DOCSLIB.ORG

NAME: ______Dear Families

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
NAME: ______Dear Families Fifth Grade Continuous Learning June 2020 Draw a picture of your favorite summer spot. This could include a park, playground, water slide, or vacation spot. Include as many details as you can. NAME: _____________________ Dear Families: This packet includes daily math and literacy activities that your student can complete offline from home. Many of the activities will be review activities to serve as extra practice while some skills may be new to your student. Please feel free to help your student review any pages that may be challenging. Daily Activities: Reading: Every day, your student should be reading whether that be with you or independently. ● ​ Included in this packet are several texts for your student to read. The same book or text can be read multiple times throughout the month. Students who are able can complete a reading log capturing what they read each day. Writing: Blank pages are included in the packet for your student to create their own stories. ● ​ This is the perfect time to foster their creativity and imagination. Students should practice writing fiction and non-fiction texts. Math: There are several math worksheets included in the packet. Once your student has ● ​ completed the worksheets, have them write their own problems for a family member to complete. Your student can check the work to make sure all the answers are correct. ○ Math facts are also a very important aspect of your student’s math life that should be reviewed and practiced throughout the summer. Expectations for math facts are as follows: Grade 1: Mastery of addition and subtraction facts up to 10 ■ ​ Grade 2: Mastery of addition and subtraction facts up to 20 ■ ​ Grade 3-5: Maintain mastery of addition and subtraction facts up to 20 ■ ​ Mastery of all multiplication and division facts up to 10 Keep learning fun and remember that each student works at their own pace. If your student gets restless or frustrated, take a brain break and revisit the activity later. Use this opportunity of working at home to develop independence, perseverance, problem-solving skills, and creativity. The most important thing is for your student to enjoy learning! LITERACY MENU How many words can you Make a list of everything you make with these letters: Make a list of all the books you Take a good book outside and would like to do this summer. Go to the library and a, a, e, b, f, k, r, s, t? read this summer. find a cool place to read for Hang it on the refrigerator and check out new books! Write down the words. How many will it be? twenty minutes. check off each activity you do. Can you sort them in any way? Create a word search with Use your school login Decorate a writing folder. Cut words out of a newspaper or summer words: swim, information to get on How many words can you make Keep the stories you write this a magazine and use them to build read, summer, bike, www.lexiaCore5.com or from “vacation”? summer inside! ​ a story! family, friends, sunny, www.myOn.com. ​ warm, pool, music How many words can you make Put your favorite TV show Check out the articles on with these letters: on mute and turn on the Read a book and then Write a letter to a family timeforkids.com. a, e, e, d, g, n, r, r, s? ‘closed caption’ feature so watch the movie. member and send it in the mail. Recommend an article Write down the words. you can read the show Are they the same? Different? to a friend. Can you sort them in any way? instead of listen to it! Use what you know about Interview an older family Take a walk or a bike ride. Record yourself reading a book, persuading someone to convince member about what it Make a list of everything you story, poem, or article. Read a book your parent to take you was like when they were see while outside. How is your fluency? to someone special. somewhere fun. Be sure to your age. What categories can you make How is your expression? state your opinion and give What is the same? with the things on your list? Now, read and record it again! reasons with supporting details. What is different? Then sort the words. Make a menu for a Spell as many words as you can Check out National What would you like your summer cook-out and then Read a nonfiction text. with these letters: a, f, e, i, c, r, Geographic Kids online to next teacher to know ask an adult to help you shop What did you learn k, c, e, r, s. Think of words that learn interesting info, about you? Write a letter and cook for it. about the topic? end in –ick, -are, and –ack. How watch videos, and play and take it on the first Could you make invitations for What do you still want to know? many words can you make? Can games! day. guests, too? you sort them? Remember to read everyday! Have fun this summer! We will look forward to seeing you next school year … Name: Class: Inside Out By Francisco Jiménez 1997 Francisco Jiménez is a Mexican-American writer and professor in Santa Clara, California. His stories are influenced by his experiences working in a migrant labor camp as a child. Skill Focus: In this lesson, you’ll practice analyzing how an author develops a narrator’s point of view. This means determining what the narrator thinks or believes and examining how the author uses actions, dialogue, and thoughts to develop this point of view. As you read, take notes on the narrator’s point of view about fitting in. [1] “I remember being hit on the wrists with a twelve- inch ruler because I did not follow directions in class,” Roberto answered in a mildly angry tone when I asked him about his first year of school. “But how could I?” he continued, “the teacher gave them in English.” “So what did you do?” I asked, rubbing my wrists. “I always guessed what the teacher wanted me to do. And when she did not use the ruler on me, I knew I had guessed right,” he responded. “Some of the kids made fun of me when I tried to say something in English and got it wrong,” he went on. “I had to repeat first grade.” I wish I had not asked him, but he was the only one in the family, including Papá and Mamá, who "Untitled" by Nathan Dumlao is licensed under CC0 had attended school. I walked away. I did not speak or understand English either, and I already felt anxious. Besides, I was excited about going to school for the first time that following Monday. It was late January and we had just returned,a week before, from Corcoran1 where my family picked cotton. We settled in “Tent City,” a labor camp owned by Sheehey Strawberry Farms located about ten miles east of Santa Maria.2 [5] On our first day of school, Roberto and I got up early. I dressed in a pair of overalls, which I hated because they had suspenders, and a flannel checkered shirt, which Mamá had bought at the Goodwill store. As I put on my cap, Roberto reminded me that it was bad manners to wear a hat indoors. I thought of leaving it at home so that I would not make the mistake of forgetting to take it offin class, but I decided to wear it. Papá always wore a cap and I did not feel completely dressed for school without it. On our way out to catch the school bus, Roberto and I said goodbye to Mamá. Papá had already left to look for work, either topping carrots or thinning lettuce.3 Mamá stayed home to take care of Trampita, and to rest because she was expecting another baby. 1. city in Central California 2. city on the Central Coast of California 1 When the school bus arrived, Roberto and I climbed in and sat together. I took the window seat and, on the way, watched endless rows of lettuce and cauliflower whiz by. The furrows4 that came up to the two lane road looked like giant legs running alongside us. The bus made several stops to pick up kids and, with each stop, the noise inside got louder. Some kids were yelling at the top of their lungs. I did not know what they were saying. I was getting a headache. Roberto had his eyes closed and was frowning. I did not disturb him. I figured he was getting a headache too. By the time we got to Main Street School, the bus was packed. The bus driver parked in front of the red brick building and opened the door. We all poured out. Roberto, who had attended the school the year before, accompanied5 me to the main office where we met the principal, Mr. Sims, a tall, redheaded man with bushy eyebrows and hairy hands. He patiently listened to Roberto who, using the little English he knew, managed to enroll me in the first grade. Mr. Sims walked me to my classroom. I liked it as soon as I saw it because, unlike our tent, it had wooden floors, electric lights, and heat. It felt cozy. He introduced me to my teacher, Miss Scalapino, who smiled, repeating my name, “Francisco.” It was the only word I understood the whole time she and the principal talked. They repeated it each time they glanced6 at me.
Load more

Recommended publications
  • Language Institute Foreign Language Center 2019 Country in Perspective | Algeria
    COUNTRY IN PERSPECTIVE ALGERIA DLIFLC DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER 2019 COUNTRY IN PERSPECTIVE | ALGERIA Geography Introduction ................................................................................................................... 5 Geographic Divisions ................................................................................................. 6 The Tell ..................................................................................................................6 The High Plateaus and the Saharan Atlas Mountains ...................................7 Northeastern Algeria ...........................................................................................7 Topographical Divisions.............................................................................................. 8 Sahara Desert ......................................................................................................8 Climate ........................................................................................................................... 9 Bodies of Water ...........................................................................................................10 Rivers ...................................................................................................................10 Major Cities ..................................................................................................................11 Algiers .................................................................................................................
    [Show full text]
  • El Ignorante ■
    1 EL IGNORANTE ■ “Ignoro la verdad absoluta, pero soy humilde Ante mi ignorancia: En ella residen mi honor y mi recompensa.” (Khalil Gibran) 2 Domingo, 05 de junio 2011, Buenos Aires, Argentina. "El ocio hace que las horas sean largas y los años pasen rápido", así pensó Don Juan observando a su huésped que con un gran habano entre los dientes acariciaba a Ramiro, el perro mascota del barrio. Boris Krug, a pesar de las apariencias, se estaba preparando para una reunión crucial cuyo resultado podía afectar el destino de todo el planeta. Por este motivo se había alojado hace casi cuatro años en la pequeña habitación de Don Juan. A pesar de sus muchos recursos, ningún lugar le podía brindar la misma privacidad y seguridad suficiente para llevar a cabo su plan. Dentro de esas viejas paredes Boris escondió el objeto del deseo de todo el mundo, o más bien de la parte del mundo que sabía de su existencia. Lo escondió durante más de dos años, decidiendo finalmente de ponerlo a la venta en el comienzo de 2010. Los "clientes" más obstinados de Boris eran hombres poderosos, ricos y despiadados, que si hubieran sabido dónde vivía, sin duda habrían enviado comandos armados para matarlo y robarle su tesoro. Krug había logrado cubrir sus huellas al mundo escondiéndose en la multitud, yendo a vivir en los últimos cuatro años en una zona residencial de una metrópolis como Buenos Aires, cambiando muchas veces identidad y eliminando también el uso del teléfono celular y de su propia computadora. Para comunicarse con los potenciales compradores había asignado a cada uno de ellos una dirección diferente de correo electrónico adonde enviar una oferta y esperar la respuesta.
    [Show full text]
  • Comprendre Le Monde Musulman 3 Petite Histoire Sociale Du Voile
    Comprendre le monde musulman 3 Petite histoire sociale du voile Gilbert Clavel, 07 décembre 2017 Introduction Phénomène du vêtement islamique dont voile qui a fait débat : irruption d’un fait « étranger » aux normes communes. Question de vocabulaire : voile ? Foulard ? ou coiffe, couvre-chef. Prendre du recul : une histoire de ce bout de tissu qui couvre les cheveux, peut prendre différentes formes, est un élément vestimentaire parmi d’autres, variable selon les lieux et époques. (photos coiffes à travers âges) Ce recul permettra de se rendre compte de la diversité et complexité des significations que le port ou non port d’un fichu peut recouvrir. I. Remarques préalables : le paradoxe du vêtement en général, du voile en particulier A de multiples significations. A. Le vêtement en général a des fonctions paradoxales (le paradoxe…) : à la fois une fonction de distinction et une fonction de socialisation (normalisation) Une fonction de distinction (être autre) Une distinction des sexes : homme-femme (le vêtement comme le couvre- chef des hommes diffèrent de celui des femmes) Une distinction sociale. Ex.des castes hindoues (vêtement de soie) Une distinction culturelle ou religieuse Une distinction professionnelle : cadres costard-cravate et ouvriers en bleus de travail. Des tenues professionnelles obligatoires : cuisine… Une distinction générationnelle : le vêtement jeune Une distinction politique de contestation d’un ordre social : skinheads Une fonction de socialisation, de normalisation, voire d’uniformisation (être le même) Il manifeste l’appartenance à un groupe social (groupe jeune, classe sociale ou caste, etc.) 1 Il participe à une construction identitaire : que ce soit d’ordre social, générationnel, culturel, religieux (notamment dans les mouvements fondamentalistes : kippa, qamish, barbe, foulard, turban sikh… Le vêtement est producteur de normes sociales qui s’imposent aux individus inconsciemment : être habillé comme les autres, au moins ceux de mon groupe.
    [Show full text]
  • Qatar Fosters Vision of ME That Supports People Over Tyrants
    FRIDAY JUNE 14, 2019 SHAWWAL 11, 1440 VOL.12 NO. 4660 QR 2 FINE Fajr: 3:14 am Dhuhr: 11:34 am HIGH : 46°C Asr: 2:57pm Maghrib: 6:26 pm LOW : 35°C Isha: 7:56 pm MAIN BRANCH LULU HYPER SANAYYA ALKHOR Business 8 Sports 11 Doha D-Ring Road Street-17 M & J Building MATAR QADEEM MANSOURA ABU HAMOUR BIN OMRAN QC leads charge in boosting Copa America a chance Near Ahli Bank Al Meera Petrol Station Al Meera Qatar-Peru economic ties for Brazil to make good alzamanexchange www.alzamanexchange.com 44441448 Make the most of your trip Ooredoo Terms and conditions apply with 2x data with Qatarna data summer! AFP Qatar fosters vision of ME that supports people over tyrants Tanker attacks Doha calls for policies that supports the needs of the people Amir to chair Qatar’s TRIBUNE NEWS NETWORK civil war and waged a campaign DOHA against the internationally rec- delegation at CICA ognised government in Libya,” summit in Dushanbe in Gulf of Oman QATAR has fostered a vision of he added. the Middle East (ME) that sup- They also wage a digital THE Amir HH Sheikh Tamim bin ports people over tyrants, a top war. Online they spread mis- Hamad al Thani will chair Qatar’s Qatari official has said. information, unsubstantiated delegation to the fifth summit of stoke ‘war fears’ “What our region needs claims and inflammatory rhet- the Conference on Interaction and now are leaders that remain oric about those that oppose Confidence-Building Measures in Asia steadfast in the pursuit of a vi- them, he added.
    [Show full text]
  • DS Ang TERRICHE Abdallaha
    People’s Democratic Republic of Algeria Ministry of Higher Education and Scentific Research Djillali Liabes University of Sidi Bel Abbes Faculty of Letters, Languages and Arts Department of English Language Planning and Endangered Minority Languages Schools as Agents for Language Revival in Algeria and Australia Thesis Submitted to the Department of English in Candidacy for the Degree of Doctorate in Language Planning and Education Submitted by: Supervised by: Mr. Terriche Abdallah Amin Prof. Melouk Mohamed Board of Examiners Prof. Bedjaoui Fewzia President Sidi Bel Abbes University Prof. Melouk Mohamed Supervisor Sidi Bel Abbes University Prof. Ouerrad Belabbas Examiner Sidi Bel Abbes University Dr. Bensafa Abdelakader Examiner Tlemcen University Dr. Baraka Abdellah Examiner Mascara University Dr. Gambaza Hichem Examiner Saida University 2019-2020 Dedication To all my teachers and teacher educators I Acknowledgements The accomplishment of the present study is due to the assistance of several individuals. I would like to take this opportunity to express immense gratitude to all of them. In particular, I am profoundly indebted to my supervisor, Prof. Melouk Mohamed, who has been very generous with his time, knowledge and assisted me in each step to complete the dissertation. I also owe a debt of gratitude to all members of the jury for their extensive advice and general support: Prof. Bedjaoui Fewzia as president, Prof. Ouerrad Belabbas, Dr. Bensafa Abdelakaer, Dr. Baraka Abdellah, and Dr. Gambaza Hichem as examiners. I gratefully acknowledge the very generous support of Mr Zaitouni Ali, Mr Hamza Mohamed, Dr Robert Amery, and Mr Greg Wilson who were instrumental in producing this work, in particular data collection.
    [Show full text]
  • Mask, Kente Cloth, Gowni, Tagelmust, Headscarf, Clothing in Africa, Koto (Traditional Clothing), BÃÂ Gãâ Lanfini, Dashiki, Kufi, Wrapper (Clothing), Head Tie
    IE2G9C3UTFSN ~ eBook » Articles On African Clothing, including: Mask, Kente Cloth, Gowni, Tagelmust, Headscarf, Clothing... Articles On African Clothing, including: Mask, Kente Cloth, Gowni, Tagelmust, Headscarf, Clothing In Africa, Koto (traditional Clothing), BÃÂ gÃÂ lanfini, Dashiki, Kufi, Wrapper (clothing), Head Tie Filesize: 6.12 MB Reviews A superior quality publication along with the font used was fascinating to learn. I have read through and i also am certain that i am going to going to go through yet again again in the future. Your life period will likely be enhance the instant you total reading this publication. (Donnie Rice) DISCLAIMER | DMCA LF9P87MXVJXN > Doc \\ Articles On African Clothing, including: Mask, Kente Cloth, Gowni, Tagelmust, Headscarf, Clothing... ARTICLES ON AFRICAN CLOTHING, INCLUDING: MASK, KENTE CLOTH, GOWNI, TAGELMUST, HEADSCARF, CLOTHING IN AFRICA, KOTO (TRADITIONAL CLOTHING), BÃÂ GÃÂ LANFINI, DASHIKI, KUFI, WRAPPER (CLOTHING), HEAD TIE To get Articles On African Clothing, including: Mask, Kente Cloth, Gowni, Tagelmust, Headscarf, Clothing In Africa, Koto (traditional Clothing), BÃÂ gÃÂ lanfini, Dashiki, Kufi, Wrapper (clothing), Head Tie eBook, you should refer to the link below and download the file or have access to additional information which are related to ARTICLES ON AFRICAN CLOTHING, INCLUDING: MASK, KENTE CLOTH, GOWNI, TAGELMUST, HEADSCARF, CLOTHING IN AFRICA, KOTO (TRADITIONAL CLOTHING), BÃÂ GÃÂ LANFINI, DASHIKI, KUFI, WRAPPER (CLOTHING), HEAD
    [Show full text]
  • RETHINKING REPRESENTATIONS of IDENTITY in CONTEMPORARY FRANCOPHONE WEST AFRICAN CINEMAS a Thesis Submitted to the University Of
    RETHINKING REPRESENTATIONS OF IDENTITY IN CONTEMPORARY FRANCOPHONE WEST AFRICAN CINEMAS A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2018 MONIKA KUKOLOVA SCHOOL OF ARTS, LANGUAGES AND CULTURES List of Contents List of Figures ............................................................................................................... 4 Abstract ........................................................................................................................ 5 Declaration and Copyright Statement ......................................................................... 6 Acknowledgements ...................................................................................................... 7 About the Author ......................................................................................................... 8 Introduction ................................................................................................................. 9 i.i On ethnic identity ............................................................................................... 10 i.ii Defining contemporary Francophone West Africa ............................................ 12 i.iii West African ethnic groups: Mande peoples ................................................... 16 i.iv West Africa and Europe .................................................................................... 20 i.v Francophone West African cinemas .................................................................
    [Show full text]
  • Piercing the Night
    Scripture quotations are from The Holy Bible, English Standard Ver- sion, copyright © 2001 by Crossway Bibles, a division of Good News Pub- lishers. Used by permission. All rights reserved. Dedicated to the memory of General George S. Blanchard, whose faithful encouragement resulted in this book; and to Debbie, his daughter – my love till death do us part. Thanks… …to Debbie, for her staunch support, ready availability, and wise counsel throughout the writing of this book. …to Peter Muth, my fellow-Kraut and friend since age eleven, for his resolute commitment to this project and patient advice hidden in every page. …to Karsten, a stickler for accuracy and the eye to go with it. …to Misha, for editing with you, the reader, in mind rather than her Papa, the writer. …to Margaret Clark, for reminding me of the difference between “brake” and “break” and that it is not “petal to the metal,” even for flower lovers. …to Thaine Norris, my talented friend, for the cover design and layout. …last yet foremost, to our Father, who kept us and blessed us with a story to tell. CONTENTS Introduction ..............................................................................13 Prologue: Under the Gun ..........................................................15 PART I FOOTLOOSE AND FANCY-FREE 1. My Early Years ..................................................................23 2. The General’s Daughter ....................................................35 PART II UGANDA – MORE THAN JUST SURVIVAL 3. Danger, Disaster, and Destitution ....................................49
    [Show full text]
  • Rebelión En Los Campos De Corazones Belen Gache
    Rebelión en los campos de corazones Belen Gache www.belengache.net Este libro forma parte del proyecto Kublai Moon y es continua- ción de De cómo decidí quedarme en la luna luego del rescate de los poetas prisioneros de Kublai Khan http://belengache.net/kublaimoon/ Sociedad Lunar Ediciones Colección Narrativa Experimental 2014 www.sociedadlunar.org REBELIÓN EN LOS CAMPOS DE CORAZONES Belen Gache REBELIÓN EN LOS CAMPOS DE CORAZONES PARTE PRIMERA RECONSTRYENDO LA BIBLIOTECA CÓSMICA DE POESÍA DEL GRAN KHAN 5 BELEN GACHE 6 REBELIÓN EN LOS CAMPOS DE CORAZONES No hay nubes en la luna l menos, no las hay para nosotros, los poetas Aex prisioneros de Kublai Khan. Tampoco para los campesinos lunares que han quedado mudos luego de la explosión de la bomba de silencio. Curiosa, una revolución muda. Liderados por el comandante Aukan, los pálidos campesinos han iniciado su rebelión. Aunque la ciudad del Khan permanece protegida por una gruesa muralla, cada tanto nos llegan noticias de los graves en- frentamientos que se producen en los campos de corazones. 7 BELEN GACHE Víctimas de la realidad a tinta de alas de mariposas azules es bas- Ltante más eficaz que la tinta hecha en la procesadora de corazones cuando se la utiliza en copias manuscritas. En esto, disiento con uno de los copistas, Dot Perinch. También discrepamos en cuanto al perihelio de Mercurio, a la inequidad paraláctica y a la precisión de las coordenadas selenográficas. Ya hemos discutido en varias oca- siones. Él atribuye mi estado de ánimo inestable a mi falta de corazón, lo cual, por supuesto, es completamente falso.
    [Show full text]
  • Petro-Democracy: Oil, Power and Politics in Niger
    Petro-Democracy: Oil, Power and Politics in Niger Dissertation zur Erlangung des Doktorgrades der Sozialwissenschaftlichen Fakultät der Georg-August-Universität Göttingen vorgelegt von Jannik Schritt geboren in Eutin Göttingen 2018 Betreuungsausschuss Erstbetreuer: Prof. Dr. Nikolaus Schareika Weitere Betreuer: Dr. Andrea Behrends Weitere Mitglieder der Prüfungskommission: Prof. Dr. Roman Loimeier Tag der mündlichen Prüfung: 22.11.2017 For Angela and Edzard Abstract In 2008, Niger signed an oil contract with China National Petroleum Corporation (CNPC) over the Agadem oil block located in the far eastern region of Diffa; and in 2011, they inaugurated the country’s first and only oil refinery near Zinder, the second biggest city, situated in the country’s south-east. While the inauguration had been planned as a major celebration to mark the coming of oil, it soon became a highly contested political event. That day, with new President Mahamadou Issoufou coming from the capital Niamey (located in the west of the country) to Zinder to mark the occasion, youths set alight tire street barricades and clashed with police. The protests turned into violent riots some days later with youth clashing with security forces in the streets, burning down a police station and looting a bank. Two people were killed and several were injured. Using in-depth ethnographic material collected over 13 months of fieldwork from 2011 to 2014 within the methodological framework of the extended case method, the book takes the event of the oil refinery’s inauguration
    [Show full text]
  • Articles on African Clothing, Including: Mask, Kente Cloth, Gowni, Tagelmust, Headscarf, Clothing
    LMUSSANYKJ0S ~ PDF Articles On African Clothing, including: Mask, Kente Cloth, Gowni, Tagelmust, Headscarf, Clothing... A rticles On A frican Cloth ing, including: Mask, Kente Cloth , Gowni, Tagelmust, Headscarf, Cloth ing In A frica, Koto (traditional Cloth ing), Bà  gà  lanfini, Dash iki, Kufi, W rapper (cloth ing), Head Tie Filesize: 2.31 MB Reviews Comprehensive information for book lovers. This is for all who statte that there had not been a worth studying. Its been printed in an remarkably simple way which is simply following i finished reading through this pdf where actually modified me, change the way i think. (Rebekah Smith) DISCLAIMER | DMCA KJF6I6DH6KC8 \\ Doc \ Articles On African Clothing, including: Mask, Kente Cloth, Gowni, Tagelmust, Headscarf, Clothing... ARTICLES ON AFRICAN CLOTHING, INCLUDING: MASK, KENTE CLOTH, GOWNI, TAGELMUST, HEADSCARF, CLOTHING IN AFRICA, KOTO (TRADITIONAL CLOTHING), BàGàLANFINI, DASHIKI, KUFI, WRAPPER (CLOTHING), HEAD TIE To save Articles On African Clothing, including: Mask, Kente Cloth, Gowni, Tagelmust, Headscarf, Clothing In Africa, Koto (traditional Clothing), Bàgàlanfini, Dashiki, Kufi, Wrapper (clothing), Head Tie PDF, make sure you refer to the hyperlink listed below and download the ebook or have access to other information that are have conjunction with ARTICLES ON AFRICAN CLOTHING, INCLUDING: MASK, KENTE CLOTH, GOWNI, TAGELMUST, HEADSCARF, CLOTHING IN AFRICA, KOTO (TRADITIONAL CLOTHING), BàGàLANFINI, DASHIKI, KUFI, WRAPPER
    [Show full text]
  • What Is the Best Way to Begin Learning About Fashion, Trends, and Fashion Designers?
    ★ What is the best way to begin learning about fashion, trends, and fashion designers? Edit I know a bit, but not much. What are some ways to educate myself when it comes to fashion? Edit Comment • Share (1) • Options Follow Question Promote Question Related Questions • Fashion and Style : Apart from attending formal classes, what are some of the ways for someone interested in fashion designing to learn it as ... (continue) • Fashion and Style : How did the fashion trend of wearing white shoes/sneakers begin? • What's the best way of learning about the business behind the fashion industry? • Fashion and Style : What are the best ways for a new fashion designer to attract customers? • What are good ways to learn more about the fashion industry? More Related Questions Share Question Twitter Facebook LinkedIn Question Stats • Latest activity 11 Mar • This question has 1 monitor with 351833 topic followers. 4627 people have viewed this question. • 39 people are following this question. • 11 Answers Ask to Answer Yolanda Paez Charneco Add Bio • Make Anonymous Add your answer, or answer later. Kathryn Finney, "Oprah of the Internet" . One of the ... (more) 4 votes by Francisco Ceruti, Marie Stein, Unsah Malik, and Natasha Kazachenko Actually celebrities are usually the sign that a trend is nearing it's end and by the time most trends hit magazine like Vogue, they're on the way out. The best way to discover and follow fashion trends is to do one of three things: 1. Order a Subscription to Women's Wear Daily. This is the industry trade paper and has a lot of details on what's happen in fashion from both a trend and business level.
    [Show full text]