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Review by Caryn Lix, Common Sense Education | Updated July 2014

Word Raider: Quest

Good variety of vocab study but lacks inventive game design

Subjects & skills
Subjects
  • English Language Arts
Skills
N/A
Grades This grade range is a recommendation by Common Sense Education and not the developer/publisher.
6–8
Common Sense says (See details)
Teachers say (0)
Not yet reviewed
Platforms:  Linux, Mac, Windows

Take a look inside

4 images
Explore tombs and caves to build vocabulary.
Choose from four different avatars.
Level up words by speaking and writing.
Animations introduce new words.

Pros: Includes clever vocabulary animations and more writing than many games of this type.

Cons: The gameplay feels reductive and might lose kids' interest.

Bottom Line: A decent supplement for improving vocabulary that can fill in some gaps or provide some variation, but it doesn't do a great job of using games to the best of their abilities.

How Can I Teach with This Tool?

This would be a great supplement for ELL students or those struggling with basic vocabulary concepts. If you have students who are behind on basic grammatical skills, spending some time with Word Raider: Quest will provide some variety and encourage brushing up. The game doesn't really lend itself to whole-class activities, however -- it would be better as something to do at home or one-on-one. 

Continue reading Show less
Standards:

Editor's Note: As of July 1, 2015, Word Raider: Quest is no longer available. 

Students act as archaeologists in this Indiana Jones-style platforming game focused on building important vocabulary through speaking, reading, and writing. Basic puzzles require players to use vocabulary words, all of which are introduced through clever animations before the game starts. For example, the animation for the word assure shows the entire word coming to a ravine. The a goes across to check for safety before beckoning the rest of the letters to join it. It's a nice device for implanting the words and their meanings in kids' minds. Gameplay, however, is slow and clunky, requiring kids to match words to their definitions (or the like) in order to open the door and escape the tunnel. It feels a little old-school. They can also "level up" words by completing writing and speaking tasks, which go to the teacher for assessment.

It's nice to see the writing represented here, as that's difficult to incorporate into games. The combination of animations and verbal/visual learning will help kids absorb vocabulary more readily. Beyond that, though, there isn't really much to the game mechanics. In addition, the best parts of the game from a teacher's perspective -- the writing, speaking, and responding -- are easy to skip over if the student doesn't care about leveling up (and they probably won't). Given the cost of the game, it's tough to justify the investment.

Overall Rating
Engagement Is the product stimulating, entertaining, and engrossing? Will kids want to return?

Clunky platforming and a lack of inventiveness in gameplay means this isn't likely to keep kids engaged.

Pedagogy Is learning content seamlessly baked-in, and do kids build conceptual understanding? Is the product adaptable and empowering? Will skills transfer?

Academically relevant words get covered within reading, speaking, and writing contexts, but it's easy for kids to skip some of those key components.

Support Does the product take into account learners of varying abilities, skill levels, and learning styles? Does it address both struggling and advanced students?

Tutorials are clear, and the game provides straightforward goals. A robust teacher dashboard helps with student tracking and assessment.

Common Sense Reviewer
Caryn Lix Classroom teacher
About our ratings and privacy evaluation.

Key Standards Supported

Language

  • L.6.1.A

    Ensure that pronouns are in the proper case (subjective, objective, possessive).

  • L.6.1.B

    Use intensive pronouns (e.g., myself, ourselves).

  • L.6.1.C

    Recognize and correct inappropriate shifts in pronoun number and person.

  • L.6.1.D

    Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

  • L.6.2.A

    Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

  • L.6.2.B

    Spell correctly.

  • L.6.4.A

    Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

  • L.6.4.C

    Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

  • L.6.4.D

    Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

  • L.6.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • L.7.2a

    Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

  • L.7.2b

    Spell correctly.

  • L.7.3a

    Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

  • L.7.4b

    Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

  • L.7.4c

    Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

  • L.7.4d

    Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

  • L.7.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • L.8.1b

    Form and use verbs in the active and passive voice.

  • L.8.1d

    Recognize and correct inappropriate shifts in verb voice and mood.*

  • L.8.2a

    Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

  • L.8.2c

    Spell correctly.

  • L.8.4a

    Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

  • L.8.4c

    Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

  • L.8.4d

    Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

  • L.8.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading Informational Text

  • RI.6.4

    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

  • RI.6.7

    Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

  • RI.6.1

    Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • RI.6.10

    By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RI.7.4

    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

  • RI.7.1

    Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • RI.7.10

    By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RI.8.4

    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

  • RI.8.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

  • RI.8.10

    By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Reading Literature

  • RL.6.4

    Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

  • RL.6.1

    Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • RL.6.10

    By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RL.7.4

    Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

  • RL.7.1

    Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • RL.7.10

    By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RL.8.4

    Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

  • RL.8.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

  • RL.8.10

    By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Speaking & Listening

  • SL.6.2

    Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

  • SL.6.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

  • SL.7.2

    Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

  • SL.7.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

  • SL.8.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Writing

  • W.4.3d

    Use concrete words and phrases and sensory details to convey experiences and events precisely.

  • W.6.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.6.6

    Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

  • W.6.10

    Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and

  • W.6.2d

    Use precise language and domain-specific vocabulary to inform about or explain the topic.

  • W.6.3d

    Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

  • W.7.10

    Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

  • W.7.2d

    Use precise language and domain-specific vocabulary to inform about or explain the topic.

  • W.7.3d

    Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

  • W.8.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.8.6

    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

  • W.8.10

    Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

  • W.8.2d

    Use precise language and domain-specific vocabulary to inform about or explain the topic.

  • W.8.3d

    Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

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