Lymi

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---
name: lesson-to-cards
description: Turn lesson material into Lymi cards. Use when the learner shares a lesson, transcript, class notes, a worksheet photo or any text and wants to keep its words and phrases.
---

# Lesson to cards

The learner wants to remember what the lesson taught without spending the evening making cards. You do the extraction; Lymi stores, enriches on request, and schedules review.

## Read the request and material

A request to add cards authorises saving them; a request to inspect what is worth keeping calls for a preview without writes. Resolve unclear text in a photo or transcript with the learner, or leave it out and say so: uncertain extraction should not become a confidently saved term.

Call `list_decks` for the destination and `meaningLanguage`. Honour the learner's named deck; a matching language helps choose a destination but does not override their choice. Ask when the destination is ambiguous. If the deck has lesson sections, use `list_sections` to find the appropriate one. Plan any new deck or section here, and create it only when saving is authorised.

## Extract the cards

Use the material's teaching intent:

```
Did the lesson teach it?
├── A new word, set phrase, collocation or idiom → a card
├── A form the lesson drills (principal parts, plural, gender, case) → on the term's card, in notes, as the lesson writes it
├── A whole sentence → a card only when the sentence itself is the thing taught
└── Instructions, names, filler, words the lesson only used in passing → leave out
```

One card per term. Keep the lesson's own spelling, form and wording.

Preserve the source when writing fields:

- `term` as the lesson has it.
- `meaning` in the meaning language. Set `meaningSource: "lesson"` only when the material gives that meaning; a meaning you composed has no source.
- `example` from the lesson, with `exampleSource: "lesson"`, when the lesson uses the term in a sentence.
- `source` names the lesson, such as "Lesson 12, 1 Oct".
- Leave any other field out rather than guess. Set `enrich: true` only when the learner asks Lymi to fill the gaps.

Set `notesSource: "lesson"` for grammar notes taken from the material. Composed or translated wording is not a verbatim lesson field: leave its source out, so provenance stays honest.

## Save and report

When saving is authorised, create any agreed destination with `create_deck` or `create_section`, then use its returned id. Send cards together with `add_cards`, up to 200 per call. If no usable terms were found, explain what is missing instead of creating an empty destination or sending an empty batch.

Report the confirmed added and skipped counts, where skipped terms already live, and any unresolved material or batch that did not save. If a later batch fails, earlier successful batches still count; do not describe the whole lesson as saved. When the host already shows the cards, summarise the outcome without repeating the list.

Review and grading happen only in Lymi. Offer that next step when it helps the learner continue.

View saved version →

---
name: practise
description: Practise vocabulary from Lymi cards through a quiz or conversation. Use when the learner wants to practise saved material; scheduled review and grading happen in Lymi.
---

# Practise

Practice here does not record review grades or change Lymi's schedule, daily goal or streak. Make that distinction clear when starting, without repeating it through the conversation.

## Choose material and format

Use the cards or deck the learner names. Otherwise use `search_cards` to choose a manageable set that fits their request. Useful starting filters:

- Often forgotten: `filter: { reviews: { slipping: { eq: true } } }`.
- Recently missed: `filter: { reviews: { since: "-P14D", lastRating: { in: [1, 2] } } }`, `stats: true`.
- Added in the past seven days: `filter: { createdAt: { gte: "-P7D" } }`.

Include the named deck's `deckId` when searching within it. An empty page can still have `nextCursor`; continue until you have suitable cards or the search is exhausted. Use cards with enough information for the exercise, and offer another set if none fit. Leave missing meanings or examples unchanged unless the learner asks to improve the cards.

Use the requested format, or start with meaning-to-term recall:

- **Production:** give the meaning, the learner answers with the term.
- **Recognition:** give the term, the learner gives the meaning.
- **Conversation:** talk in the language being learned and steer toward the chosen cards, one or two per turn.

## Practise and close

In a quiz, ask one question at a time and wait for the answer before revealing it. In conversation, keep the exchange natural and use the chosen vocabulary. Give feedback against the card's intended meaning, accepting valid alternatives; show the stored form when correcting spelling, and distinguish a harmless typo from a change of meaning.

End when the chosen set is covered, the agreed time is up, or the learner wants to stop. Summarise difficulties actually observed; a smooth round does not need invented problem cards. Offer another round, review in Lymi, or help through [tend-cards](../tend-cards/SKILL.md) when useful.

Practice uses read tools. Saving a hook, example or correction is a separate action the learner must request or agree to; a wrong answer alone does not authorise a card edit.

View saved version →

---
name: setup
description: Guide a learner from connecting Lymi to their first review. Use after install or first connection, or when they ask to get started, create their first deck, or understand how Lymi works.
---

# Set up Lymi

Guide the learner through a real start: a deck with cards they want to remember, then their first review in Lymi. Ask one question at a time, use answers and material already in the conversation, and explain each part when they reach it. Follow an existing learner's request without making them repeat setup. For an explanation-only request, explain how Lymi works and offer guided setup.

## Connect and orient

Call `list_decks` and `get_settings`. If sign-in is needed, direct the learner to the host's Lymi connection flow and resume after it succeeds. A read-only connection can show existing cards; adding cards needs write access. If a write is refused for that reason, explain how to reconnect with write access and wait for a successful connection before continuing.

Briefly explain that the assistant helps turn what they learn into cards, while Lymi brings those cards back for review at intervals based on their recall. Keep the introduction short enough that the next question is clear.

## Choose or create a deck

- **A deck is already named:** use it. If the name matches several decks, ask which one.
- **Existing decks, no choice yet:** offer the relevant decks by name and ask whether to use one or create a new one. Avoid listing an entire large library.
- **No decks:** ask what language or subject they are learning. Propose a deck named after that language, course or subject. Explain that a deck groups their cards; they can organise it further later.

When they choose a new deck, call `create_deck` and confirm the saved name. Set `defaultLanguage` for a language deck, or `purpose: "subject"` for a subject or exam. Check the returned result before saying the deck exists. If creation fails, explain the failure and the next step; after an uncertain outcome, call `list_decks` before retrying so setup does not create a duplicate. If an existing deck refuses additions because someone else owns it, help the learner create their own deck.

## Add something worth remembering

If the chosen deck already has cards, offer to start review now or add material first. For an empty deck, ask for lesson notes, a transcript, a worksheet photo, or a few terms they want to remember. Use material already shared instead of asking for it again; unfamiliar sample cards make a poor first review.

Use [lesson-to-cards](../lesson-to-cards/SKILL.md) to extract and save their material into the chosen deck. A request to inspect possible cards calls for a preview; a request to add them authorises saving. Create any needed section only after saving is authorised. Write meanings in the returned `meaningLanguage`; explain that this follows their app language if they ask about it, and change `appLanguage` with `update_settings` only when requested, explaining that the interface changes too.

Report the actual added and skipped counts from the tool result. If they lack material or prefer to stop, leave the deck ready and explain that they can send a lesson later; do not fill it without their agreement.

## Begin the first review

Once the deck has cards, invite the learner to start Review with a link to `https://my.lymi.app/review?deck=` followed by the URL-encoded saved deck id. This opens the deck they just prepared; [Today](https://my.lymi.app/today) is the fallback. Explain the sequence before they leave:

- Try to recall the answer from the cue, then reveal it. Depending on the review mode, the cue may be a meaning or a term.
- Choose Forgot, Hard, Good or Easy to describe how recall felt. Forgot means they could not recall it; Hard means they recalled it with difficulty; Good means they recalled it; Easy means they recalled it effortlessly without help.
- Lymi uses that grade to decide when the card returns. Forgetting is p

Preview of the first 4,000 characters. Read full instructions →

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---
name: tend-cards
description: Change, improve or tidy Lymi cards. Use when the learner asks to fix a card, write an example or a memory hook, fill empty fields, deal with a card they keep forgetting, move, archive or restore cards.
---

# Tend cards

## Find the intended cards

Use `get_card` for a known id, or `search_cards` by term with the learner's deck and language when known. Search with `archived: true` for a restore; ordinary search finds active cards. If several cards could match, ask which one before writing. For a change to every matching card, follow `nextCursor` until it is null; a short or empty page does not prove the search is finished.

Choose the operation that matches the request:

```
What does the learner want?
├── Change text on a card → update_card with only the fields that change
├── Change many cards → one update_cards call, up to 200
├── An example → write it in the card's language, short and natural, using the term as the card has it
├── A memory hook → see "Hooks" below
├── Lymi's AI to fill empty fields → enrich_card
├── A card they keep forgetting → see "Often forgotten" below
├── Move cards into a section → move_cards_to_section
├── Archive cards → archive_card or archive_cards
└── Restore archived cards → restore_card or restore_cards
```

Carry out an explicit edit, archive or restore request without asking for the same approval again. If they ask for ideas, show proposed wording and wait before saving. Keep writes within that request: improving an example does not authorise replacing the meaning or changing review modes.

Text you write for the learner is theirs: leave its source out. Set a source of `"lesson"` only for text taken from their lesson. Write examples in the card's language, and meanings and hooks in its meaning language; use `get_settings` for the learner's `meaningLanguage` when it is not already known. A member cannot edit the owner's shared cards: explain an ownership refusal and direct them to the owner.

## Hooks

A hook is a short association in the meaning language that leads back to the term: a sound-alike word, or a picture in the mind. It gives away none of the answer: no first letters, translation or part of the term. Review can show it under the cue before reveal, so it should help recall without answering for the learner.

## Often forgotten

`search_cards` with `filter: { reviews: { slipping: { eq: true } } }` finds cards the learner keeps forgetting. Inspect the card before deciding what might help: a hook, a clearer meaning, or separating distinct senses into cards. If splitting a card, explain which existing text will change and which cards will be added before saving the agreed change.

## Confirm the outcome

Read the returned result before reporting success. Bulk edits, archives and restores can partly succeed: identify what changed and what failed. Retry only failed items whose error permits a retry, such as `unavailable`; resolve missing cards, permissions or conflicts first. If a result is uncertain, fetch the affected cards before deciding what to send again.

View saved version →

---
name: weekly-check-in
description: Summarise how the learner's week in Lymi went and suggest what to do next. Use when the learner asks how they are doing, how their week or month went, or what to focus on.
---

# Weekly check-in

Lymi's tone is calm: it brings back useful material without streak pressure or invented urgency. Report plainly, praise nothing that did not happen, and never scold a missed day.

## Match the question to the evidence

Use the dates the learner asks about. For an unspecified weekly check-in, use the past seven days and label it that way; “this week” or “this month” means the calendar period to date. Pass their IANA timezone when known and keep date boundaries consistent with the returned local dates. If the timezone is unknown, make any timezone-dependent boundary explicit.

Read what the question needs with `get_streak`, `get_insights` and `due_counts`. Independent reads can run together. `get_insights` accepts `period: 30`, `90` or `0` for all history; choose the window that covers the question, and label its recall rate with the actual window. A 30-day recall rate is not a weekly rate. Derive days reviewed from dated records within the requested range, counting days with attempts separately from days whose goal was satisfied.

If recently added cards matter to the question, use `search_cards` with a `createdAt` filter for that date range. For the past seven days, use `filter: { createdAt: { gte: "-P7D" } }`. This counts matching active cards, not everything ever added or imported during that period. Use a non-null `total`, or follow `nextCursor` to null to count results; one page is not a total, even when it is empty.

## Explain what the data supports

Answer the learner's question with the relevant numbers and their meaning, without a fixed report format. A null recall rate means there are no eligible recall results, not zero recall. Describe a direction only when the returned series has comparable periods with results; gaps are not zeroes, and one result cannot establish a trend. If a read fails, report what remains known and which part could not be checked.

Tie any next step to observed evidence: often forgotten cards can lead to [tend-cards](../tend-cards/SKILL.md), lesson material the learner wants to keep can lead to [lesson-to-cards](../lesson-to-cards/SKILL.md), and due cards can lead to review in Lymi. Few cards added alone does not establish a problem or mean that lessons continued.

This skill reads and explains. An offer to improve cards or add material becomes a write only when the learner requests or agrees to it.