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These boxes can help students build phonological awareness by segmenting words into sounds or syllables. I would focus more on syllables with 7th and 8th grade.

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Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes.

Clay, M. (1993). Reading Recovery: A Guidebook for Teachers in Training. NH: Heinemann.

Elkonin, D. (1971). "Development of Speech". In A.V. Zaporozhets and D. B. Elkonin (Eds.). The Psychology of Preschool Children. Cambridge, MA: M.I.T. Press.

Ellis, E. (1997). How Now Brown Cow: Phoneme Awareness Activities.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

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Elkonin boxes build phonological awareness skills by segmenting words into individual sounds, or phonemes. To use Elkonin boxes, a child listens to a word and moves a token into a box for each sound or phoneme. In some cases different colored tokens may be used for consonants and vowels or just for each phoneme in the word.

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Longman Dictionary of Contemporary English

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Longman Dictionary of Contemporary English

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This dictionary while it fuctions as a regular dictionary, also provides daily ways for students to learn new vocabulary. There are different tops including, a word of the day, a categories of the day, hot topics, pictures for vocabulary identification practice, and more.

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Longman Dictionary of Contemporary English | LDOCE

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Longman English Dictionary - the leading dictionary for learners of English of all levels: definitions, idioms, examples and more.

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Because the list contains both familiar and unfamiliar words, students can use their existing knowledge of familiar words to support their use of the new, unfamiliar ones.

When partnering or using small groups, each student or pair does not have to use all the words or come up with all the sentences independently. However, because all of the words will be used when partners or groups share their sentences with the class, the students’ vocabulary knowledge is expanded further.

Although students are directed to write 2–4 sentences, higher-achieving students can compose more sentences and lower-achieving students can compose fewer sentences. Note: Regardless of how many sentences the students are writing, each one must contain at least two terms from the list.

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Readers’ theatre involves students in extensive practice and rehearsal of scripted material to be performed for a group. By the time struggling readers reach middle school and high school, they have probably had several unsuccessful, or “bad,” experiences reading in front of their peers. Readers’ theatre can provide older struggling readers with an opportunity to be successful at reading. This experience may lead to greater student confidence, motivation, and, because of the extensive practice required, improved oral reading fluency (Rinehart, 1999).

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Gather a large selection of poems and have your students choose one they would like to practice and eventually "perform".  Performances can take the place as simple readings in front of the class, in a small group, or with a partner. Students can also make a PowerPoint presentation that they narrate by reading the poem.  Presenting options are endless; the most important thing is to get them reading and rereading the poem in order to improve fluency.

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Assist students to create a personal spelling dictionary

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This is a great resource for teachers and parents hat explains why phonological and phonemic awareness is important and the building blocks to get there.

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Basics: Phonological and Phonemic Awareness

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Before children learn to read print, they need to become aware of how the sounds in words work. They must understand that words are made up of individual speech sounds, or phonemes. A child's skill in phonological and phonemic awareness is a good predictor of later reading success or difficulty.

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A story map is a strategy that uses a graphic organizer to help students learn the elements of a book or story. By identifying story characters, plot, setting, problem and solution, students read carefully to learn the details. There are many different types of story map graphic organizers. The most basic focus on the beginning, middle, and end of the story. More advanced organizers focus more on plot or character traits.

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Adler, C. (2004). Seven Strategies to Teach Students Text Comprehension.

Armbruster, B. B., Lehr, F., & Osborn, J. (2001) Put reading first: The research building blocks for teaching children to read kindergarten through grade three. Washington, DC: The U.S. Department of Education.

Boulineau, T., Fore, C, Hagan-Burke, S. and Burke, M. (2004). Use of Story-Mapping to Increase the Story-Grammar Text Comprehension of Elementary Students with Learning Disabilities. Learning Disability Quarterly, Vol. 27, No. 2 (Spring, 2004), pp. 105-121

Nell K. Duke, P. David Pearson, Stephanie L. Strachan, and Alison K. Billman (2011) Essential Elements of Fostering and Teaching Reading Comprehension . From What Research Has to Say About Reading Instruction (4th ed.), International Reading Association.

Nell K. Duke, Alessandra E. Ward, and P. David Pearson (2021). The Science of Reading Comprehension Instruction , The Reading Teacher, Vol 74, No. 6 (May-June 2021).

Dunst, C, Simkus, A, Hamby, D. (2012). Children's Story Retelling as a Literacy and Language Enhancement Strategy. CELLreviews 5(4). Asheville, NC: Orelena Hawks Puckett Institute, Center for Early Literacy Learning.

Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS: Creating independence through student owned strategies 3rd Edition. Dubuque, IA: Kendall Hunt Publishing Company.

Timothy Shanahan et al., Improving Reading Comprehension in Kindergarten Through 3rd Grade (2010). U.S. Department of Education, Institute of Education Sciences.

Trabasso, T., & Bouchard, E. (2002) Teaching readers how to comprehend text strategically. In C. Block and M. Pressley, (Eds.) Comprehension instruction: Research-based practices (pp. 176-200). NY: Guilford Press.

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Story maps use graphic organizers to help students learn the elements of a book or story. The most basic story maps focus on the beginning, middle, and end of the story. More advanced organizers focus more on plot or character traits.

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This site gives information and examples of how pst words are related to modern words. This would be great resource when teaching my students about the origin of words and how language has changed.

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The History of English - Old English (c. 500 - c.1100)

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The History of English - Old English (c. 500 - c.1100)

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Student picks a word on the wall and plays 20 questions with it. The other students try to ask questions until till can isolate the specific word. Each student only gets one guess and the questions cannot be about the spelling of the word, but instead about the origin, meaning, and context.

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This is a text feature find that has student gain comprehension for expository texts.

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Students practice blending base words and inflections to make words.

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Morpheme Structures Compound Word Puzzles

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Morpheme Structures Compound Word Puzzles

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Students have two different words on puzzle pieces and can rearrange them to make as many different compound words as possible.

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This sports=themed activity book focuses on building children's literacy skills through syllable identification, Reading lists for each sport, picture and sound identification, and more.

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The student will identify variant correspondences in words by using the thread vertical strip and sliding the litters to make different words. They then determine if it is a real or nonsense word.

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Students will use this resource to practice finding the meaning of metaphors

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Videos for Teaching Phonological Awareness. Students can sing along to these as they are learning certain rules.

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Last updated on September 28, 2020

Phonemic awareness videos can make an abstract concept, like phoneme manipulation, easier to grasp and understand! Since these skills are crucial in learning to read, use these videos as time-fillers in your classroom and make the most of your instructional minutes!

Phonemic awareness is the foundation of learning to read using phonics. Which makes it super important.

However, these skills that are easy to skip over if you're not purposefully adding them into your routine. Especially since it hasn't been made a priority in many box curriculums. (So unfortunate. 😣)

So...who has a ton of extra free time in their classroom? 🙋🏽‍♀️

Oh, wait.

You don't have enough time to teach all the standards and content?

Yeah, me either. 😔

Fortunately, research shows that phonemic awareness instruction does not need to consume large periods of time. 👏

Phonemic Awareness Videos That Keep Your Students Begging for More!

Standing in line, a few extra minutes when you finish a lesson early, the weird 5 minutes between specials and lunchtime...these are the perfect times to practice and build phonemic awareness skills!

Those are also great times to have a little brain break. 🥳 That is why I LOVE to use videos! Many of these videos will have students singing, dancing and/or moving along ( while building foundational reading skills). #winwin 🙌

"Phonemic Awareness Should be Done in the Dark"

But Lauren! I thought that you said that phonemic awareness is a activity and it should be done in the dark?!?! And now you want us to show phonemic awareness videos? 🤨

Why yes, I did say that phonemic awareness should be "done in the dark"! And it's true!

However, here are two things to consider:

1. Who said you can't listen to the videos with the lights off? In other words, keep your speakers on and turn the display off! BAM! "listening" videos in the dark. ?

2. This doesn't mean that you can never practice blending, segmenting, deleting phonemes without letters as a visual. It just means that the focus is not on sound-symbol relationships. (That would be phonics.) Even if your students haven't learned all of the letters of the alphabet (yet), you can still use these videos! The focus and purpose of these videos is to HEAR the phonemic awareness activities. The focus is not on the spelling of the words.

Phonological Awareness VS Phonemic Awareness

Before we get started, do you know the difference between phonological awareness and phonemic awareness?

I used these terms interchangeably for years, but they're actually quite different.

I've explained it all (and even created a little cheat sheet for you) which you can read about here: The Difference Between Phonological Awareness and Phonemic Awareness.

Videos for Teaching Phonological Awareness

Since phonological awareness and phonemic awareness activities build on each other, I like to practice a few phonological awareness skills first.

Even if some of your kiddos have mastered hearing and manipulating words, syllables, and onset and rime, it never hurts to use these phonological awareness videos as a warm-up. Remember, they all serve as a brain break, too!

Learning Videos for the Classroom

While I personally believe these videos are appropriate for first and second grade classrooms, remember that there can often be inappropriate ads before and after YouTube videos. Also, I always recommend previewing the full video before showing it to your class.

If you plan to show YouTube videos in your classroom, I highly recommend that you read this blog post by Catherine, the Brown Bag Teacher. She shares three ways to eliminate YouTube video ads so that you can safely play these learning videos in your classroom.

Sound Discrimination

This video is a great opportunity to get moving and practice isolating the beginning sounds of words. I start the video around 40 seconds and give instructions to move and say the beginning sounds.

Rhyming

I love this video because it is scaffolded for different levels of understanding. Students who may not quite "get" rhymes yet can listen to the two rhyming words he says. Kids who are ready to produce rhymes can shout out a third rhyme to the beat.

Syllables and Syllable Splitting

Could there be a better syllable song? I think not.😉 Kids absolutely love dancing, clapping and singing to this song. They make silly sentences out of one syllable words. Then they go on to do two, three, four and five syllable word sentences, too! #winning

Blending (Onset and Rime)

This song is a little (okay a LOT) silly. However, it works on the very important phonemic awareness skill of blending. Around 30 seconds he gives the example of "duck." He says the beginning sound and asks the kids to say the end. Then they blend them together!

Phonemic Awareness Videos

Blending and Segmenting Phonemes

This video gives such an excellent visual of stretching a word out. He sounds out each sound and then blends them back together (another skill! Double duty ?)

Phoneme Deletion

The chorus of this video is an explanation of phoneme deletion. Jack Hartman says to listen to the word to hear the sound disappear. I like to start this video at 50 seconds (the intro is l-o-n-g). It gives students the chance to hear examples of real words before and after a sound is deleted.

Fair warning: your kids will probably sing this song all day. I don't know why they latch on to this one, but my kids just can't get it out of their heads...which means I can't get it out of my head. 🤪

Phoneme Manipulation

This song is perfect for practicing changing sounds in the same word! I love how after each verse the video says "Let's change it to an ___." Kids can hear the sound that it will be changing to, which helps them make that phonemic awareness connection!

My kids love to move to to this video! I like how it doesn't show any letters. Students have to listen to the song and look at the photos. We do this one when we all need to get up and move!

Phonemic Awareness Teacher Task Cards

These phonemic awareness videos are just one way I integrate these important skills into my school day.

Sometimes, you might have a few extra minutes of downtime, but you don't have time to pull up a video or set up the display. ⏰ That time doesn't have to be lost!

That's when I love using these phonemic awareness teacher task cards! They have hundreds of skill building activities, and it's all scripted for you! All you have to do is read them aloud!

I keep them on a ring next to the back door. After we get all lined up, we practice a few skills. I love that the skills build on each other. I just use a sticky note so that we never lose our place.

You can these phonemic awareness teacher task cards while distance learning, too! Just read the cards aloud to your students - they don't need a copy or a visual!

How do you fit phonemic awareness practice into your day? Do you have any awesome phonemic awareness videos that I don't know about? I would love to hear your ideas. Let me know below! 👇

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Phonemic Awareness Videos That Keep Your Students Begging for More!

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Last updated on September 28, 2020 Phonemic awareness videos can make an abstract concept, like phoneme manipulation, easier to grasp and understand! Since these skills are crucial in learning to read, use these videos as time-fillers in your classroom and make the most of your instructional minutes!

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A great way to encourage phonological awareness is to learn to identify and count syllables in words. This fun popcorn-themed sorting activity will keep kids motivated while they clap out the syllables!

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Totschooling - Toddler, Preschool, Kindergarten Educational Printables

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A great way to encourage phonological awareness is to learn to identify and count syllables in words. This fun popcorn-themed sorting activity will keep kids motivated while they clap out the syllables!

This post contains affiliate links for your convenience.

This FREE Syllable sorting activity is great for preschool and kindergarten kids who are learning about syllables. They will love the popcorn theme!

Print and laminate all pages, or print them on thicker cardstock paper. Cut out the popcorn boxes and all the popcorn kernel pieces. Mix up the pieces and have children clap and count the syllables in each word, then place it with the correct popcorn box.

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FREE printable sorting activity for preschool and kindergarten kids to sort syllables with a fun popcorn theme! This is a great literacy activity to develop phonemic or phonological awareness. Clap and count the syllables in each popcorn kernel and sort it with the correct popcorn box.

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Read and Write words with consonant Blends

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Read and Write words with consonant Blends

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This is a lesson plan where students will learn to read and write words with consonant blends using word cards.

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This will match onset's and rimes to form new words. I like this one because it would be a great activity for my 7th and 8th graders.

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Students will increase accuracy and rate in identifying known letter sounds using sound cards.

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Students will learn the features of native text structures. Good readers use text strutters to help them understand why they read.

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This website offers 4 different classroom strategies that can help build fluent readers.

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Four classroom strategies that can help build fluent readers

Posted:

Whole-Class Choral Reading
Setting aside small amounts of time in your daily instruction to practice reading fluency can make a huge difference for your students. Classroom strategies for increasing fluency can be employed using text passages that are currently a part of your existing curriculum or you may choose to supplement with other texts, particularly for certain strategies such as repeated reading (outlined below). A critical principle of fluency instruction is that students must have sufficient practice with a variety of texts. Strategies that provide practice with independent and instructional level texts encourage fluency development in readers. Below, we briefly mention several fluency strategies while a more detailed description is available for each at the link provided at the end of the description.
"That Sounded Good!" Using Whole-Class Choral Reading to Improve Fluency 16 Minutes of "Eyes-on-Text" Can Make a Difference: Whole-Class Choral Reading as an Adolescent Fluency Strategy The Importance of Adolescent Fluency Alternative Text Types to Improve Reading Fluency for Competent to Struggling Readers Paired or Buddy Reading
Whole-class choral reading is a strategy where all students read the same text aloud with the teacher. This is a powerful assisted reading strategy that can use either a repeated-reading or wide-reading implementation. Texts can and should be drawn directly from the curriculum. In a repeated-reading protocol, the same text is read multiple times across several days. With a wide-reading implementation, different but very similar texts are read each day. An example of a similar text might be an extended story where each day the next succeeding paragraph(s) is read. Whole-class choral reading provides many benefits for students. For example, students are able to hear a model of good reading because the teacher leads the class in reading. This also means that students are provided with immediate assistance on pronouncing unfamiliar words and phrases. Because students read with the teacher, they also hear a model of prosodic reading while they are reading. A key feature of choral reading is that it provides a safe "cover" for struggling readers as individual students are neither asked to read nor are they singled out for either good or poor reading. All praise and correction is given to the class as a single entity and not to individual students. Research evidence suggests that whole-class choral reading helps both proficient and struggling readers whether implemented in reading or content classes. The link below provides explicit implementation instructions.
Using Paired Reading to Increase Fluency and Peer Cooperation Repeated Reading
Paired or buddy reading is a peer-assisted learning strategy (PALS), where students read in groups of two; while it is most often used in the elementary grades, it can be used in older grades as well. In this strategy students take turns reading the text to each other. It is helpful if less fluent readers are paired with a more fluent reader. Texts are chosen that serve the curricular needs of the class and that are at the independent reading level of the better reader, but not so difficult that the partner is frustrated. It's important that a routine for paired reading be decided in advance by the teacher. Directions for how students will take turns reading, how they will handle instances where a student does not know a word, how to check for understanding, and how long a paired reading session will last must be decided in advance. The link below provides instructions for implementation.
SAP Fluency Packets Fluency Development Lesson
Repeated reading refers to instances when students read the same text several times. Often, repeated readings are distributed across several days where the passage is read two or three times the first day to reinforce proper pronunciation and phrasing, and then once a day for two to three more days. The idea is to help the student increase their automaticity with words and phrases specific to the text. This automaticity will then transfer to words and phrases in other texts. Repeated reading can be implemented in a one-on-one basis where a teacher or paraprofessional works directly with the student, in small groups, or as a whole class. In other instances, repeated reading is a feature within a strategy such as whole-class choral reading. SAP provides fluency packets at the link below:

Fluency instruction is not something that is "in addition to;" rather, it is intrinsic to effective reading instruction. The luency evelopment esson (Rasinski et al., 1994) was recognized by the National Reading Panel (2000) as an effective approach to developing fluent readers in grades 1-3. The FDL routine uses a Gradual Release of Responsibility model where the teacher shifts reading responsibility for reading to the students. At its essence, the FDL uses short pieces of text including poems, rhymes, and segments of stories which students read aloud in unison with the teacher (choral reading) several times (repeated reading). The reader should refer to the link below for the FDL instructional protocol. The Fluency Packets on Achieve the Core are very similar to this technique.

About the Author: David Liben is the Senior Content Specialist of the Literacy and English Language Arts team at Student Achievement Partners. David has taught elementary, middle school and high school students in public and private schools, as well as community college and teacher preparation courses, in New York City and Vermont. David still spends as much time as possible in schools with teachers and children. Together with Meredith Liben, David founded two innovative model schools in New York City - New York Prep, a junior high school in East Harlem, and in 1991, the Family Academy - where he served as Principal and lead curriculum designer. David holds a bachelor's degree in Psychology from the University of Wisconsin and a master's degree in school administration from Teachers College, Columbia University.

About the Author: David D. Paige is Associate Professor of Education at Bellarmine University in Louisville, Kentucky. After a 20-year career in business, Dr. Paige began his educational career as a special educator in an urban middle school in Memphis, TN. After completed his doctoral studies at the University of Memphis, Dr. Paige entered higher education where his work in schools includes early reading instruction, reading fluency, assessment, vocabulary, and comprehension in children from poverty. Dr. Paige presents regularly at national conferences such as the International Reading Association, the Association of Literacy Researchers and Educators, the American Educational Research Association, the Consortium for Research Accountability and Teacher Evaluation, the Standards Institute and Student Achievement Partners. In the summer of 2015 Dr. Paige was the recipient of the Jay and Maureen McGowan Presidential Award where he visited to Oxford University as a visiting research scholar. Dr. Paige has published his research in a variety of national journals including Reading & Writing, The Journal of Literacy Research, The Reading Teacher, Reading Psychology, Reading Horizons, Literacy Research and Instruction, the Yearbook of the Association of Literacy Researchers and Educators, the Journal of Adult and Adolescent Literacy, Cogent Education, and the Bulletin of the National Association of Secondary School Principals, as well as several book chapters. Dr. Paige is Executive Director of the Thinking Schools Academy, an initiative to improve teaching and learning in India, and holds credentials as a special educator and school administrator. Dr. Paige is President-Elect of the Association of Literacy Educators and Researchers, a national literacy organization.

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Building Reading Fluency - Peers and Pedagogy

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Setting aside small amounts of time in your daily instruction to practice reading fluency can make a huge difference for your students. Classroom strategies for increasing fluency can be employed using text passages that are currently a part of your existing curriculum or you may choose to supplement with other texts, particularly for certain strategies [...]

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this is where you take a sentence and read it in meaningful chunks of words. Usually chunks will start out being 2-3 words and then students can build up to chunking more words together to sound like talking. Most beginning readers tend to read one word at a time. We often describe this as reading like a robot. Chunking can help students break the habit of reading word by word. To practice chunking you can take a pencil and draw a line under the words you want to read together without pausing. Then practice reading the sentence(s), trying not to pause until you get to the end of the line.

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This comprehension strategy encourages students to make connections between what they’re reading and their own experiences. In the process, the student’s reading becomes more personally meaningful.

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What Is the Visualization Comprehension Strategy? Visualization involves the construction of mental images with the purpose of drawing meaning from a text. When engaged in visualization, students will form pictures in their minds of what they have read as they read it.

However, visualization is perhaps a poor name for this strategy with its suggestion of 'seeing' alone. Visualization is actually about engaging more than just our sense of sight. Students who are adept at using this strategy will not only make mental images in their minds, but they'll conjure up in their imaginations the smells, sounds, feel, and tastes of what they read too.

How Can I Teach the Visualization Comprehension Strategy in the Classroom? The best method of teaching this strategy to your students is to use direct modeling. Begin by reading aloud a familiar story. As you read, describe to the students the mental images that you form in your mind.

Once you have given students an insight into your thought processes while reading, then challenge individual students to have a go themselves with short passages, They should read a sentence or two to begin with, then describe the images in their minds as they read them. They should continue in this manner until they complete the passage.

With time, this too will become 2nd nature to the students as another string is added to their bow.

3. Activating Prior Knowledge Comprehension Strategy

What Is the Activating Prior Knowledge Comprehension Strategy? This comprehension strategy encourages students to make connections between what they're reading and their own experiences. In the process, the student's reading becomes more personally meaningful.

Prior knowledge is the knowledge that students have already. It's what the student brings to their reading. The more prior knowledge they have in any given area, the better able they'll be to comprehend what they read.

As students learn to make connections between the things they read and their own lives, they will begin to develop a scaffold on which they can hang new ideas and concepts.

How Can I Teach the Activating Prior Knowledge Comprehension Strategy in the Classroom? This strategy begins even before the book is opened. First, ask the students to preview the book. Examine the cover and discuss what they see there. Flip through the pages of the book together and read the blurb on the back. Discuss with the students what they think the book might be about based on their observations.

As you read through the book, encourage students to point out when they read something they know already. What else do they know about this topic? Can they share what they know with the class?

As with all the strategies in this article, activating prior knowledge gets us thinking about reading, it is a metacognitive skill as well as a skill that is reliant on the student's own knowledge and experience.

4. Questioning Comprehension Strategy

What Is the Questioning Comprehension Strategy? This comprehension strategy encourages students to think critically about what they read, as well as helps students to develop their own sense of curiosity. Just as we ask our students questions in order to stimulate their thinking, students ask themselves questions about a text to kick start their exploration of the text in pursuit of understanding. Questioning ensures students engage closely with a text, making reading more than just a passive pursuit in the process.

How Can I Teach the Questioning Comprehension Strategy in the Classroom? Instruct students that questioning should take place before, during, and after their reading. It will provide them with purpose and focus for their reading. In this strategy, students will ask questions for several reasons, including to clarify meaning ( What does this word mean? Why did that happen?), to understand the events and characters better ( Why did she do that? What would happen if...?), and to understand the writer's purpose ( Why did they write that?).

Asking questions is especially important when a student finds themself not understanding what is happening. Asking clarification questions helps the student to seek out the information required to make their comprehension clearer.

5. Inferring Comprehension Strategy

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Reading Comprehension Strategies - Literacy Ideas

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What Is the Visualization Comprehension Strategy? Visualization involves the construction of mental images with the purpose of drawing meaning from a text. When engaged in visualization, students will form pictures in their minds of what they have read as they read it. However, visualization is perhaps a poor name for this strategy with its suggestion of 'seeing' alone.

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s it "picture" or "pitcher," "waive" or "wave"? You choose the correct word from two options to complete each sentence in Word Confusion. With "two" levels of difficulty, every player is sure "to" find a game that will be "too" much fun.

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Suitable for grades 3 - 8, Word Confusion lets you help Regan the Vegan make a salad by finding the missing words. Play Word Confusion online, here.

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This reading skills game helps readers identify synonyms and their correct meaning through a fun game.

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Play vocabulary building games like Synonym Toast with Word Girl and her buddy Captain Huggy Face!

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Often one of the hardest challenges in teaching kids to read is convincing them that reading matters. YouTube has compiled a range of videos in support of Banned Books Week. These videos, called Read Outs, feature people selecting banned books to read from and discuss.

The short videos offer eye-opening insights into the importance of literature. Readers range from authors like Lois Lowry and Sherman Alexie to actors like Jeff Bridges and comic book legend Stan Lee.

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bannedbooksweek virtualreadout "banned books week" read-out! ala american library association

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The Banned Books Virtual Read-Out features videos of readers exercising their First Amendment right to read a banned book. If you have any questions or would like more information about Banned Books Week, please email bbw@ala.org. Thank you!

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Free Rice" is a simple but surprisingly addictive game. Each screen presents players with a multiple-choice questions. When students answer correctly, rice is added to their bowls. It's not hypothetical; the United Nations World Food Programme donates actual rice to needy populations each time you get one right.

"Free Rice" offers questions in many different categories. In language arts, it asks about English grammar and vocabulary, as well as non-English language instruction. The game also has questions about geography, the humanities, mathematics, and science.