Reading game

An apparatus and method to improve reading, particularly the reading of young children. The game objective is to score points by answering questions posed by sets of cards. The card set is determined by a spinner. This game is designed to help children to read fluently.

GOVERNMENT RIGHTS

This invention was not made with Government support. The Government does not have any rights in this invention.

BACKGROUND OF THE INVENTION

From several decades of research from the National Institute for Literacy, U.S. Department of Education, and the National Institute of Child Health and Human Development, it has been learned that learning to read can start at home. Learning to read can start before children go to school. Children can start down the road to becoming advanced readers from birth. Early experiences with spoken and written language are a foundation and set the stage for children to become successful readers. Research of the Maryland State Assessment Test from 2003 to 2006 indicates that many schools are below 70% in reading proficiency. The groups identified were African Americans, American Indians, Hispanic, those residing on farming communities, and special education students. The Maryland State Assessment Test in 2007 indicated that there was an increase of 2% to 5%. However, students are still below reading proficiency.

U.S. Pat. No. 5,244,391 discloses a game that relates to illegal chemical substances.

U.S. Pat. No. 5,167,503 discloses a game that relates colors to alphanumeric characters.

What is needed is a game that helps children who have difficulty reading and non-readers, to enjoy playing a reading game, so that they will play often and learn to read sooner than they would if they did not play the game.

What is also needed is a game that young children enjoy playing so that they play often, so the non-reader or child learns to read sooner than they would if they did not play the game.

What is also needed is a board game that is an educational game designed to help early childhood and school age children build reading skills and have fun learning at the same time. What is needed is a board game that will help to teach children to read. The accumulation of points may be the result of the player or team's knowledge in spelling, parts of speech, reading comprehension, critical thinking, problem solving, and greed.

What is also needed is a board game to teach children to read, build vocabulary, develop literacy skills, and become the first player or team to accumulate a point total, such as 550 or more points. The accumulation of points may be the result of the player or team's knowledge in spelling, parts of speech, reading comprehension, critical thinking, and greed. What is needed is a board game that is designed so that teachers can incorporate the game in their reading curriculum to help build their students reading skills.

SUMMARY OF THE INVENTION

An aspect of the present invention comprises a board game (1), comprising: a game board (90); said game board (90) having a one-directional playing track (94); a spinner (110); rotatably disposed on a spinner board (112); said spinner board (112) having a category (130), said categories (130) having a greed category (230), a read category (200), a tell the story category (210), and a spelling category (220); a set of read cards (50); a set of spelling cards (60); a set of tell the story cards (70) a set of greed cards (80), whereby the spinner (110) may land on either said read category (200), said tell the story category (210), said spelling category (220), or said greed category (230), and then, based on the category (200,210,220,230) a card is selected from said respective set of cards (50,60,70,80), and the card is read to a player.

Another aspect is a process of a board game (1), comprising the steps of: rolling a pair of dice to determine the order of play; spinning a spinner (110) to determine what type of card should be selected; selecting a card (50,60,70,80) based on where the spinner (110) lands; responding to a question posed by the card (50,60,70,80); advancing a pawn (20) on along a one-directional playing track (94) disposed on a game board (90) if the player responds correctly; and placing a wink (40) over a number on the spinner board (112) when that number relating to the respective category (130) is answered.

DETAILED DESCRIPTION OF THE INVENTION

REFERENCE NUMERALS

As illustrated inFIG. 9, in one embodiment of the present invention reading game1, the game board90may be have a one-directional playing track94. A read pawn20(illustrated inFIG. 2) may be movably placed on the board90. A team or player may move a read pawn20along the playing track94based on successfully answering a question indicated on a respective card (read card50, spelling card60, tell the story card70, or greed card80). The respective card50,60,70,80, may be chosen based on where a point of a spinner110of a spinner board112(FIG. 11) lands. The spinner110may rotate about an axis when pushed with a finger. In a further embodiment the spinner110may be rotated automatically. In a further embodiment, the board90may be a visual on a computer screen. In a further embodiment, the spinner110may be a visual on a display, and the spinner110may be rotated via a touch screen interface.

One goal or objective of the player or team is to become the first player or team to accumulate a point total, such as 550 or more points. The accumulation of points may be the result of the player or team's knowledge in spelling, parts of speech, reading comprehension, critical thinking, and greed

To begin play, the game board90may be set on a table (not illustrated). The game board90may consist of four one-dimensional playing tracks94. The game may be played by four teams and/or players. The game may be played by or with a teacher. The teacher may control how the game is played by the players or teams. The teacher may be referred to herein as a scorekeeper. The teacher may also keep score.

Each separate player or team may use their own spinner board112, pawn20, and steal button10.

The spinner112may be spun to indicate what card (i.e. read card50, spelling card60, tell the story card70, or greed card80) is drawn, from which a question may be placed on one side of the card50,60,70,80. The questions may be on the fronts of the respective cards. The back of the card50,60,70,80may have the category150(i.e. read, spelling, tell the story, greed) indicated. The teacher may ask the question from the card. The player or team may attempt to, and may answer the question correctly, or incorrectly. The goal is to answer the question correctly.

When the spinner110lands on a number category (i.e. greed category and number50) that has already been answered, then the player or team may lose a turn. Then the next player or team may spin the spinner110. Once a number category130question has been answered, then the player or team may cover the number location140on the board90with a wink40.

Referring toFIG. 12, if, at the end of the game, there is a tie score, then a player may use the bonus spinner120to break the tie. Upon successfully answering the question, the player may be awarded the points indicated on the bonus spinner until the tie may be broke. At one turn, the player may spin the bonus spinner120twice. If a player cannot answer the question posed after spinning the bonus spinner120, then another player may steal. This player may indicate their intent to steal by placing a steal button20on a steal indicia92on the game board90. To steal means to answer the question posed to the player who did not correctly answer the questions. The other player who stole answers the question, then that player, the “stealer” would win the game.

When a player spins the spinner120and it lands on the number category130identified as “greed,” then the greed card80is selected, and the player attempts to answer the question on the respective greed card80. The questions on the greed card80may be more difficult than other number categories130. Thus, the points may be higher. The game may also be structured so that if the player does not correctly answer the question, then that player may lose points and the other team/player can steal if they so choose. If not, then the game1continues clockwise.

FIG. 1illustrates an embodiment of a steal button10. The steal button10may be placed on the board90, on a steal indicia92of the board90. This placement of the steal button10may occur when a player or team of players miss a question in any category, including a bonus question. In one embodiment the steal button10may be made of plastic, metal, composite, or wood. The steal10may be a circular disk, or it may be another shape, such as square, or even a cube.

If a player ties a second time, then the teacher may select a greed card80. The first player to answer two questions correctly wins the game. The game may be ended when the winning player or team shouts, “I read!”

The read cards50may help players learn the parts of speech and develop writing skills. For example, the read cards50may have text that displays words and/or sentences that the player reads correctly before advancing.

The spelling cards60may build vocabulary may help with spelling or reading. The spelling cards60may have the words spelled phonetically, which would require the player to recite the correct spelling. Or they may have pictures of figures, and the player would have to recite the correct spelling. In a further embodiment the spelling card60may have a picture and some of the letters, and the player would have to complete the word with the correct letters.

The tell the story cards70may build reading comprehension and develop critical thinking skills. The tell story cards70may have stories on them. In a further embodiment the tell story cards70may recite portions of well known tales or stories, and the player may have to correctly complete the tale or story correctly to advance on the board90.

The greed cards80may expand the player's knowledge of all subjects in school and the world. The greed cards80may do this by having questions regarding demographics, science, math, technology, or other subjects.

The spinner120may have a diameter of 5 inches. The spinner120may rotate upon an axis in a circular fashion. The spinner board112may be divided into four number categories130, a read category200, a tell the story category210, a spelling category220, and a greed category230. Each number category130may be subdivided in to point ranges, such as 10, 20 . . . etc. The point range may be from 10 to 100. The greed category230may have two subdivided point ranges, such as 50 and 100. This allows the team to earn the respective number of points in each category.

Referring toFIG. 11, the spinner board112, when the spinner110lands on a tell the story region210, the tell the story card70is selected and the player is to attempt to answer the question. The teacher may read the story from the tell the story card70while the player or team whose turn it is, listens to comprehend what is read. The teacher may then ask a question related to the story so the player can earn the points indicated on the spinner board112. The tell the story cards70may be designed to help students build comprehension, critical thinking, and problem solving skills.

Referring toFIG. 11, the spinner board112may have a spelling category220. When the player spins the spinner110, and if it lands within the spelling category220, then a spelling card60may be selected. If so, the card has a word, which the player tries to spell correctly. Spelling is essential in order to read. Spelling cards60, as seen inFIG. 6, will help students build their vocabulary and read fluently.

Referring toFIG. 11, the spinner board112may have a greed category230. If a player lands on the greed category230, then a greed card80is selected. The greed cards80may ask questions that are more difficult, and the points in the subdivided point sections may be worth more than the other categories130. This category130, the greed category230may create excitement among students that are more knowledgeable in school and world subject matter, thus building positive self-esteem as well as self-confidence to meet academic challenges.

Referring toFIG. 11, when the spinner110lands on the read category200, a read card50is selected. The read card50may have a question on reading concepts necessary to help students build their reading and writing skills.

As illustrated inFIG. 9, the game board90may have four one-directional playing tracks94with a starting point96, a running point range97, and an ending or finishing point98. There may be four (4) one-directional playing tracks94.

All cards50,60,70,80may have questions and answers on the respective card50,60,70,80. The cards50,60,70,80may have questions at the top and answers at the bottom.

The read cards50, spelling cards60, and tell the story cards70, may be placed facedown not on the game board90. The greed cards80may be placed face down on the game board90.

Dice30may be used to determine who goes first, second, etc. . . . For