Wit & Wisdom (K-8)

At Wit & Wisdom’s core is a framework of strategic questions designed to guide teachers and students through reading, writing, and speaking about exceptionally rich and diverse texts. Many award-winning favorites are included that showcase diverse perspectives. Instructional protocols drive deeply thoughtful inquiry into the material. Paintings, photographs, and music are thoroughly integrated and seamlessly connected to lesson studies. Artfully rendered, phonics-aligned, readable texts called “Geodes” reinforce students’ application of sound-spelling patterns connected to the topics studied.

Rich, rigorous, diverse texts:

How Wit & Wisdom designs for:

Deep knowledge building

Wit & Wisdom devotes six to eight weeks to explore each topic in tightly crafted, multi-faceted lesson sequences. In one grade 4 unit, “A Great Heart,” students explore the heart literally (as an organ) and figuratively (as the seat of courage and love), deepening their knowledge of multiple aspects of “heart.” A unique element of Wit & Wisdom is the close examination of artwork related to the core topics.

Discussions and activities are built into daily practice. Writing is text-based or text-inspired with clear instructional routines to support students. The program pays close attention—devoting 15 minutes daily—to building word knowledge through student-centered vocabulary and morphology routines. Other routines encourage students to engage independently with a range of topic-related texts.

Foundational skills and fluency for beginning and older readers

Wit & Wisdom does not have a foundational skills component for the early grades, but pairs with several highly rated research-based programs. Geodes, its unique decodable readers, go up through third grade and are aligned with ELA topics.

In the upper grades, grade-level fluency is effortlessly baked into lessons with passages that connect to the module topics. In lessons and homework, repeated oral readings of fluency excerpts help students to understand the texts and communicate more effectively about them. There is particular focus on decoding and grasping the elements of multisyllabic words. Language lessons, called “Deep Dives,” often focus on morphology and how words break into their constituent parts, calling students’ attention to the way words are constructed. For example, in Grade 6 Module 4, students learn the morphology of the prefix circum. Then they decode the word circumnavigation, applying their understanding to read a text about Shackleton’s journey to Antarctica. Through applying this strategy, called “Outside-In,” students understand word parts and the context in which the word appears in a text.

Wit and Wisdom’s Prologue provides additional support in grades 6-8. These supplementary lessons front-load essential knowledge, preparing striving readers and multilingual learners for whole-class instruction. Prologue lessons focus on explicit vocabulary and syntax instruction and opportunities for practicing oral language, deepening the understanding of module vocabulary, and making sense of the language used in complex text.

Equitable access to challenging texts

Close reading is supported by the consistent use of five research-grounded stages—Wonder, Organize, Reveal, Distill, and Know—to engage students in productive struggle and guide their multi-layered explorations of complex texts. Students are habitually asked to reflect on what they are learning and their attitudes about acquiring skills and knowledge.

Topics of study

Learning and exhibiting deep knowledge

Foundational skills instruction

Access Wit & Wisdom

Wit & Wisdom was developed and is distributed by Great Minds.

Wit & Wisdom (K-8) in districts

Guest Article
Chalkbeat: We changed how our NYC school districts teach reading. It’s working.
District 19 in Brooklyn and District 11 in the Bronx, New York City, New York

11/07/2023

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Keisha Douglas – P.S. 325 Fresh Creek Elementary, NYC, NY

“I’ve learned to step back and give the students more of the torch.”

06/06/2023

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Jessie Fields – P.S. 325 Fresh Creek Elementary, NYC, NY

“You see the students engage in conversations that wouldn’t necessarily happened if the curriculum was different across the classrooms.”

06/06/2023

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Jamar – P.S. 325 Fresh Creek Elementary, NYC, NY

“I can say that I have grown with reading understanding. So now, if I read somebody asked me what I learned from the story, I can say a lot.”

06/06/2023

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Erica Raucci – P.S. 325 Fresh Creek Elementary, NYC, NY

“You can see that they’re more comfortable and confident in their writing and in their conversations.”

06/06/2023

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Casey – P.S. 325 Fresh Creek Elementary, NYC, NY

“If I just take the easy one, I’m not really pushing myself to learn harder.”

06/06/2023

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Ashley McKnight – Milan Special School District, Milan, TN

“It is all there for us. So it makes it less stressful, and we are able to prepare more and be more prepared to teach it to the students.”

04/05/2022

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Jonathan Criswell – Milan Special School District, Milan, TN

“The basal had everything wrapped nice and neat, but it wasn’t challenging to our students.”

04/05/2022

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John Benvenuti – Pentucket Regional School District, West Newbury, MA

“My greatest thing was just seeing how well the kids bought into this program…seeing the value you get back from the kids.”

11/09/2021

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Jennifer Tierney – Pentucket Regional School District, West Newbury, MA

“Something I’m still working on is letting the kids struggle a little bit, letting them figure it out by themselves.”

11/09/2021

Guest Article
Baltimore City Public Schools, Baltimore, MD – Part 2
It was gratifying to see the lessons maintain a recognizable format, even as the expectations swelled.

03/08/2021

Guest Article
Baltimore City Public Schools, Baltimore, MD – Part 1
They can take on more themselves because they already know the processes and how to build on a structure they already understand.

03/03/2021

Guest Article
Young Children (NAEYC): Snippets of Conversation: How Knowledge-Rich Curriculum Can Change a School Community
Mad River Local Schools, Dayton, OH

12/01/2020

Guest Article
The 74: After a Shift in Curriculum in One Tennessee County, ‘Everyone’s Playing Field Is the Same’
Sumner County Schools, Gallatin, TN

03/31/2020

Video
Julie Kirkpatick – Lauderdale County School District, Ripley, TN

“They’re confident because they’ve heard it and because the way Wit & Wisdom is built it snowballs on each other.”

02/25/2020

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Nicholas Stevens – Lauderdale County School District, Ripley, TN

“Wit & Wisdom allows them to bounce answers off of peers, collaborate their understandings, and realize they actually have it right.”

02/25/2020

Video
Leshil Holder – Lauderdale County School District, Ripley, TN

“They love the text whereas before we got on board with Wit & Wisdom when I would have an inclusion class, they were not interested in reading.”

02/25/2020

Guest Article
The 74: How One Rural Tennessee School District With 25 Percent Student Literacy and Nearly a Quarter of Kids Living in Poverty Is Turning the Tide
Lauderdale County School District, Ripley, TN

02/25/2020

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Kelli Tidwell and Leshil Holder – Lauderdale County School District, Ripley, TN

“Those kids were talking and usually they wouldn’t have felt comfortable with the text to say anything.”

02/25/2020

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Shawn Kimble – Lauderdale County School District, Ripley, TN

“I see kids are more engaged, kids have more confidence, they have more of a platform to share and reflect and talk with their peers.”

02/25/2020

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Kari Petty – Sumner County Schools, Gallatin, TN

“The Socratic seminars are great. They really enjoy those academic, text-based discussions.”

02/24/2020

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Parent – Sumner County Schools, Gallatin, TN

“I’d ask, ‘well who’d you play with at recess?’ because that was really the only thing I could get out of them….This year it’s completely changed.”

02/24/2020

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Valencia Smith – Sumner County Schools, Gallatin, TN

“They [teachers] still spend a lot of time outside the school day working… but it’s more rehearsing and fine-tuning.”

02/24/2020

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Lauren Howard – Sumner County Schools, Gallatin, TN

“The connections and the discussions are there, and they were not before….Seeing the connections across subject areas is incredible.”

02/24/2020

Press Coverage
Fox 17 WZTV: Knowledge Matters Campaign visits Sumner County to talk about curriculum
"It's really making meaning out of text and so the more you know about the world, the more you're more likely to do that."

02/24/2020

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Jenni Copeland – Sumner County Schools, Gallatin, TN

“We’re able to not just complete a lesson…but really sit and think about how it’s going to flow and what we’re expecting for the kids.”

02/24/2020

Video
Kari Petty – Sumner County Schools, Gallatin, TN

“What I thought was good was not what the teacher next to me thought….We didn’t have evidence to say ‘this is what writing has to look like.'”

02/24/2020

Video
Scott Langford – Sumner County Schools, Gallatin, TN

“They just love to come home and talk about what they’re reading.”

02/24/2020

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Racheal Mason – Sumner County Schools, Gallatin, TN

“They are creating projects, having conversations with each other, and putting things on Google Drive about these texts that they are involved with.”

02/24/2020

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Stephanie Watkins – Sumner County Schools, Gallatin, TN

“It’s a lot easier to implement classroom management techniques because it starts day one with our curriculum, embedding routines and procedures.”

02/24/2020

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Ashley Jarratt – Sumner County Schools, Gallatin, TN

“With this curriculum, everyone is getting it, everyone is pushed. High learners, lower learners, everybody is being pushed.”

02/24/2020

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Kari Petty – Sumner County Schools, Gallatin, TN

“They can do the work. If you expect them to do the work, they’ll do it.”

02/24/2020

Video
Scott Langford – Sumner County Schools, Gallatin, TN

“They possess a lot more content knowledge than a lot of kids we see in high school.”

02/24/2020

Guest Article
The 74: At This Rust Belt Grade School, a Curriculum Centered on Texts Is Defying the Effects of Generational Poverty
Mad River Local Schools, Dayton, OH

03/18/2018