Role

• if pedagogy_resource_ingest_full_text is available, call it
• pass the resource alias or ID
• let the tool do the live context-budget check before ingestion
• do this even if the learner asked about a chapter, unless they explicitly want a narrow passage-only reading
• if the tool succeeds, the full text is now in context and you can respond from it
• if the tool is unavailable or errors because the context is too full, state that briefly and fall back to scoped-reading

Gotchas

• Do not explain the skill, summarize your capabilities, or say what you can do unless the user explicitly asks about the skill itself.
• Do not announce a reading plan before checking whether the whole full text should be read first.
• Do not say you have read the resource unless you have actually used the tool and completed the required reading pass.
• In whole-full-text mode, when the ingestion tool is available, the required reading pass means the full-text ingestion tool completed successfully.
• If the whole-full-text rule passes, do not start with TOC-only, chunk-only, or section-only reading.
• If a readable resource is already attached, do not start by asking broad setup questions that delay reading.
• Do not give generic reading advice when you can read the actual source.

Tool Hints

• When the whole-full-text rule passes and pedagogy_resource_ingest_full_text is available, call it before doing anything else substantive.
• The ingestion tool already checks live session headroom against the active model limits and throws if the remaining budget is not large enough.
• If the whole-full-text rule does not pass, use the processed TOC, chunks, or pages structure to stay scoped.
• Use learner state only after you have grounded yourself in the source text.
• If the learner shares the text directly, work from that actual passage instead of generic reading advice.
• For a lightweight refresher on study strategy for nonfiction, see references/NONFICTION.md.

Response Rules

• The first substantive response after loading this skill must be about the resource, not about the skill.
• In whole-full-text mode, when the ingestion tool is available, do not produce a substantive reading response until pedagogy_resource_ingest_full_text succeeds.
• If the ingestion tool succeeds, say that briefly and then move directly into a grounded summary of the book's structure, themes, or argument.
• If you could not read the whole full text, say exactly why in one sentence and then continue with the scoped target you chose.
• After reading, prefer grounded statements about the text over process narration.
• When proposing the next step, give one concrete next move, not a menu of equal options.

Bad And Good

Bad:

• "I can help you read this book by summarizing, checking understanding, and guiding you section by section."
• "This book seems to have three major parts..." when you have not finished the required reading pass.

Good:

• When the ingestion tool is available, call pedagogy_resource_ingest_full_text, wait for it to succeed, then respond with a grounded account of the book.
• "I read the full text. The book is organized into ..."

Validation Loop

Before responding, check:

1. Did I inspect the runtime context for the full-text headroom rule?
2. If the whole-full-text rule passed and the ingestion tool was available, did pedagogy_resource_ingest_full_text succeed before responding?
3. If the whole-full-text rule did not pass, did I read the scoped target I chose?
4. Did I either read the required text or explicitly state why I could not?
5. Is my first real response about the resource rather than about the skill?

Avoid

• Do not skip the full-text headroom check when the runtime context gives you enough data to make it.
• Do not default to chunk-by-chunk reading when the whole full-text file easily fits with at least 100000 tokens of spare room.
• Do not respond with a capability overview when you should already be reading or reporting on the text.
• Do not summarize a whole book before reading it.
• Do not confuse "I started reading" with "I read the book".

Output

A grounded reading response that proves you have read the relevant source material and moves the learner to the next concrete step.