Wit and Wisdom

PS108K will continue to utilize Great Minds Wit & Wisdom, which follows a comprehensive English Language Arts (ELA) curriculum to foster a love for reading, critical thinking skills, and writing proficiency among K-8 students. The curriculum is centered around high-quality texts from diverse cultures and periods in time. It also encourages engagement through open dialogue and equips teachers with proper support to ensure they implement the curriculum well in their classrooms. The Great Minds Wit & Wisdom curriculum uses the close reading, discussion, and writing process to nurture learners as prolific writers, problem-solvers, and engaged citizens. Teachers will customize lessons without compromising the rigor to meet the diverse needs of their learners.  

District 19 Implementation of Wit & Wisdom  (Read to Learn)

○  Learning objectives/outcomes are standards-based and aligned to the Wit & Wisdom scope and sequence and Focus Question & Learn(s).

○  Teachers are making connections to prior or upcoming content for all students to engage in the lesson.

○  Teachers' plans reflect the use of formative data from curriculum assessments (TDQ, CFU, FQT)  to inform instruction to meet the whole class, small group, and individual student needs.

○   Teachers use the Scaffold & Extension suggestions (purple boxes) and Analyze section to plan for different entry points and scaffolds for students.

• Students are engaging in the Wonder, Organize, Reveal, Distill or Know of the lesson while reading the text.
• Students are engaging in the Examine, Experiment, Execute, or Excel of the lesson while writing in response to the text.
• Students are engaged in the curriculum task (Learn) aligned to the lesson’s learning outcome and standard.
• Text-dependent questions are posed to push student thinking and assess student understanding utilizing instructional routines to provide access for all students (turn & talk, chalk talk, mix & mingle, etc.) and independent practice. Ensure students are citing text evidence in responses. (Teachers assess the complexity of each TDQ to provide access to SWD, MLL and students requiring scaffolds.)
• Chunk texts to provide opportunities for students to read independently and practice fluency,
• Teachers utilize the “Land” for students to reflect on key learning by answering the Content Framing Question and/or completing an Exit Ticket, for the teacher to stamp key learning and/or preview future learning.