Parents and Teachers

smART sketcher™ combines the fun of art, the enticement of technology, and essential learning skills in innovative and impactful ways. Activities are based on academic research, national curriculum standards, age-appropriate skill sets, and real kid testing. A balance of online and offline activities makes each themed activity pack a unique way to engage kids of all ages, and a way for parents and educators to work and play together.

Creativity Packs:

We've all seen the smile on the face of a child making art. Every kid loves to create a masterpiece, be it on paper, on a chalkboard, or even in the sand! But the benefits–as well as the joy–of art in education are becoming increasingly recognized. The importance of STEM skills–science, technology, engineering, and math–hallmarks of 21st century education, have evolved into STEAM skills, adding Art into the equation. The inclusion of the arts makes STEM subjects more fun to learn, and more accessible to different types of learners.
A growing body of research, including reports by the Arts Education Partnership and the Dana Foundation present compelling evidence that art promotes basic academic and social skills that every child needs.

Skills Taught:
  • Fine Motor Skills: Holding a crayon, tracing a fine line, or coloring with a marker nurtures fine motor skills in small hands and promotes the dexterity needed for beginning, as well as advanced, writing.
  • Language Development: Talking about art creates opportunities to learn words for colors, shapes and the types of lies and designs drawn. Pictures cana be starting points for telling stories and describing actions.
  • Creativity: Choosing a color, a drawing tool, a character, or telling a story gives kids the chance to make fail-safe decisions and experiment with new ideas.
  • Digital Learning: Integrating a smart phone or tablet into kids' activities often engages them through play, enabling them to absorb new information in new ways. It also empowers them to move seamlessly between online and offline worlds.
Learn-A-Language Packs:

Kids learn and play differently at every age. Learn-A-Language Packs are based on national curriculum standards, designed to complement classroom lessons and age-appropriate skills in engaging ways. Each pack begins with step-by-step letter-writing skill builders. For ages 5 through 8, these consist of upper and lowercase ABCs. For ages 9+, the alphabet is presented in cursive script. The second part of each Learn-A-Language Pack contains semantically appropriate words and activities. Many of the words appear in the national reading vocabulary lists. The activities are in line with the prescriptions as outlined by the Common Core Standards for Reading Foundational Skills.

Ages 5-6 (Grades K-1) Scope: 40 words
Grade K (age 5) 20 words

The first 20 words in this range are target words for Grade K curriculum. Features of grade appropriate words at this level include one-to-one letter-sound correspondence, and long and short vowel sounds. Additionally, these words fall into Biemiller Level E category, deeming them appropriate for Grade K consumption and interaction. (The Biemiller classification is a tool that helps educators and parents know which words students of a certain age and grade level are most likely to encounter and be familiarized with during a given academic year.) Many of these words also appear in the national reading vocabulary list for Grade K, making it a semantically appropriate word choice for the 5-year old reader. Moreover, the tasks prescribed for the Grade K student are in line with the prescriptions as outlined by the Common Core Standards for Reading Foundational Skills, which dictate that students at Grade K should be engaging in the following skills, which fall under the strand's Phonological Awareness and Word Recognition expectations, as well as the Production and Distribution of Writing goals:

CCSS.ELA-LITERACY.RF.K.2.C
Blend and segment onsets and rimes of single-syllable spoken words.

CCSS.ELA-LITERACY.RF.K.2.D
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-LITERACY.RF.K.2.E
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

CCSS.ELA-LITERACY.RF.K.3.B
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-LITERACY.W.K.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Assessed WordTask: Child fills in the missing initial, middle, or final phoneme/letter to form a word.
bagb_g
fanf_n
catc_t
busb_s
capca_
ratra_
henhe_
penpe_
dog_og
map_ap
pin_in
pot_ot
manm_n
kidk_d
cupc_p
pigp_g
bedbe_
sunsu_
mopmo_
batba_
Grade 1 (age 6) 20 words

The second 20 words in this range are target words for Grade 1 curriculum. Features of grade appropriate words at this level include common consonant digraphs (e.g., ch, kn, ph, sh, th, wh, wr), regularly spelled one-syllable words (final –e), consonant blends (e.g.,initial- bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sc, sk, sl, sm, sn, sp, st, sw, tr, tw; final ft, ld, lk, lp, lt, mp, ms, ns, nd, nk, nt, sk, st, ls); common vowel teams for long vowels (e.g., ai, ea, ee, igh, oa, oo, ow), r and l controlled vowels (e.g., al, ar, er, ir, ol, or, ur), and grade appropriate irregularly spelled words. Additionally, these words fall into Biemiller Level E and T2 categories, deeming them appropriate for Grade 1 consumption and interaction. Some of these words also appear in the national reading vocabulary list for Grade 1, making it a semantically appropriate word choice for the 6-year old reader. Moreover, the tasks prescribed for the Grade 1 student are in line with the prescriptions as outlined by the Common Core Standards for Reading Foundational Skills, which dictate that students at Grade 1 should be engaging in the following skills, which fall under the strand's Phonological Awareness and Word Recognition expectations, as well as the Production and Distribution of Writing goals:

CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.

CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences for common consonant digraphs.

CCSS.ELA-LITERACY.RF.1.3.B
Decode regularly spelled one-syllable words.

CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS.ELA-LITERACY.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Assessed WordTask: Child fills in the missing initial, middle, or final phoneme/letter to form a word.
flagfla_
knobk_ob
clockc_ock
kingk_ng
chinch_n
coinc_in
househo_se
ships_ip
bootbo_t
phonep_one
chaincha_n
cloudc_oud
stairssta_rs
dirtd_rt
skirtski_t
windowwindo_
crowcr_w
lightli_ht
litterlitte_
mirrormirr_r
scents_ent
Ages 7-8 (Grades 2-3) SCOPE: 40 words
Grade 2 (age 7) 20 words

The first 20 words in this range are target words for Grade 2 curriculum. Features of grade appropriate words at this level include compound words, possessives trigraphs (e.g., spl, str, scr), hard/soft c & g, long and short vowels when reading regularly spelled one-syllable words, additional common vowel teams ( e.g., au, aw, ue, ew, ey, ou, oy); regularly spelled 2 syllable words with long vowels, inconsistent but common spelling-sound correspondences, grade appropriate irregularly spelled words. Additionally, these words fall into Biemiller Level T2 category, deeming them appropriate for Grade 2 consumption and interaction. Moreover, the tasks prescribed for the Grade 2 student are in line with the prescriptions as outlined by the Common Core Standards for Reading Foundational Skills, which dictate that students at Grade 2 should be engaging in the following skills which fall under the strand's Phonics and Word Recognition expectations, as well as the Production and Distribution of Writing goals:

CCSS.ELA-LITERACY.RF.2.3.A
Distinguish long and short vowels when reading regularly spelled one-syllable words.

CCSS.ELA-LITERACY.RF.2.3.B
Know spelling-sound correspondences for additional common vowel teams.

CCSS.ELA-LITERACY.RF.2.3.C
Decode regularly spelled two-syllable words with long vowels.

CCSS.ELA-LITERACY.RF.2.3.E
Identify words with inconsistent but common spelling-sound correspondences.

CCSS.ELA-LITERACY.RF.2.3.F
Recognize and read grade-appropriate irregularly spelled words.

CCSS.ELA-LITERACY.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Assessed WordTask: Child uses image and context clues to complete the sentence.
soupWarm chicken _____ makes me feel better.
stewMy grandmother makes a tasty ______.
trainsMany people ride _______ to get to their jobs.
beastThe large, hairy _____ crawled out of its dark cage.
faucetTurn off the ____ so you don't waste water.
eraserAn ________ helps remove pencil marks.
snowmanMy _______ needs a scarf and a hat in case he gets cold.
notebooksOur teacher asked that we bring five _______ to school.
jellyfishThe ________ happily floated in the ocean water.
pancakesI love to eat hot _________ in the morning.
splashMy dog made a big _______ when he jumped in the pool.
hauntedSpooky noises came out of the _____ house.
stripesThe clown wore a funny costume with _______.
lunchroomThe kids ran to the ____________ to get free pizza.
pawsThe cat put her dirty _____ all over the white sofa.
streetPlease be careful when crossing the ______________.
monsterMy baby sister thinks a ______ lives under her bed.
doughMy mom added chocolate chips to the cookie ________.
pondThe frog jumped from lily to lily on the __________.
shell I enjoy collecting ___________ when I'm at the beach.
Grade 3 (age 8) 20 words

The next 20 words in this range are target words for Grade 3 curriculum. Features of grade appropriate words at this level include multi-syllable words, syllable types such as closed, silent-e, open, vowel team, consonant-le, vowel-r, and grade appropriate irregularly spelled words. Additionally, many of these words appear in the national reading vocabulary list for this Grade 3, deeming them academically appropriate for consumption and interaction by the 8-year old reader. Moreover, the tasks prescribed for the Grade 3 student are in line with the prescriptions as outlined by the Common Core Standards for Reading Foundational Skills, which dictate that students at Grade 3 should be engaging in the following skills, which fall under the strand's Phonics, Word Recognition, and Fluency expectations, as well as the Production and Distribution of Writing goals:

CCSS.ELA-LITERACY.RF.3.3.C
Decode multisyllable words.

CCSS.ELA-LITERACY.RF.3.3.D
Read grade-appropriate irregularly spelled words.

CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.3.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CCSS.ELA-LITERACY.W.3.4
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Assessed WordTask: Child uses image and context clues to complete the sentence.
crown The ______ was placed on the queen's head.
cobwebThe old house was covered in a million _________.
winnerThe _________ of the spelling bee won a dictionary.
quiltMy aunt made a colorful ________ out of our old baby blankets.
toothpasteMinty ____________ makes me mouth feel fresh.
muleThe small ______ carried a heavy load of grains on his back.
scarecrowThe ______ did not stop the crows from eating all the corn.
rainstormOur picnic got ruined because of the heavy __________.
peppersThe spicy ___________ on my pizza burned my mouth.
mountainIt took the hiker three days to get to the top of the _________.
streamThe old man sat by the edge of the ______ with a fishing pole.
weatherThe _________ report said there was a storm coming our way.
newspaperA ____________ lets you know what is happening in the world.
sneakersMy favorite __________ helped me win the race.
umbrellaThe strong winds broke my ____________ in half.
insectsThe forest was buzzing with _________ after the storm.
queenThe __________ ruled her kingdom with justice and kindness.
puzzleI love putting together the pieces in a __________.
roosterThe ________ woke up all the animals on the farm.
thermometerA doctor uses a ______________ to check your temperature.
lightningThe ___________ and thunder scared the little children.
Ages 9-10 (Grades 4-5) SCOPE: 40 words
Grade 4 (age 9) 20 words

The first 20 words in this range are target words for Grade 4 curriculum. Features of grade appropriate words at this level include a combined knowledge of all letter-sound correspondences and syllabication patterns. Additionally, many of these words appear in the national reading vocabulary list for this Grade 4, deeming them academically appropriate for consumption and interaction by the 9-year old reader. Moreover, the activities prescribed for the Grade 4 student are in line with the prescriptions as outlined by the Common Core Standards for Reading Foundational Skills, which dictate that students at Grade 4 should be engaging in the following tasks which fall under the strand's Phonics, Word Recognition, and Fluency expectations:

CCSS.ELA-LITERACY.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.4.3.A
Use combined knowledge of all letter-sound correspondences and syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.4.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.

Assessed WordTask: Child uses the image and context clues to answer the question.
basketballWhat game uses a ball and a hoop? _______________
treasure What might pirates be looking for? _____________
barbecueWhat do people sometimes do at a picnic? _______________
giraffeWhat animal has a really long neck? ___________________
squirrelWhat animal is most likely to steal your peanuts? __________
tornadoWhat type of weather condition can make houses fly? _________
sharkWhat fish is famous for being dangerous? ________
sandwichWhat takes two pieces of bread to make? ____________
briefcaseWhat might a business person carry to work? ______________
museumWhere can you go to see things from the past? _______________
knightWho might fight an evil dragon in a fairy tale? _______________
throneWhat does a king or queen sit on? ____________
cocoaWhat can you add to milk to make it chocolaty? _______
brainWhat part of your body helps you think? ____________
coachWho might help you improve your skills in baseball? ___________
skullWhat do you call the bone under your head? ___________
telescopeWhat does a scientist use to see far away planets? ___________
earthquakeWhat might be happening if the ground shakes? ____________
photographWhat do you get when you click a camera? _____________
tongueWhat can turn red from eating cherry ice? ________________
Grade 5 (age 10) 20 words

The next 20 words in this range are target words for Grade 5 curriculum. Features of grade appropriate words at this level include a combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology. Additionally, many of these words appear in the national reading vocabulary list for this Grade 5, deeming them academically appropriate for consumption and interaction by the 10-year old reader. Moreover, the tasks prescribed for the Grade 5 student are in line with the prescriptions as outlined by the Common Core Standards for Reading Foundational Skills, which dictate that students at Grade 5 should be engaging in the following skills which fall under the strand's Phonics, Word Recognition, and Fluency expectations, as well as the Production and Distribution of Writing goals:

CCSS.ELA-LITERACY.RF.5.3
Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.5.3.A
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.

Assessed WordTask: Child uses the image and context clues to answer the question.
magazineWhat might you read at a dentist's office? ____________
barberWho knows how to give a haircut? _____________
throatWhat might you clear before a speech? ___________
pastryWhat is sweet, flaky, and found in a bakery? _________
breakfastWhat is the first meal of the day? ____________
pouchWhere does a mother kangaroo carry her baby? __________
pollutionWhat can hurt the Earth and all living things? _____________
carpenter Who builds things using wood and tools? _____________
calculatorWhat tool helps you solve math problems? ______________
pilgrimsWho came to America on the Mayflower? ________________
threadWhat do you need to sew clothes? ______________
diaryWhat can you write your secret thoughts into? _____________
calendarWhat can you use to remind yourself of the date? _____________
librarianWho might help you borrow books? _________________
guitarWhat type of instrument might a rock star use? _____________
volcanoWhat do you call it when a mountain erupts? _____________
shieldWhat might a knight use to protect himself? _____________
fuel What does a car need to run? ____________
trophyWhat would a winning team be awarded? ____________
muscleWhat part of your body gets stronger with exercise? ___________