions (e.g., target standard, with/without answer key); default item count and difficulty from context.
2. Learning frame — Title, optional standard or skill gist (≤10 words), and what success looks like in one sentence. State prerequisites or materials the sheet assumes (textbook page, prior lesson, calculator)—not repeated per item.
3. Information architecture — Layer top to bottom:
   • Orientation (brief): purpose and how to use the sheet; no teaching lecture.
   • Optional anchor (one block max): stimulus—passage excerpt, diagram description, data table, scenario—only if items depend on it.
   • Sections: grouped by sub-skill or cognitive step; each section has a short heading and 3–12 items unless the user specifies otherwise.
   • Response contract: per item, declare response type (blank line, checkbox, table cell, short paragraph box, label-on-diagram) and approximate space needed.
   • Answer key (if requested): separate outline keyed by item ID; do not interleave solutions with student items on the same page role.
4. Item design — One measurable prompt per item; split compound questions. Order easy → hard within a section unless spiral review demands otherwise. For gap-style sheets, group by category; omit empty categories. Each gap row: short source snippet (or “not stated”), one specific question, blank answer field. Prioritize scope, core skill, and blocking ambiguities before nice-to-haves.
5. Shared registry — Numbers, names, vocabulary, dataset values, and scenario facts live once under

   Shared content

   ; items reference stable keys so edits cannot fork.
6. Design intent — For the engine, not coordinates:
   • Tone: calm, classroom-credible; friendly for younger grades without clip-art clutter.
   • Hierarchy: title and learning frame strongest; section heads scannable; item numbers or letters consistent.
   • Density: instructions tight; generous workspace where handwriting or drawing is expected; avoid paragraph walls.
   • Consistency: parallel wording across items; same label scheme for sections and response types.
   • Palette: print-safe B&W; at most one accent for section headers or the learning frame.

• Sheet must stand alone — Every item answerable from orientation + anchor + shared registry; no “discuss with teacher” placeholders without a written product.
• Golden thread — Learning frame → sections → items → response spaces; cut items that do not practice the stated skill.
• Original prompts — Source material may inform scope; never copy publisher problem sets or copyrighted stimuli verbatim.
• Honest scope — If time or page budget is tight, reduce items or narrow the frame; do not shrink response space to illegibility.
• Facilitator vs learner — Teacher notes or scoring rubrics belong in the blueprint as separate artifacts, not mixed into student-facing item text.

• Items test recall of unstated context → add anchor block or shared registry entry.
• One question bundles multiple skills → split items and reorder.
• Student sheet includes answer key or lengthy teaching → move to separate outline role.
• Every section repeats the same instructions → lift to orientation once.
• Gap categories with no real gaps → skip the section entirely.
• Vague prompts (“Explain more”) → rewrite to name evidence, length, or format expected.
• Mismatched difficulty in one section → rebalance or regroup.

• Learning frame and every item align; cut orphans.
• Sections omitted when empty; item IDs stable for answer key.
• Shared registry lists all cross-item facts with keys.
• Each item has a declared response type and adequate space.
• Reading level fits grade; stimuli length justified.
• Design intent states tone, hierarchy, density, consistency, palette.
• No verbatim third-party item banks; gap questions specific and answerable.

Step 2. Use the content_and_design.md and k2f skill to generate a K2F file and export to an appropriate file format.