About the Fill-in-the-Blank Generator
A cloze passage works because the blanks sit inside real context — students aren't guessing in a vacuum, they're using sentence meaning to figure out what word belongs. Write your passage and put square brackets around the words you want blanked out; everything else stays as regular text.
The word bank, when it's turned on, lists the blanked words in a different order than they appear in the passage, so students still have to read for meaning rather than just matching by position.
How to use it in your classroom
- Write your passage, putting square brackets around each word you want turned into a blank, like [vapor].
- Decide whether to show the word bank — on for support, off for a tougher recall task.
- Click shuffle if you want the word bank in a different scrambled order.
- Turn on the answer key for your own grading copy, then print the blank version for students.
Tips from the classroom
- Works for any subject, not just reading — a science passage about the water cycle or a social studies passage about a historical event both reinforce vocabulary in context.
- Turn off the word bank for an assessment version of the same passage you taught with the bank on.
- Keep blanked words limited to the vocabulary you're actually teaching — blanking random words turns this into a guessing game instead of a vocabulary check.
- Reuse a single passage for first reading, with the word bank on, and for review days later with it off, to see how retention holds up.
Frequently asked questions
How do I mark which words become blanks?
Put square brackets around the word in your passage, like [precipitation]. Anything inside the brackets becomes a blank in the printed version.
Does the word bank list words in the same order they appear in the passage?
No, it's shuffled separately, so students have to read and reason about each blank rather than working left to right.
Can I have more than one blank in a passage?
Yes, there's no limit — bracket as many words as you'd like throughout the passage.
