Common Sense Review
Updated August 2012
Curiosityville
Common Sense Rating
5
Teacher Rating
(1 Teacher Review)
3
Price
Free to Try, Paid
This grade range is a recommendation by the Common Sense Education editorial team, not the developer/publisher.
Grades
Pre-K-3 Platforms
Website
Skills
Creativity
- imagination
- empathy
- curiosity
- self-control
- using and applying technology
- investigation
- memorization
- problem solving
- solving puzzles
- social intelligence
Purpose
CurriculumTargeted PracticeDesign & Creation Standards
Common Core State Standards 
The Learning Tree gives feedback about kids' progress in different learning areas as well as how they spend their time on the site.
Ruby’s classroom has four areas where kids can click to play.
A look at the puzzle game in Joe's area: Kids drag the pieces to match the example at the bottom.
Clubs support a "blended learning" approach with activities to transfer online learning to the real world.
The shapes game in Pablo’s art studio is a drag-and-drop puzzle with a bonus option of decorating completed puzzles with graphics and saving them.
Pros
Cute animated characters enliven online games, and online and real-world activities are a hit.Cons
Some content requires reading ability or adult assistance.Bottom Line
Curiosityville is a great online learning tool for kids that addresses a range of topics.
Setup Time
5-15 minutes
Evidence
Developer claims research base
Developer claims evidence-based research including an online learning system that combines research-based content with data analytics to build critical cognitive and academic skills in kids ages 3-8.
Teacher Dashboard
Learning Tree and parent tab features:
- Tracks 10 core learning areas.
- Gives feedback about how kids spend time on the site.
- Provides data by day, week, month, and quarter as well as by specific core skill.
- Provides suggested activities to "Build on," "Explore," and "Improve" skills feedback.
Tech Notes
Adobe Flash required. Internet Explorer 7+, Firefox 3+, and Safari 4+ supported.
Common Sense Rating
5
Engagement
Is the product stimulating, entertaining, and engrossing? Will kids want to return?
5
This beautifully designed site with cute animated characters draws kids in and keeps them interacting with interesting games and an array of online and offline activities.
Pedagogy
Is learning content seamlessly baked-in, and do kids build conceptual understanding? Is the product adaptable and empowering? Will skills transfer?
5
Each activity corresponds to an aspect of early brain development and core skills. Kids have fun while strengthening abilities. Offline activities broaden the teaching element.
Support
Does the product take into account learners of varying abilities, skill levels, and learning styles? Does it address both struggling and advanced students?
5
A charming introductory animation helps first-time users learn the characters and themes. Gentle hints lend support, and there's no time limit for games. The parents page is comprehensive.
How Can Teachers Use It?
A parent/teacher dashboard called the Learning Tree gives feedback on 10 core learning areas, and you can monitor how your kids are using the site and assess their progress. The Tree doesn't provide strategies for learning but does show parents and teachers how much time kids spend on different activities and which core skills they explore. The extensive parent/teacher area also hosts short articles on "the science of learning," which break down how little kids learn and give you ideas on how best to use the site with specific, real-world projects, based on each kid's Learning Tree assessment.
A personalized page for each kid offers suggestions with activities that will help "Build on," "Explore," and "Improve" their skills. Finally, teachers can control a time limit message that lets kids know when they've spent enough time on the site.
Read More Read Less
What's It Like?
In Curiosityville's general information and exploration space, cute animated characters host themed areas that focus on different subjects. Pablo the frog is an artist, Ruby the cat is a teacher, Rosie the mouse is a scientist, and Joe the monkey is a musician as well as mayor of Curiosityville. A short animation introduces the area, and a cloud of stars indicates the places kids can click for play. Each area has several Flash-based games that incorporate a wide range of skills. An audio track gives instructions to pre-readers, but younger kids will need help the first few times they play.
Kids can click on their favorite character's Clubs page for fresh monthly content and additional activities. For instance, Olive's Cooking Club has monthly themed recipes that are appropriate for young chefs (and a grownup), such as cranberry sauce or tomato soup. Other clubs such as Rosie's Science Club and Joe's Nature Club provide activities that kids can do in the real world to build on the online experience.
Read More Read Less
Is It Good For Learning?
Curiosityville is a great example of age-appropriate Web content for little kids. The easy-to-use, straightforward design is aimed at the preschool to early elementary set, providing a safe online play space. Each account supports and tracks up to three kids. Adults enter their names and ages, and the games, which incorporate different skill sets, adjust their levels according to age. Some games require an adult's assistance, such as Ruby's story chair, which includes the option for kids to write their own stories.
Kids earn awards for solving different puzzles correctly, giving them a way to keep track of their own progress. The Clubs page offers real-world activities that correspond to the skills kids learn in the games, such as nature hunts, art projects, and even social skills development.
Read More Read LessKey Standards Supported
Reading Foundational Skills | |
| RF.1: Fluency | |
| RF.1.4 | Read with sufficient accuracy and fluency to support comprehension. |
| RF.1.4a | Read on-level text with purpose and understanding. |
| RF.1.4b | Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. |
| RF.1.4c | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
| Phonics and Word recognition | |
| RF.1.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| RF.1.3a | Know the spelling-sound correspondences for common consonant digraphs. |
| RF.1.3b | Decode regularly spelled one-syllable words. |
| RF.1.3c | Know final -e and common vowel team conventions for representing long vowel sounds. |
| RF.1.3d | Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. |
| RF.1.3e | Decode two-syllable words following basic patterns by breaking the words into syllables. |
| RF.1.3f | Read words with inflectional endings. |
| RF.1.3g | Recognize and read grade-appropriate irregularly spelled words. |
| Phonological awareness | |
| RF.1.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| RF.1.2a | Distinguish long from short vowel sounds in spoken single-syllable words. |
| RF.1.2b | Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. |
| RF.1.2c | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. |
| RF.1.2d | Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). |
| Print Concepts | |
| RF.1.1 | Demonstrate understanding of the organization and basic features of print. |
| RF.1.1a | Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). |
| RF.2: Fluency | |
| RF.2.4 | Read with sufficient accuracy and fluency to support comprehension. |
| RF.2.4a | Read on-level text with purpose and understanding. |
| RF.2.4b | Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. |
| RF.2.4c | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
| Phonics and Word recognition | |
| RF.2.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| RF.2.3a | Distinguish long and short vowels when reading regularly spelled one-syllable words. |
| RF.2.3b | Know spelling-sound correspondences for additional common vowel teams. |
| RF.2.3c | Decode regularly spelled two-syllable words with long vowels. |
| RF.2.3d | Decode words with common prefixes and suffixes. |
| RF.2.3e | Identify words with inconsistent but common spelling-sound correspondences. |
| RF.2.3f | Recognize and read grade-appropriate irregularly spelled words. |
| RF.3: Fluency | |
| RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. |
| RF.3.4a | Read on-level text with purpose and understanding. |
| RF.3.4b | Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings |
| RF.3.4c | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
| Phonics and Word recognition | |
| RF.3.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| RF.3.3a | Identify and know the meaning of the most common prefixes and derivational suffixes. |
| RF.3.3b | Decode words with common Latin suffixes. |
| RF.3.3c | Decode multisyllable words. |
| RF.3.3d | Read grade-appropriate irregularly spelled words. |
| RF.K: Fluency | |
| RF.K.4 | Read emergent-reader texts with purpose and understanding. |
| Phonics and Word recognition | |
| RF.K.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| RF.K.3a | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. |
| RF.K.3b | Associate the long and short sounds with common spellings (graphemes) for the five major vowels. |
| RF.K.3c | Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). |
| RF.K.3d | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. |
| Phonological awareness | |
| RF.K.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| RF.K.2a | Recognize and produce rhyming words. |
| RF.K.2b | Count, pronounce, blend, and segment syllables in spoken words. |
| RF.K.2c | Blend and segment onsets and rimes of single-syllable spoken words. |
| RF.K.2d | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) |
| RF.K.2e | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. |
| Print Concepts | |
| RF.K.1 | Demonstrate understanding of the organization and basic features of print. |
| RF.K.1a | Follow words from left to right, top to bottom, and page by page. |
| RF.K.1b | Recognize that spoken words are represented in written language by specific sequences of letters. |
| RF.K.1c | Understand that words are separated by spaces in print. |
| RF.K.1d | Recognize and name all upper- and lowercase letters of the alphabet. |
Counting And Cardinality | |
| K.CC: Compare Numbers. | |
| K.CC.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 |
| K.CC.7 | Compare two numbers between 1 and 10 presented as written numerals. |
| Count To Tell The Number Of Objects. | |
| K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K.CC.4.a | When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. |
| K.CC.4.b | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. |
| K.CC.4.c | Understand that each successive number name refers to a quantity that is one larger. |
| K.CC.5 | Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. |
| Know Number Names And The Count Sequence. | |
| K.CC.1 | Count to 100 by ones and by tens. |
| K.CC.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |
| K.CC.3 | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). |
Number And Operations In Base Ten | |
| 1.NBT: Extend The Counting Sequence. | |
| 1.NBT.1 | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |
| Understand Place Value. | |
| 1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| 1.NBT.2.a | 10 can be thought of as a bundle of ten ones — called a “ten.” b. |
| 1.NBT.2.b | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. |
| 1.NBT.2.c | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). |
| 1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. |
| Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |
| 1.NBT.4 | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. |
| 1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. |
| 1.NBT.6 | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |
| 2.NBT: Understand Place Value. | |
| 2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| 2.NBT.1.a | 100 can be thought of as a bundle of ten tens — called a “hundred.” |
| 2.NBT.1.b | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). |
| 2.NBT.2 | Count within 1000; skip-count by 5s, 10s, and 100s. |
| 2.NBT.3 | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |
| 2.NBT.4 | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |
| Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |
| 2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| 2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. |
| 2.NBT.7 | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. |
| 2.NBT.8 | Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. |
| 2.NBT.9 | Explain why addition and subtraction strategies work, using place value and the properties of operations.3 |
| 3.NBT: Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic.4 | |
| 3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. |
| 3.NBT.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| 3.NBT.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. |
| K.NBT: Work With Numbers 11–19 To Gain Foundations For Place Value. | |
| K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
See how teachers are using Curiosityville
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