Review by Caryn Lix, Common Sense Education | Updated October 2017
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Reading Eggs

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A robust if dated reading resource for teachers

Subjects & skills
Subjects
  • English Language Arts
Skills
  • Communication & Collaboration
  • Critical Thinking
Grades This grade range is based on learning appropriateness and doesn't take into account privacy. It's determined by Common Sense Education, not the product's publisher.
K–6
Common Sense says (See details)
Teachers say (4 Reviews)
Privacy rating (How we rate)
Not yet rated
Price:  Free to try, Paid
Platforms:  Website

Take a look inside

9 images
Review vocabulary and basic concepts.
Complete sentences or words with age-appropriate phonics.
Read stories from a large library.
Mini-quizzes earn kids points and keep them reading carefully.
Choose from a wide variety of games and activities.
Mini-games and quizzes add to the fun.
Sort activities by categories like Comprehension and Grammar.
Choose from a wide variety of shared reading books.
Keep an eye on student progress.

Pros: Great combination of games, activities, books, and lessons.

Cons: Subscription required; design feels out-of-step with other modern reading programs.

Bottom Line: It's definitely in need of an update, but Reading Eggs remains a comprehensive destination for teaching phonics and reading.

How Can I Teach with This Tool?

There is a wealth of information and resources on Reading Eggs. Whether you want to read a "big book" to the class, have students work on individualized lessons tailored to their needs, or do a class lesson on grammar and phonics, Reading Eggs has you covered. A teacher could easily use Reading Eggs as the primary language arts curriculum. There are shared books to read as a class, lessons to download, and tons of enjoyable games and activities. Teachers could use the site as part of their reading program, exploring the treasure trove of resources to support their current instruction. Teachers can also direct struggling readers to use Reading Eggs as an at-home practice. Note that there's a robust teacher dashboard to let teachers keep track of student progress and create assignments.

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Standards:

Reading Eggs is a web-based, comprehensive phonics and reading program for children age 3 to 12. (Note that Reading Eggs also offers an iOS app.) When students log in, they can either choose to complete activities and games at their current level, or work on activities the teacher has assigned them (or the class). There are songs to sing, books to read, and games to play. Students will enjoy watching themselves grow and level up as they learn phonics skills and reading comprehension. 

Reading Eggs is a useful program, but it doesn't replace teacher instruction -- nor is it intended to. Many of the activities, especially for very early readers, are designed to be completed with parent or teacher assistance, making them best suited to whole-classroom activities rather than individual learning. There are, however, many great activities students will be able to complete on their own, reinforcing those skills learned in the classroom. Many of the best practices teachers already use for teaching phonics and literacy are available here in a nice, compact package. 

What Reading Eggs has going for it is its comprehensiveness. Teachers could conceivably rely on this program all year round to support reading instruction. Where it falters, however, is in its design and styling, which feel not quite in pace with where learning and visual design are currently. Younger students, of course, may not necessarily care, but older students will likely find Reading Eggs a bit stale.

Overall Rating
Engagement Would it motivate students and hold their interest? Is it visually appealing? Would it inspire teachers to try something new or change their instruction?

Reading Eggs offers a wide variety of games, activities, songs, and books to keep kids interested.

Pedagogy Does the tool help teachers promote a more student-centered experience? Will students gain conceptual understanding or think critically? Does it deepen teachers’ pedagogical thinking?

A teacher could build an entire reading program off this one website, although activities remain fairly traditional in presentation and design.

Support Can students and teachers get assistance when they need it? Is it created with people of different abilities and backgrounds in mind? Is learning reinforced and extended beyond the digital experience?

The site is designed for teacher and parent support, and there are plenty of tutorials and helpful assists along the way.

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

Key Standards Supported

Language

  • L.K.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • L.K.1b

    Use frequently occurring nouns and verbs.

  • L.K.1c

    Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

  • L.K.1d

    Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

  • L.K.1e

    Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

  • L.K.2c

    Write a letter or letters for most consonant and short-vowel sounds (phonemes).

  • L.K.2d

    Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

  • L.K.5

    With guidance and support from adults, explore word relationships and nuances in word meanings.

  • L.K.5a

    Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

  • L.K.5b

    Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

  • L.K.6

    Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

  • L.1.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • L.1.1b

    Use common, proper, and possessive nouns.

  • L.1.1c

    Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

  • L.1.1d

    Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

  • L.1.1e

    Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

  • L.1.1f

    Use frequently occurring adjectives.

  • L.1.1g

    Use frequently occurring conjunctions (e.g., and, but, or, so, because).

  • L.1.1h

    Use determiners (e.g., articles, demonstratives).

  • L.1.1i

    Use frequently occurring prepositions (e.g., during, beyond, toward).

  • L.1.1j

    Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

  • L.1.2b

    Use end punctuation for sentences.

  • L.1.2d

    Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

  • L.1.4a

    Use sentence-level context as a clue to the meaning of a word or phrase.

  • L.1.4b

    Use frequently occurring affixes as a clue to the meaning of a word.

  • L.1.4c

    Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

  • L.1.5a

    Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

  • L.1.5b

    Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

  • L.1.6

    Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

  • L.2.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • L.2.1a

    Use collective nouns (e.g., group).

  • L.2.1b

    Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

  • L.2.1c

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

  • L.2.1d

    Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

  • L.2.1e

    Use adjectives and adverbs, and choose between them depending on what is to be modified.

  • L.2.1f

    Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

  • L.2.2c

    Use an apostrophe to form contractions and frequently occurring possessives.

  • L.2.2d

    Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

  • L.2.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  • L.2.4

    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

  • L.2.4a

    Use sentence-level context as a clue to the meaning of a word or phrase.

  • L.2.4b

    Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

  • L.2.4c

    Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

  • L.2.4d

    Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

  • L.2.5

    Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

  • L.3.1a

    Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

  • L.3.1b

    Form and use regular and irregular plural nouns.

  • L.3.1c

    Use abstract nouns (e.g., childhood).

  • L.3.1d

    Form and use regular and irregular verbs.

  • L.3.1e

    Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

  • L.3.1f

    Ensure subject-verb and pronoun-antecedent agreement.*

  • L.3.1g

    Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

  • L.3.1h

    Use coordinating and subordinating conjunctions.

  • L.3.1i

    Produce simple, compound, and complex sentences.

  • L.3.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • L.3.2a

    Capitalize appropriate words in titles.

  • L.3.2d

    Form and use possessives.

  • L.3.2e

    Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

  • L.3.2f

    Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

  • L.3.2g

    Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

  • L.3.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  • L.3.4

    Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

  • L.3.4a

    Use sentence-level context as a clue to the meaning of a word or phrase.

  • L.3.4b

    Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

  • L.3.4c

    Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

  • L.3.5a

    Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

  • L.4.1a

    Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

  • L.4.1e

    Form and use prepositional phrases.

  • L.4.1f

    Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

  • L.4.1g

    Correctly use frequently confused words (e.g., to, too, two; there, their).*

  • L.4.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • L.4.2a

    Use correct capitalization.

  • L.4.2d

    Spell grade-appropriate words correctly, consulting references as needed.

  • L.4.4

    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

  • L.4.4a

    Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

  • L.4.4b

    Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

  • L.4.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • L.4.5a

    Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

  • L.4.5c

    Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

  • L.4.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

  • L.5.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • L.5.4

    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

  • L.5.4a

    Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

  • L.5.4b

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

  • L.5.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • L.5.5a

    Interpret figurative language, including similes and metaphors, in context.

  • L.5.5c

    Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

  • L.5.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

  • L.6.1.A

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

  • L.6.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • 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.B

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

  • L.6.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • L.6.5.A

    Interpret figures of speech (e.g., personification) in context.

  • L.6.5.B

    Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

  • L.6.5.C

    Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Reading Foundational Skills

  • 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.

  • 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.

  • 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.

  • 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.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).

  • 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.

  • 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.2.3e

    Identify words with inconsistent but common spelling-sound correspondences.

  • RF.2.3f

    Recognize and read grade-appropriate irregularly spelled words.

  • 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.4.3

    Know and apply grade-level phonics and word analysis skills in decoding words.

  • RF.4.3a

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

  • RF.5.3

    Know and apply grade-level phonics and word analysis skills in decoding words.

  • RF.5.3a

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

Reading Informational Text

  • RI.K.1

    With prompting and support, ask and answer questions about key details in a text.

  • RI.K.2

    With prompting and support, identify the main topic and retell key details of a text.

  • RI.K.3

    With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

  • RI.K.4

    With prompting and support, ask and answer questions about unknown words in a text.

  • RI.K.5

    Identify the front cover, back cover, and title page of a book.

  • RI.K.6

    Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

  • RI.K.7

    With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

  • RI.K.8

    With prompting and support, identify the reasons an author gives to support points in a text.

  • RI.K.10

    Actively engage in group reading activities with purpose and understanding.

  • RI.1.1

    Ask and answer questions about key details in a text.

  • RI.1.2

    Identify the main topic and retell key details of a text.

  • RI.1.3

    Describe the connection between two individuals, events, ideas, or pieces of information in a text.

  • RI.1.4

    Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

  • RI.1.5

    Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

  • RI.1.6

    Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

  • RI.1.7

    Use the illustrations and details in a text to describe its key ideas.

  • RI.1.8

    Identify the reasons an author gives to support points in a text.

  • RI.1.9

    Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

  • RI.1.10

    With prompting and support, read informational texts appropriately complex for grade 1.

  • RI.2.1

    Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

  • RI.2.2

    Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

  • RI.2.3

    Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

  • RI.2.4

    Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

  • RI.2.5

    Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

  • RI.2.6

    Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

  • RI.2.7

    Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

  • RI.2.8

    Describe how reasons support specific points the author makes in a text.

  • RI.2.9

    Compare and contrast the most important points presented by two texts on the same topic.

  • RI.2.10

    By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RI.3.1

    Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  • RI.3.2

    Determine the main idea of a text; recount the key details and explain how they support the main idea.

  • RI.3.3

    Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

  • RI.3.4

    Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

  • RI.3.5

    Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

  • RI.3.7

    Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

  • RI.3.8

    Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

  • RI.3.9

    Compare and contrast the most important points and key details presented in two texts on the same topic.

  • RI.3.10

    By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

  • RI.4.2

    Determine the main idea of a text and explain how it is supported by key details; summarize the text.

  • RI.4.4

    Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

  • RI.4.5

    Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

  • RI.4.7

    Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

  • RI.4.8

    Explain how an author uses reasons and evidence to support particular points in a text.

  • RI.4.10

    By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RI.5.2

    Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

  • RI.5.4

    Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

  • RI.5.7

    Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

  • RI.5.10

    By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

  • RI.6.2

    Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

  • RI.6.4

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

  • RI.6.5

    Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

  • RI.6.6

    Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

  • 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.6.10

    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.

Reading Literature

  • RL.K.1

    With prompting and support, ask and answer questions about key details in a text.

  • RL.K.2

    With prompting and support, retell familiar stories, including key details.

  • RL.K.3

    With prompting and support, identify characters, settings, and major events in a story.

  • RL.K.4

    Ask and answer questions about unknown words in a text.

  • RL.K.5

    Recognize common types of texts (e.g., storybooks, poems).

  • RL.K.6

    With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

  • RL.K.7

    With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

  • RL.K.9

    With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

  • RL.K.10

    Actively engage in group reading activities with purpose and understanding.

  • RL.1.1

    Ask and answer questions about key details in a text.

  • RL.1.2

    Retell stories, including key details, and demonstrate understanding of their central message or lesson.

  • RL.1.3

    Describe characters, settings, and major events in a story, using key details.

  • RL.1.4

    Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

  • RL.1.5

    Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

  • RL.1.6

    Identify who is telling the story at various points in a text.

  • RL.1.7

    Use illustrations and details in a story to describe its characters, setting, or events.

  • RL.1.10

    With prompting and support, read prose and poetry of appropriate complexity for grade 1.

  • RL.2.1

    Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

  • RL.2.4

    Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

  • RL.2.5

    Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

  • RL.2.7

    Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

  • RL.2.10

    By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RL.3.1

    Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  • RL.3.3

    Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

  • RL.3.4

    Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

  • RL.3.7

    Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

  • RL.3.10

    By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

  • RL.4.1

    Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

  • RL.4.2

    Determine a theme of a story, drama, or poem from details in the text; summarize the text.

  • RL.4.4

    Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

  • RL.4.5

    Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

  • RL.4.10

    By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RL.5.2

    Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

  • RL.5.4

    Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

  • RL.5.6

    Describe how a narrator’s or speaker’s point of view influences how events are described.

  • RL.5.7

    Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

  • RL.5.10

    By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

  • RL.6.2

    Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

  • RL.6.3

    Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

  • 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.6.7

    Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

  • RL.6.9

    Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

  • 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.

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Teacher Reviews

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Featured review by
Vanessa S. , Classroom teacher
Classroom teacher
Whitehall Elementary School
Pittsburgh, United States
Reading Eggs challenges high flying readers and catches up struggling readers
I absolutely love Reading Eggs. It is great for students 3 years old to 13 years old. It was easy to use as part of my centers, but other students would ask to be able to go on in their free time! That is how I know they really enjoyed it! Some even wanted to stay in during recess to access it! Therefore, I started to also use it as their incentive in the classroom.
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