Wit and Wisdom Implementation Guide
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Francy HammondWit and Wisdom Implementation Guide
Uploaded by
Francy HammondWIT & WISDOM™ Implementation Guide
GREAT MINDS® WIT & WISDOM
Implementation Guide
A Guide for Teachers
Copyright © 2017 Great Minds®
Implementation Guide WIT & WISDOM™
COPYRIGHT STATEMENT
Published by Great Minds®.
Copyright ©2017 Great Minds®. All rights reserved. No part of this work may be reproduced or used in
any form or by any means—graphic, electronic, or mechanical, including photocopying or information
storage and retrieval systems—without written permission from the copyright holder, except in cases of
noncommercial use for educational purposes.
ISBN: 978-1-68386-089-1
Copyright © 2017 Great Minds®
WIT & WISDOM™ Implementation Guide
Table of Contents
INTRODUCTION
What Is Wit & Wisdom? . . ........................................................................................................................................... 9
Books, Not Basals
Knowledge Building
Integrated, Not Isolated
Why Wit & Wisdom? . . ............................................................................................................................................... 10
Program Design
Research in Action
Wit & Wisdom Program Components ....................................................................................................................... 12
GETTING STARTED WITH WIT & WISDOM
Overview..................................................................................................................................................................... 13
Terminology .............................................................................................................................................................. 15
Learning Design........................................................................................................................................................ 16
Content-Craft-Create Framework
|| Content Stages and Content Framing Questions
|| Craft Stages and Craft Questions
|| Create: The Demonstration of Content and Craft Learning
|| The Content-Craft-Create Framework in Action
Building Knowledge through Complex Texts
Meeting Student Needs
|| Student Engagement
|| Differentiation
|| Supporting English Learners
Assessment
Module Design .......................................................................................................................................................... 29
Module Topics and EOM Writing Types ............................................................................................................. 30
Lesson Design ........................................................................................................................................................... 31
Lesson Features ........................................................................................................................................................ 33
Lesson Preparation .................................................................................................................................................. 36
Sample Daily Schedules........................................................................................................................................... 37
Sample Schedules A
Sample Schedules B
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Implementation Guide WIT & WISDOM™
Mapping a Year of Wit & Wisdom.......................................................................................................................... 40
Using Time between Modules
Planning Pause Points within Modules
Sample Annual Calendar
Setting Up a Wit & Wisdom Classroom ............................................................................................................... 43
Sharing Wit & Wisdom with Families................................................................................................................... 45
GOING DEEPER WITH WIT & WISDOM
Core Practices. . ................................................................................................................................................................. 47
Assessment ...................................................................................................................................................................... 50
The Wit & Wisdom Approach to Assessment
Assessment in Action
Achieving the Standards
The Impact of Assessment
Reading . . ..................................................................................................................................................................... 53
The Wit & Wisdom Approach to Teaching Reading
Reading Instruction in Action
Achieving the Standards
The Impact of Reading Instruction
Writing ....................................................................................................................................................................... 57
The Wit & Wisdom Approach to Teaching Writing
Writing Instruction in Action
Achieving the Standards
The Impact of Writing Instruction
Speaking and Listening. . ......................................................................................................................................... 60
The Wit & Wisdom Approach to Teaching Speaking and Listening
Speaking and Listening Instruction in Action
Achieving the Standards
The Impact of Speaking and Listening Instruction
Vocabulary......................................................................................................................................................................... 62
The Wit & Wisdom Approach to Teaching Vocabulary
Vocabulary Instruction in Action
Achieving the Standards
The Impact of Vocabulary Instruction
Foundational Skills. . .................................................................................................................................................. 65
The Wit & Wisdom Approach to Foundational Skills
Foundational Skill Reinforcement in Action
The Impact of Foundational Skills Instruction
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WIT & WISDOM™ Implementation Guide
Fluency.. .............................................................................................................................................................................. 67
The Wit & Wisdom Approach to Teaching Fluency
Fluency Instruction in Action
Achieving the Standards
The Impact of Fluency Instruction
Visual Art........................................................................................................................................................................... 69
The Wit & Wisdom Approach to Teaching Visual Art
Visual Art Instruction in Action
The Impact of Visual Art Instruction
LEADING AND SUPPORTING SCHOOL-WIDE IMPLEMENTATION
Student Grading and Achievement. . ...................................................................................................................... 73
Teacher Observation and Integrity of Implementation.................................................................................... 73
Professional Development and Building Teacher Capacity.............................................................................. 75
SCOPE AND SEQUENCE OF COMMON CORE STATE STANDARDS
Standards Selection........................................................................................................................................................ 77
Types of Standards.......................................................................................................................................................... 77
Reading CCSS Scope and Sequence ........................................................................................................................... 78
College and Career Readiness Anchor Standards for Reading
|| Key Ideas and Details
|| Craft and Structure
|| Integration of Knowledge and Ideas
|| Range of Reading and Level of Text Complexity
Writing CCSS Scope and Sequence. . ................................................................................................................. 81
|| Text Types and Purposes
|| Production and Distribution of Writing
|| Research to Present and Build Knowledge
|| Range of Writing
Speaking and Listening CCSS Scope and Sequence.............................................................................................. 84
College and Career Readiness Anchor Standards for Speaking and Listening
|| Comprehension and Collaboration
|| Presentation of Knowledge and Ideas
Language CCSS Scope and Sequence........................................................................................................................ 86
College and Career Readiness Anchor Standards for Language
|| Conventions of Standard English
|| Knowledge of Language
|| Vocabulary Acquisition and Use
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Implementation Guide WIT & WISDOM™
RESOURCES
Volume of Reading Guidance ...................................................................................................................................... 89
Socratic Seminar Guidance.. ........................................................................................................................................ 89
Socratic Seminar Content
Lesson Procedures
Lesson Timing
|| Grade 1 (30 min.)
|| Grade 5 (45 min.)
|| Grade 8 (60 min.)
Supporting Student Participation in a Socratic Seminar
Facilitating an Effective Socratic Seminar
Sample Socratic Seminar Tracking Chart
Instructional Routines................................................................................................................................................... 96
Vocabulary Instruction Examples............................................................................................................................ 109
Frayer Model (Grades K–8)
Morpheme Matrix (Grades 3–8)
Outside-In (Grades K–8)
Relationship Mapping (Grades K–8)
Word Line (Grades K–8)
Sample Annotation Symbols Chart............................................................................................................................ 114
Writing Models................................................................................................................................................................ 114
Informative/Explanatory Writing Models
|| Grades K–1: TopIC
|| Grades 2–3: I-TEE-C
|| Grades 3–8: To-SEEC (To SEE Clearly)
Opinion/Argument Writing Models
|| Grades K–1: OReO
|| Grade 2: I-OREO
|| Grades 3–5: OREEO or HI-OREE-CO
|| Grades 6–8: CREEA-C or HI-CREEA-CC
Narrative Writing Models
|| Grades K–2: CSPER
|| Grades 3–8: ESCAPE
Writing Rubrics ............................................................................................................................................................ 120
Speaking and Listening Rubrics................................................................................................................................ 147
Parent Tip Sheets.. ......................................................................................................................................................... 162
Suggested Materials Lists for Modules 1 and 2. . .................................................................................................... 165
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Background Reading..................................................................................................................................................... 172
Foundational Sources
Articles and Reports
Books
WORKS CITED............................................................................................................................................... 175
CREDITS AND ACKNOWEDGMENTS
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Implementation Guide Introduction
INTRODUCTION
WHAT IS WIT & WISDOM?
Wit & Wisdom is a comprehensive Grades K–8 English curriculum developed by and for teachers. Each Wit &
Wisdom module centers on the study of rich and engaging texts, curated to build student knowledge of important
ideas in the liberal arts and the sciences. The approach is integrated and text-based: daily reading, writing, speaking,
listening, grammar, and vocabulary study is based on—and draws on evidence from—exceptional texts.
The Wit & Wisdom approach helps teachers celebrate the joy of reading and writing with students, while also
supporting all learners to tackle the rigor that the standards demand. By reading books they love and engaging
meaningfully in their learning, students develop the knowledge and skills they need to be successful readers, critical
thinkers, and effective communicators who love to learn and can succeed in college and careers.
Wit & Wisdom allows educators to teach more meaningful English because of three principles.
Books, Not Basals
Every Wit & Wisdom text students encounter is authentic and of the highest quality. Instead of basals, students read
books they love to build knowledge of important topics and master literacy skills. The texts are wide-ranging and
varied, including a careful balance of literary, informational, and fine-art texts.
Knowledge Building
Every module, or unit of study, in each grade focuses on a topic essential for building background knowledge,
vocabulary, and writing skills. For example, students learn about the seasons, the American Revolution, civil rights,
and space exploration. Essential topics strategically reoccur, empowering students to deepen understanding of core
knowledge across Grades K–8.
Integrated, Not Isolated
Students practice reading, writing, speaking, listening, and language in an integrated way, with every strand of the
standards woven throughout each module. This integrated approach enables students to be more successful as they
activate and build on their developing background and vocabulary knowledge of the module topic while learning
skills in other areas.
Copyright © 2017 Great Minds®
Introduction
WHY WIT & WISDOM?
Program Design
Expert advisors developed the Wit & Wisdom learning design based on current high-quality academic research.
Skilled teachers, literacy coaches, and school leaders then brought their years of experience about what works and
what doesn’t within a classroom to write lessons based on that learning design. These teacher-writers applied their
knowledge of how to meet students at their level, keep them engaged, differentiate when necessary, and build a love
of books to propel young students into a successful academic career.
Each of the four modules in each grade has a topical focus. For each module, students read—or, in the case of
younger students, hear read aloud—a series of authentic texts on the topic and consider those texts critically and
systematically. A framework of questioning engages students in the content and in the process of reading complex
texts. These questions guide students’ daily work of encountering, understanding, and analyzing complex text.
Students then distill each text’s deeper meaning, and finally, articulate how the texts, individually and collectively,
build their knowledge of the topic.
Another line of daily questioning, Craft Questions, teaches students the elements of strong craft—writing, speaking,
and listening—so that students become adept at applying these skills for a variety of purposes. This knowledge of
craft in turn allows students to create their own responses to the texts they read.
By engaging with these lines of inquiry and repeatedly applying a series of strategies to multiple texts and curated
fine art, students solidify their critical thinking skills so they can transfer them to any future setting. Through a
rigorous and careful design, students gain content knowledge and an awareness of how to read texts, write, speak,
and listen.
Research in Action
Wit & Wisdom helps teachers put research-based best practices into action.
Research Says Students Need Wit & Wisdom Responds
“Performance on complex texts is the Students need to be able to unlock Instead of basals, Wit & Wisdom students
clearest differentiator in reading between meaning from complex texts. read complex, grade-level books they love—
students who are likely to be ready for from classics such as The Story of Ferdinand
college and those who are not” (ACT 16–17). and Animal Farm, to new favorites such
as Last Stop on Market Street and The
But as expectations of college and career
Crossover, to captivating nonfiction such
reading have held steady or increased,
as I Am Malala: The Girl Who Stood Up for
the complexity of Grades K–12 texts has
Education and Was Shot by the Taliban and
declined (Adams 4–5; NGA Center and
An American Plague: The True and Terrifying
CCSSO 3).
Story of the Yellow Fever Epidemic of 1793.
Students use these texts at every turn—to
learn, and eventually master, essential
reading, writing, speaking, listening,
grammar, and vocabulary skills.
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Implementation Guide Introduction
Students who usually struggle with reading Students need topic-focused vocabulary Each Wit & Wisdom module focuses on an
can outperform those who usually score and background knowledge. important, high-interest topic in science,
high—if they possess more knowledge of a social studies, or the arts. Through carefully
Students need knowledge-rich experiences
text’s topic (Willingham). chosen literary, informational, and visual
to develop skills and transfer them to new
art texts, students examine each central
Students acquire vocabulary much faster contexts.
topic from diverse angles. Across Grades
when reading numerous texts focused
K–8, significant topics strategically reoccur,
on one topic rather than a collection on
establishing a foundation of background
scattered topics. In an effect known as
knowledge.
bootstrapping, reading increasingly complex
texts focused on a single topic allows
students to access texts above their typical
independent reading level by expanding
relevant background knowledge and
vocabulary (Adams 9–10).
Before students can flexibly apply a
skill, such as determining main ideas or
organizing an essay, they need multiple
experiences working in meaningful contexts
over extended periods of time (National
Research Council 65–66).
To comprehend any text, readers Students need to develop the skills Wit & Wisdom establishes a line of
coordinate and execute a huge number of necessary to access any text they questioning to help students understand
complex thinking processes (Fountas and encounter. and discern the meaning of complex
Pinnell 272–273; Frey and Fisher 18). texts. Skill development follows a
Students need a process for reading,
coherent sequence of English Language
Each text’s unique attributes inform the understanding, and analyzing complex
Arts standards while staying true to
varied questions, tasks, and standards texts.
the demands of each individual text.
students explore and practice with that text
Students employ many skills in service of
(Shanahan 9–11).
understanding each text, while building
Successful readers hold a “standard for mastery of a smaller number of focus
coherence,” expecting to understand each standards that are particularly relevant to
aspect of a text, from striking word choice the specific texts within a module.
to byzantine structure to puzzling allusions
(Pearson and Liben 1).
Repeatedly progressing through a sequence
of purposeful, predictable close reading
stages (Adler and Van Doren 46–48; Liben
1–9) can establish and enable that standard
for coherence.
Reading, writing, speaking, and listening Students need an integrated approach to Wit & Wisdom takes an integrated approach
are interrelated aspects of the same act: literacy and content to increase learning. to literacy, as the work students do with
communicating ideas through language. reading, thinking, speaking, listening,
When studied together, these strands writing, vocabulary, and grammar all
reinforce one another (Graham and Perin ties into the module’s topic or Essential
20–21; Hawkins et al. 14). Question. Teachers leverage the content
knowledge students gain through the texts
Content integration levels the playing field
to support their abilities in other areas, such
among students with different types of
as having academic conversations or writing
background knowledge by focusing on
meaningfully and purposefully.
information gained through reading rather
than through personal experience (Hawkins
11 et al. 34–36).
Copyright © 2017 Great Minds®
Implementation Guide Introduction
WIT & WISDOM PROGRAM COMPONENTS
Wit & Wisdom is a comprehensive curriculum, providing the following materials and resources for teachers and
students.
Component Audience Access Feature Purpose Description
Implementation Guide Teacher Downloadable PDF from Great Provide a user Explanation of the
Minds website guide for the components, philosophy,
modules and resources of the
(http://witeng.link/IG)
curriculum
Module 0, Grades Teacher Downloadable PDF from Great Introduce students Abbreviated lessons
K–2, Grades 3–5, and and Minds website to Wit & Wisdom’s that walk students
Grades 6–8 student key components through the Content
Grades K–2:
and features Stages and Craft Stages,
(http://witeng.link/M0-GK-G2)
while building a as well as the types of
Grades 3–5: community of questions, practices, and
(http://witeng.link/M0-G3-G5) readers and writers instructional routines
they encounter in
Grades 6–8: Modules 1–4
(http://witeng.link/M0-G6-G8)
Teacher Edition (TE) Teacher Print books; interactive digital Module Introduce the Summary, instructional
platform Overview teacher to the goals, major assessments
module of the module, and map
of the lessons
Core lessons Provide instruction Approximately thirty to
with Deep thirty-five lessons and
Dives Deep Dives
Appendices Supply additional Resources to build
A–E teacher resources knowledge of text
complexity, vocabulary
teaching and learning,
and assessments
Student Edition (SE) Student Print workbooks; downloadable Student Support student Graphic organizers and
PDF through interactive digital handouts engagement with handouts
platform lesson instruction
Volume of Provide formative Questions to record
Reading assessment knowledge gained from
Reflection questions reading independently
Questions and widely on the
module topic, and to
measure accountable
volume of reading
Assessment Packs Teacher Print set of assessment Supply class set Major assessment
and materials (thirty) of the materials
student assessments for
distribution
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Implementation Guide Getting Started
GETTING STARTED WITH
WIT & WISDOM
OVERVIEW
Wit & Wisdom consists of modules of study designed to help students develop habits of mind common to strong
readers and writers. Each module develops around complex texts and an Essential Question. Several Focusing
Questions organize arcs of lessons that build sequential knowledge of texts and the Essential Question. Reading,
writing, and discussion in each arc support student success on an End-of-Module (EOM) Task.
The following provides an overview of the Wit & Wisdom structure of study.
The Academic Year consists of an abbreviated introductory module, Module 0, and four comprehensive modules to be taught in order.
The Modules (units of study)
center on one Essential Question;
typically consist of thirty to thirty-five core lessons, seventy-five minutes in length, each followed by a fifteen-minute Deep Dive
focused on vocabulary or style and conventions germane to the core lesson;
center on complex texts (both literary and informational) and visual art related to the Essential Question;
focus on designated Common Core State Standards (CCSS) English Language Arts (ELA) standards; and
conclude with a culminating EOM Task.
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Introduction
Each Essential Question
provides a compelling question for students to investigate during study and beyond;
establishes inquiry-based learning; and
guides students’ thinking as they read, think, discuss, and write throughout a module.
Examples:
Kindergarten, Module 2: What makes a good story?
Grade 2, Module 2: How can people respond to injustice?
Grade 4, Module 1: What does it mean to have a great heart, literally and figuratively?
Grade 8, Module 3: What is love?
The Focusing Questions
offer deeper investigations of different aspects of the Essential Question;
direct students’ reading, thinking, discussion, and written tasks throughout each arc of lessons in a module; and
culminate in a Focusing Question Task, an opportunity for students to demonstrate learning and teachers to assess progress.
Example:
Grade 5, Module 4
Essential Question: How can sports influence individuals and societies?
Focusing Questions:
How can sports affect the way we view others?
How can sports create opportunities for change?
How can people challenge or overcome barriers through sports?
Each of the Daily Lessons consists of a core lesson and a Deep Dive.
Core lessons (75 min.)
focus students’ learning through lesson-level Content Framing Questions and Craft Questions that target specific content and craft
learning;
offer a purposeful sequence of activities centered on reading, discussing, and writing about module texts; and
build students’ content knowledge and skills acquisition.
Deep Dives (15 min.) provide a deep study of pertinent vocabulary or CCSS-aligned style and conventions connected to the core
lesson.
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Implementation Guide Getting Started
TERMINOLOGY
Wit & Wisdom uses precise terminology to describe key teaching and learning practices. The following table
introduces key terms and their definitions.
Check for Understanding A lesson-level assessment included in each Wit & Wisdom lesson. CFUs take many forms, such as an
(CFU) Exit Ticket, a graphic organizer, or a written response. Aligned to specific skills acquisition, they focus
on reading, writing, and/or speaking and listening. On average, one to three CFUs appear in each
lesson. Every Deep Dive has its own CFU.
Content Framing Question A lesson-level question representing the particular Content Stage in the process of the reading of
a complex text. Each of the five sequential Content Framing Questions articulates the lens through
which students will explore the text in a given lesson. For more on this term, see the Content Stages
and Content Framing Questions section.
Continuing Standards Standards addressed pervasively across modules and accordingly not listed as focus standards for any
particular module.
Core Practices Four key practices—questioning, annotating, summarizing, and collecting evidence—are used
throughout the modules to help students learn how to read a text and communicate their
understanding of a text. For more on this term, see the Core Practices section in the “Going Deeper”
chapter.
Craft Question A lesson-level question representing the particular stage in the process of learning, practicing, and
demonstrating specific writing or speaking skills. For more on this term, see the Craft Stages and Craft
Questions section in this chapter.
Deep Dive A fifteen-minute lesson designed to teach a particular vocabulary or style and conventions concept or
skill that elaborates on the learning in the core lesson.
End-of-Module (EOM) Task The assessment at the end of a module through which students demonstrate both their understanding
of the module’s content and their ability to use the craft skills taught in the module.
Essential Question A thought-provoking, transferable question that guides students’ thinking, reading, writing, and
discussion throughout a module, to be addressed in the EOM Task and investigated well after the
module ends.
Exit Ticket A strategy for quickly assessing student understanding in which, upon ending a lesson, students
respond to a short-answer or multiple-choice question on an individual sheet of paper and submit it
to the teacher.
Focus Standards Standards explicitly taught, practiced, and assessed multiple times during a specific module.
Focusing Question A question directing students’ reading, thinking, discussion, and writing tasks throughout an arc of
lessons that builds sequential knowledge of texts and the Essential Question and is addressed in the
Focusing Question Task.
Focusing Question Task An assessment at the end of a Focusing Question arc of lessons through which students demonstrate
both their understanding of the arc’s content and their ability to use the craft skills taught up to that
point in the module.
Knowledge Journal A journal students use to reflect on, synthesize, and extend the knowledge they have developed—as
a group and individually—over a stretch of time, emphasizing transferable learning about topics and
skills. For more on this term, see the Setting Up a Wit & Wisdom Classroom section in this chapter.
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Implementation Guide Getting Started
Module Map Contained in the Module Overview for each module, the Module Map identifies the text(s), Content
Framing Question, Craft Question, and learning goals for each lesson, providing teachers with an
overview of lesson-level and sequential learning.
New-Read Assessment An assessment of students’ ability to transfer select reading and language skills they have learned
to a new text or portion of a text that they have not previously read. For more on this term, see the
Assessment section.
Response Journal A frequently-used journal in which students record their thinking during core lessons and Deep Dives,
including lists of brainstormed ideas, responses to questions and prompts, and reflections on texts or
classroom discussions.
Socratic Seminar A student-led collaborative discussion centering on a thought-provoking question related to a
module’s content. Students engage in inquiry, elaboration, and debate while expressing their own
ideas clearly. For more on this term, see the Socratic Seminar Guidance in the “Resources” chapter.
Supporting Standards Standards practiced in a particular module due to their alignment with the study of a particular text but
not necessarily explicitly taught or assessed.
Text-Dependent Question Generally appearing as a series, TDQs develop a purposeful line of questioning that focuses on key
(TDQ) aspects of a text and that students can answer only by referring to textual evidence.
Vocabulary Journal A journal in which students engage in vocabulary-related work, such as making connections among
words, applying their understanding of a word, or recording definitions of key words.
Volume of Reading The reading students do independently. Research shows a correlation between the volume of high-
quality texts students read and their development of reading skills and proficiency.
LEARNING DESIGN
Content-Craft-Create Framework
The Content-Craft-Create framework is the backbone of Wit & Wisdom’s learning design.
Specifically, Wit & Wisdom lessons are designed so that students develop the following:
Content knowledge. Students learn how to comprehend complex literary, informational, and visual texts.
Craft proficiency. Students learn to convey information and express ideas through explicit instruction in the
crafts of writing, speaking, and presenting.
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Implementation Guide Getting Started
Opportunities to create. Through the merging of content and craft, students demonstrate their knowledge and
express their ideas in formal written and oral assessments. Representing the Great Minds logo, the Wit &
Wisdom empty frame is ready and waiting for students to create their unique contributions to knowledge—of
the world and of ideas.
Each aspect of this framework is carefully organized to help students gain lifelong skills and habits of mind.
Content Stages and Content Framing Questions
Wit & Wisdom equips students with a flexible yet predictable process for deep reading of complex texts. Lessons are
structured with a purposeful progression that enables students to access, understand, and analyze these texts. This
progression consists of five Content Stages: Wonder, Organize, Reveal, Distill, and Know. Shaping each lesson is a
Content Framing Question that guides students’ exploration of a text and represents where they land in the lesson’s
learning.
The following chart identifies each Content Stage, a typical version of its associated Content Framing Question, and
the type of thinking and reading in which students engage during each stage.
Content Stage Content Framing Question Description of Student Thinking and Actions
Wonder What do I notice and wonder about this text? Students read the text with curiosity and attention and
ask key questions about what they read.
Organize What is happening in this text? Students organize their thinking on what the text is
about, demonstrating their literal comprehension of a
text.
Reveal What does a deeper exploration of [text-specific Students go deeper into the text, explore the author’s
element] reveal about the text? craft and word choices, analyze the text’s structure
and its implicit meaning, and attend to other unique
features of the text.
Distill What is the essential meaning of this text? Students synthesize their understanding of a text’s
elements to discern the full impact of the elements
they studied. They seek to understand the text as a
sum of its parts, with the goal of achieving a profound
understanding of the whole work.
Know How does this text build my knowledge of [specific Students consider the text in the context of their own
topic]? knowledge and learning. They examine the impact of
the text on their world of knowledge and articulate the
transferrable knowledge and skills they have acquired
during the course of studying a text.
The content stages form the acronym WORD + Know, representing the knowledge students build by answering each
question with a close examination of the words of text. By engaging in this process with multiple texts, students
internalize the stages and develop habits of mind that will enable them to approach and be successful with many
different types and levels of texts.
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Implementation Guide Getting Started
Craft Stages and Craft Questions
The crafts of writing, speaking, and presenting are also taught in a careful sequence that ultimately leads students
to mastery and independence. Students begin by examining high-quality exemplars of the craft. Then they receive
progressive direct instruction in the skills necessary to practice and master the craft. As is true with the Content
Stages, Wit & Wisdom delineates each Craft Stage with a Craft Question.
The following chart identifies each Craft Stage, its associated Craft Question, and the type of thinking and reading in
which students engage during each stage.
Craft Stage Craft Question Description of Student Thinking and Action
Examine Why is [specific skill] important? Students analyze an exemplar of a writing or speaking
skill to recognize criteria for quality communication
and, ultimately, to execute the skill on their own.
Experiment How does [specific skill] work? Students practice and hone the target writing or
speaking skill in a scaffolded task.
Execute How do I use [specific skill] in [specific task]? Students employ the skill in their own text-based
writing.
Excel How do I improve my use of [specific skill]? Students revise and revisit their speaking or writing,
cultivating mastery of the target skill.
Each stage begins with ex–, representing the explicit instruction in expression that students gain. With this carefully
scaffolded instruction, students develop transferable skills in the crafts of speaking, writing, and presenting.
Create: The Demonstration of Content and Craft Learning
After building content knowledge through the Content Framing stages progression and developing their craft,
students are ready to create a knowledge-based product. Students express their ideas and understanding of texts by
completing these performance assessment tasks:
Focusing Question Tasks
End-of-Module (EOM) Tasks
Whether written, oral, or both, Focusing Question and EOM Tasks invite and inspire students to create and share
great work.
These tasks are specific to each module’s texts, standards, and topic. Modules are backward-designed from these
questions, which drive student inquiry and focus assessment.
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Implementation Guide Getting Started
The Content-Craft-Create Framework in Action
The following chart provides a snapshot of how the Content-Craft-Create framework plays out at the lesson level
through examples from a Wit & Wisdom module.
Grade 3, Module 2
Lesson Content Framing Question Craft Question
19 Wonder Examine
What do I notice and wonder about One Giant Leap? Why is it important to support an opinion with reasons?
20 Organize Experiment
What is happening in One Giant Leap? How do supporting reasons work in opinion writing?
21 Reveal Execute
What does a deeper exploration of figurative language How do I use supporting reasons in an opinion
reveal in One Giant Leap? paragraph?
22 Distill Excel
What is the essential meaning of One Giant Leap? How do I improve supporting reasons in opinion
writing?
23 Know
How do Moonshot and One Giant Leap build my
knowledge?
Create: Focusing Question Task
25 You are entering an opinion essay contest. The essays will be judged by NASA scientists who want to understand
young people’s opinions about space travel. The question that you have to answer in your essay is:
Would you like to have been an astronaut on the Apollo 11 mission?
To answer this, write a four-paragraph opinion essay that includes the following:
an introduction paragraph
two supporting paragraphs
a conclusion paragraph
Support your opinion using evidence from the following texts:
Moonshot, Brian Floca
One Giant Leap, Robert Burleigh
Building Knowledge through Complex Texts
Excellent texts are at the center of every Wit & Wisdom module. Wit & Wisdom core texts include fiction and
nonfiction that represent award winners (e.g., Caldecott, Newbery, Coretta Scott King, ALA Notable) and CCSS
exemplars, selected to build students’ knowledge of rich topics in literature, history, science, and the arts. Wit &
Wisdom texts showcase diverse viewpoints and genres, including essays, speeches, articles, interviews, memoirs,
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Wit & Wisdom texts are exceptional in both content and craft. Literary texts feature plot complexity, exemplary use
of language and literary devices, and high-quality illustrations. Informational texts pique curiosity, build content
knowledge, and introduce a range of perspectives and forms. Representing grade-level complexity expectations
or higher, the literary and informational texts in Wit & Wisdom merit close reading, lend themselves to the
development of content knowledge and the skills described in the CCSS, and, most importantly, engage students in
productive—and joyful—struggle.
In addition to literary and informational texts, Wit & Wisdom incorporates fine art, video, and audio recordings.
Visual art texts include paintings, sculptures, architecture, and photographs that expand understanding of module
topics and develop students’ visual and cultural literacy. Visual and multimedia texts support striving readers while
engaging all students with rich content.
Together, a module’s texts create the module’s knowledge puzzle: each piece contributes to key learning about
a topic. Individually and collectively, the pieces of each knowledge puzzle empower students with the literary,
historical, scientific, artistic, and cultural knowledge required for successful thinking and citizenship. In each
module, students encounter quality texts that influence, extend, and often challenge their knowledge of the world
and their knowledge of ideas.
Knowledge puzzles build across grades to foster essential connections within and across disciplines. The following
is one example of how Wit & Wisdom students explore domain-specific literary and informational texts to build rich
knowledge and vocabulary about American history—within a grade and across grades.
Kindergarten, Module 3: America, Then and Now
Essential Question: How has life in America changed over time?
Core Texts
Informational
Communication Then and Now, Robin Nelson
Home Then and Now, Robin Nelson
Now & Ben: The Modern Inventions of Benjamin Franklin, Gene Barretta
School Then and Now, Robin Nelson
Transportation Then and Now, Robin Nelson
When I Was Young in the Mountains, Cynthia Rylant
Literary
The Little House, Virginia Lee Burton
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Grade 2, Module 2: The American West
Essential Question: What was life like in the West for early Americans?
Core Texts
Informational
The Buffalo Are Back, Jean Craighead George
Journey of a Pioneer, Patricia J. Murphy
Plains Indians, Andrew Santella
Literary
Johnny Appleseed, Steven Kellogg
John Henry: An American Legend, Ezra Jack Keats
John Henry, Julius Lester
The Legend of the Bluebonnet, Tomie dePaola
The Story of Johnny Appleseed, Aliki
Grade 2, Module 3: Civil Rights Heroes
Essential Question: How can people respond to injustice?
Core Texts
Informational
I Have a Dream, Dr. Martin Luther King, Jr.; paintings, Kadir Nelson
Martin Luther King, Jr. and the March on Washington, Frances E. Ruffin; illustrations, Stephen Marchesi
Ruby Bridges Goes to School: My True Story, Ruby Bridges
The Story of Ruby Bridges, Robert Coles; illustrations, George Ford
Separate Is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation, Duncan Tonatiuh
Grade 3, Module 3: A New Home
Essential Question: How do stories help us understand immigrants’ experiences?
Core Texts
Informational
Coming to America: The Story of Immigration, Betsy Maestro
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Literary
Grandfather’s Journey, Allen Say
Tea with Milk, Allen Say
Family Pictures, Carmen Lomas Garza
The Keeping Quilt, Patricia Polacco
Grade 4, Module 3: The Redcoats Are Coming!
Essential Question: Why is it important to understand all sides of a story?
Core Texts
Informational
George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer
Literary
Woods Runner, Gary Paulsen
The Scarlet Stockings Spy, Trinka Hakes Noble
Colonial Voices: Hear Them Speak, Kay Winters
Grade 5, Module 3: A War Between Us
Essential Question: How did the Civil War impact people?
Core Texts
Informational
The Boys’ War, Jim Murphy
Literary
The River Between Us, Richard Peck
Grade 6, Module 1: Resilience in the Great Depression
Essential Question: How can enduring tremendous hardship contribute to personal transformation?
Core Texts
Literary
Bud, Not Buddy, Christopher Paul Curtis
Out of the Dust, Karen Hesse
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Grade 7, Module 2: Americans All
Essential Question: How did World War II affect individuals?
Core Texts
Informational
Farewell to Manzanar, Jeanne Wakatsuki Houston and James D. Houston
Literary
Code Talker, Joseph Bruchac
Grade 8, Module 4: Teens as Change Agents
Essential Question: How do people effect social change?
Core Text
Informational
Claudette Colvin: Twice Toward Justice, Phillip Hoose
In approaching knowledge-building through the study of exemplary texts, Wit & Wisdom fully addresses the
components of the CCSS that articulate the need for high-quality, complex texts on topic—including Measuring Text
Complexity: Three Factors (31, 57); Range of Text Types (31, 57); Staying on Topic Within and Across Grades (33); and
the Complexity and Knowledge shifts.
Meeting Student Needs
Wit & Wisdom lessons engage all students and address individual needs such as those of striving readers and English
learners.
Student Engagement
Wit & Wisdom lessons are designed to maximize student engagement in multiple ways. The lessons include the
following features:
Engaging texts, topics, and tasks. The lessons engage students through challenging, high-quality texts; compelling
topics in the humanities, social studies, science, and the arts; and tasks that encourage productive study and
discussion.
A variety of instructional routines and approaches. Teachers use a variety of instructional routines through which
students explore content with classmates in a variety of ways, including seminars, class discussions, pairs, and
groups. For a list of and directions for these varied approaches, see Instructional Routines in the “Resources”
chapter.
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Content Framing Questions that begin and end each lesson. The recurring familiar structure of the Content
Stages helps students internalize daily goals and develop transferable habits, as well as ensures that students
understand texts and build knowledge with a growing level of independence.
Sequences of Craft Stages focused on specific skills. Students practice writing and speaking, mastering tools with
which to communicate content knowledge clearly.
High expectations. Learning goals are clear and measurable, and tracked through daily Checks for
Understanding (CFUs).
Multiple scaffolds and extensions. These tools help teachers support all students in successfully accessing core
grade-level content.
Help for students to organize their thinking. Individual Student Editions and journals are set up for written
responses, vocabulary and word work, and reflection on knowledge.
Content presented through multiple modalities. These modalities include auditory, visual, kinesthetic,
interpersonal, self-guided, and technological.
Student choice. Students have opportunities to choose the topic, process, and product, often with options of
multiple texts as they pursue interests.
As a result, all students are motivated to participate in and engage with lesson content.
Differentiation
The Wit & Wisdom learning design, especially its use of Content Framing Questions to structure lesson-level
learning, supports a range of students in numerous ways, including the following:
Deliberate sequencing. Students build knowledge of each module topic by reading texts in a purposeful
sequence. Students complete each module study with knowledge and skills that they can use to access grade-
level text.
Predictability of structures. The predictability of the recurring Content Stages helps students develop habits of
mind and provides a scaffold for reading challenging texts. Students use the Content Framing Question as an
entry point to difficult texts.
Reading scaffolds. Organizing ideas from informational and literary texts establishes student understanding of
the main ideas and plot points prior to the consideration of deeper ideas.
Focus on vocabulary and syntax. Students learn to read closely and discuss important passages, with particular
emphasis on
pp learning the meanings of essential content words and academic vocabulary,
pp studying roots and affixes to grow capacity to discern word meaning independently, and
pp dissecting phrases to reveal how syntax conveys meaning.
Exploration of content in multiple forms. Students explore print texts, visual art, videos, audio recordings,
photographs, and maps to access module concepts and information.
Reliance on strong models. Students examine models of strong writing to understand how to craft effective
sentences, paragraphs, and essays.
Frequent feedback. Students receive ongoing and explicit feedback from peers and teachers.
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Scaffolds. At key moments, lessons include specific suggestions for how to scaffold instruction. These scaffolds
empower teachers to seamlessly integrate remediation suggestions into instruction. For students who may be
challenged by the lesson’s rigor, scaffolds provide another path to the learning goal, rather than minimize or
change the learning goal.
Extensions and differentiation suggestions. Lessons often offer suggestions for how to vary learning tasks for
those who already have well-developed skills, or to extend learning for students who seek an additional
challenge.
The chart below more specifically illustrates how Wit & Wisdom lessons support striving readers.
Module Element Strategies and Tasks That Help Striving Readers
Content Stage and Content Students build confidence as they articulate observations stemming from their curiosity and focus.
Framing Question:
Students engage in noticing and wondering at their current ability level, often activating prior
Wonder knowledge, which fosters a feeling of success in striving readers.
What do you notice and wonder Students learn to take note of information and details as they read.
about this text?
Students learn to articulate their confusion about a text.
Students learn to focus on the role of illustrations in building meaning, where applicable.
Content Stage and Content Building basic plot understanding before moving on to close reading exercises ensures that students
Framing Question: will be able to succeed at more complex text analysis.
Organize The focus on text organization (sequential, narrative, cause/effect, etc.) helps students generalize how
to approach and comprehend different types of texts.
What is happening in this text?
Tactile work through routines such as Boxes and Buttons and Story Stones engages and supports
kinesthetic learners.
Content Stage and Content Careful and repetitive work with certain standards using shorter segments of text for close reading
Framing Question: gradually leads to student success with analyzing and understanding complex texts.
Reveal Text-dependent questions and text-dependent tasks, such as Graphic Organizers or Chalk Talks,
encourage students to reread the text several times to determine meaning.
How does a deeper exploration
of _______ reveal deeper
meaning in this text?
Content Stage and Content Graphic Organizers and thoughtful instruction during this stage of reading and analysis lead students to
Framing Question a deeper understanding of a complex text.
Distill
What is the essential meaning of
this text?
Content Stage and Content Intentional building of content knowledge improves comprehension and increases both domain-
Framing Question: specific and academic vocabulary.
Know
How does this text build my
knowledge of ________?
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Deep Dives Learning to apply understanding of roots and affixes helps students determine the meanings of
unfamiliar words and access increasingly complex texts.
Writing Writing models give students visuals for organizing their informative, opinion/argument, and narrative
writing.
Evidence Organizers prime students for success in identifying and organizing their ideas before writing.
Sharing writing ideas orally prior to writing helps support students in understanding and expressing
their ideas about texts.
Volume of Reading Students benefit from frequent and increased exposure to a range of texts at a range of levels.
The more students read and are read to, the more knowledge they build and the more they develop
their academic vocabulary.
Opportunities for choice in independent reading enhance student engagement.
Fluency Repeated reading helps students work on the correct pronunciation of words, building confidence in
their oral language.
Frequent reading of complex passages for fluency helps build comprehension.
Fluency performance with partners and small groups builds reading confidence, as students receive
affirmation from teachers and peers.
Supporting English Learners
Although many of the strategies that support striving readers also support English learners, English learners have
distinct needs. The aspects of Wit & Wisdom’s learning design that are particularly helpful to English learners
include the following:
Explicit vocabulary and grammar instruction, including a focus on morphology
Text-dependent questions that focus all students on key terms, phrases, and passages for rereading and
repeated exploration
Integrating instruction in spoken and written English with content-area knowledge such as science, history, and
art topics
Ongoing, sequential, explicit writing instruction
Partner work that includes oral practice of written responses
Multiple authentic opportunities to use academic language with support, such as explicit teaching about speaking
and listening, sentence frames, and vocabulary support
The following chart more specifically illustrates how Wit & Wisdom lessons support English learners.
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Module Element Strategies and Tasks That Help English Learners
Content Stage and Content Annotation and discussion of unknown vocabulary and comprehension confusion support English
Framing Question: learners in understanding new texts.
Wonder The focus on academic language and content vocabulary in context supports the development of such
language in English learners.
What do you notice and wonder
about this text? Teacher Read-Alouds of text during this stage—sometimes optional for differentiation but often the
norm—offer support for students who are not yet fluent in English.
Content Stage and Content Strategies students use for identifying the basic plot, such as Graphic Organizers including tactile
Framing Question: objects and full-body involvement, aid in comprehension.
Organize
What is happening in this text?
Content Stage and Content Focused work on specific elements such as figurative language, point of view, and individual text
Framing Question: features increases students’ ability to access complex texts.
Reveal
How does a deeper exploration
of _____ reveal deeper meaning
in this text?
Content Stage and Content Graphic Organizers and thoughtful instruction lead students to a deeper understanding of complex
Framing Question: texts.
Distill
What is the essential meaning of
this text?
Content Stage and Content Students build a cache of knowledge around various topics, learning a greater amount of vocabulary
Framing Question: than through simply thematic collections.
Know Connecting knowledge within the Knowledge Journal between texts and between topics supports
development of knowledge and vocabulary.
How does this text build my
knowledge of _____? Separate reflections on skill and content knowledge acquisition help students categorize and solidify
what they are learning.
Deep Dives The study of cognates and morphology extends and connects language learning.
The study of syntax helps English learners understand a variety of sentence structures as they read and
use those in their own writing.
Grammar study helps students learn parts of speech and word function in context.
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Writing Writing models give students visuals for organizing their informative, opinion/argument, and narrative
writing.
Evidence Organizers prime students for success in identifying and organizing their ideas before writing.
Sharing writing ideas orally prior to writing helps support students in understanding and expressing
their ideas about texts.
Sentence frames provide a structure and starting point for those who may struggle with language or
syntax, and they model academic language students can internalize.
Speaking and Listening Students have multiple opportunities to practice academic language: routines such as Think-Pair-Share
give students a chance to practice ideas with a partner before sharing with the larger group, small-
group discussions and tasks offer the opportunity to have low-risk academic discussions, and Socratic
Seminars provide models for participating in formal academic conversations.
Suggested sentence frames, such as “I agree with _____ because _____,” or “I want to add to what
_____ said,” help students frame their thinking and develop a bank of phrases to use in academic
conversations in English.
Vocabulary Journals and classroom charts are available to students as tools for ensuring precision of
language in academic discussions.
Volume of Reading Students benefit from frequent and increased exposure to a range of texts at a range of levels.
The more students read and are read to, the more knowledge they build and the more they develop
their academic vocabulary.
Fluency Fluency passages are often chosen to provide additional opportunities to engage with complex
sections of text.
Repeated reading helps students work on the correct pronunciation of words and build confidence in
oral language in English.
Frequent reading of complex passages for fluency helps build comprehension.
Fluency performance with partners and small groups builds reading confidence, as students receive
affirmation from teachers and peers.
Assessment
Assessment in Wit & Wisdom is frequent and varied, providing ongoing evidence of how deeply students understand
what they are learning. Assessments occur in every lesson. Assessments are tied to module and lesson content and
build toward the final, End-of-Module (EOM) Task. Each lesson’s Analyze box provides ideas for how to analyze and
act upon the results of the assessments. For extensive discussion of Assessment, see the Assessment section in the
“Going Deeper” chapter.
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The following graphic shows the five types of Wit & Wisdom assessments, the frequency of each, and how they are
designed to build toward success on the EOM Task.
MODULE DESIGN
A module is a unit of study with a focus on texts tied to rich content in language arts, history, science, and art, and
bound together by an Essential Question. Each of the four Wit & Wisdom modules per grade includes the following:
A Module Overview, which includes
pp a summary of the module’s knowledge story, and the core texts and topics examined
pp the Essential Question
pp a list of core and supplementary texts
pp module learning goals for content, reading, writing, language, speaking, and listening
pp explanations of how the module’s content and skill foci fit into the context of year-long learning
pp the focus standards addressed in the module lessons
pp a description of the formative and summative assessments
pp a Module Map that provides a lesson sequence, identifying lesson-level Content Framing and Craft
Questions, Learning Goals, and placement of formal assessments
Thirty to thirty-five (approximately) core lessons and Deep Dives
Five appendices
pp Appendix A: qualitative evaluations of core module texts’ complexity
pp Appendix B: a list of the vocabulary words taught and assessed in the module, as well as the Words to Know
(selected words to use in a teacher-created student glossary)
pp Appendix C: answer keys, sample student responses, rubrics, and tracking forms for student speaking and
listening participation
pp Appendix D: a select bibliography of additional texts related to the topics and genres presented in the core
module texts
pp Appendix E: a full bibliography of the sources used and referenced in the module
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MODULE TOPICS AND EOM TASK WRITING TYPES
Grade Module 1 Module 2 Module 3 Module 4
K The Five Senses Once Upon a Farm America, Then and Now The Continents
Informative Writing Narrative Writing Informative Writing Opinion Writing
(Research)
1 A World of Books Creature Features Powerful Forces Cinderella Stories
Narrative Writing Informative Writing Narrative Writing Opinion Writing
(Research)
2 A Season of Change The American West Civil Rights Heroes Good Eating
Informative Writing Informative Writing Narrative Writing Opinion Writing (Research)
3 The Sea Outer Space A New Home Artists Make Art
Informative Writing Opinion Writing Narrative Writing Informative Writing
(Research)
4 A Great Heart Extreme Settings The Redcoats Are Coming! Myth Making
Informative Writing Narrative Writing Opinion Writing (Research) Informative Writing
5 Cultures in Conflict Word Play A War Between Us Breaking Barriers
Informative Writing Narrative Writing Opinion Writing Informative Writing
(Research)
6 Resilience in the Great A Hero’s Journey Narrating the Unknown Courage in Crisis
Depression
Narrative Writing Argument Writing Informative Writing
Informative Writing (Research)
7 Identity in the Middle Ages Americans All Informative Language and Power Fever
Narrative Writing Writing Argument Writing Informative Writing
(Research)
8 The Poetics and Power of The Great War What Is Love? Teens as Change Agents
Storytelling
Informative Writing Argument Writing Informative Writing
Narrative Writing (Research)
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LESSON DESIGN
Each Wit & Wisdom lesson organizes student learning into sections using the following structure:
Lesson Section Typical Time Allocated Description
Welcome 5 min. Students independently engage in a task that prepares them for the
lesson’s learning.
Launch 3 min. The teacher introduces the lesson’s Content Framing Question,
and students interact with it in a meaningful way by unpacking
terminology, or making connections to the Focusing Question,
Essential Question, and/or text. The teacher ensures student
understanding of the lesson’s Learning Goals.
Learn 60 min. Through a variety of instructional routines and tasks, teachers support
students as they engage in productive struggle, both independently
and with peers, and as they develop skills and knowledge needed to
answer the lesson’s Content Framing Question.
Land 5 min. The teacher facilitates student reflections on how they met lesson
goals and answered the Content Framing Question.
Wrap 2 min. The teacher directs closing activities, such as assigning homework.
Deep Dive 15 min. The teacher supports students’ learning of vocabulary or style and
conventions. The Deep Dive is also organized into Launch, Learn, and
Land sections.
Total Lesson Time = 90 min.
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In addition, two teacher-facing sections frame each lesson, providing guidance about the purpose of the lesson and
modes of assessing its success.
Every lesson begins with a Prepare section that
lists the lesson’s guiding questions, and
conveys the lesson’s logical unity. This section explains
pp what students do in the lesson,
pp the relationship between activities, and
pp how the lesson’s learning connects to at least one broader module goal.
Every lesson concludes with an Analyze section that
explains a key assessment in the lesson, highlighting its purpose in relation to the lesson’s and module’s learning
goals;
provides the standards aligned with the assessment; and
offers guidance on evaluating student success on the assessment and actionable next steps for scaffolding
learning when students struggle with particular tasks.
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LESSON FEATURES
Wit & Wisdom’s lesson design contains key information to support teachers’ planning and understanding of the
curriculum.
LESSON AGENDA
Maps the flow and timing of the
content at a glance.
CHECK FOR UNDERSTANDING (CFU)
ICON
Indicates the lesson’s assessments.
A matching check is found in the
lesson at the point of use. CFUs come
in a variety of forms, such as Exit
Tickets, written responses, completed
graphic organizers, or videotaped
presentations.
MATERIALS
In the digital Teacher Edition, links
provide teachers access to student
handouts and teaching materials. In
the print edition, the student handouts
exist in a separate Student Edition.
DEEP DIVE ICON
Used throughout to signal Deep Dive
lesson information.
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Designed to align with Wit & Wisdom’s preparation process—Prepare, Teach, Assess, Analyze (see the Lesson
Preparation section in this chapter)—the Prepare section shows a lesson’s key questions. It then explains the lesson’s
learning, placing it in context with the module’s cumulative knowledge and skill-building.
FOCUSING QUESTION
Defines the overarching inquiry for a
particular set of lessons.
CONTENT FRAMING QUESTION
Identifies the stage of reading and the
text focus for the lesson.
CRAFT QUESTION
States the focus of writing or speaking
for the lesson.
For more on Content Framing
Questions and Craft Questions, see
the Content-Craft-Create Framework
section in this chapter.
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GROUPING DESIGNATION
Describes the primary way students
work in a particular lesson section—as
individuals, in pairs or small groups, or
as a whole group.
ALTERNATE ACTIVITY SUGGESTIONS
Ideas for alternate activities,
extensions, differentiation options, or
scaffolds are set off by a small vertical
bar at the left of the header. These
suggestions allow for differentiation
with student needs in mind.
TEACHER VOICE EXAMPLES
Wit & Wisdom is not a scripted program.
Occasionally, specific examples of
what the teacher might say are given to
• provide an example of a thoughtful,
instructive way of presenting
information,
• suggest how much to say about a
specific topic, or
• demonstrate possible content of
what to say.
STUDENT RESPONSES
While not exhaustive, these exemplar
responses suggest the focus and scope
of student understandings. If students
seem to struggle with a question after
ample wait time, consider
• offering one of the examples to
spur additional thinking and/or
• asking students a question based
on one of the examples. For instance,
“Why does Kay refer to a door in this
quotation?” or “What is an example of
sensory language in this passage?”
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ANALYZE SECTION
At the end of each lesson, the Analyze
section provides guidance for the
lesson’s essential CFU. Criteria for
assessing a task and its standard(s) are
presented, as well as actionable next
steps for scaffolding learning when
students struggle with particular tasks.
Based on this analysis, teachers may
consider providing additional lesson
time to address needed skills. See the
Planning Pause Points within Modules
section in this chapter.
LESSON PREPARATION
To successfully implement Wit & Wisdom, teachers take part in a familiar, four-part preparation process.
While each of these stages can be described separately, they overlap considerably in practice. For example, much
assessment and analysis occurs during the teaching phase. Each stage involves the following teacher actions.
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Prepare Teach Assess Analyze
Before teaching the module, During teaching, adjust the Assess student understanding Analyze students’ work and
lesson as needed, reflecting on and performance during and discussions to make future
reread the core texts,
these considerations: after the lesson. Among other instructional decisions.
read the Module Overview, actions, be sure to do the
Student understanding Use information in the
and following:
Analyze boxes to assess
Student engagement Collect (or take anecdotal performance on the CFUs
make note of its key
elements, such as the Individual student needs notes on) the lesson’s CFUs. and plan next steps.
Essential Question, the EOM Collect other student work Use rubrics or checklists
Task, and the focus standards. products from the lesson. to score written work and
Before teaching each lesson, generate quantitative data.
Pay attention to whole-class
reread the text(s); conversations and circulate as Evaluate instruction.
students work in pairs or small
look at the Lesson’s At a Revisit lesson preparation
groups to continually assess
Glance page, noting the notes.
student understanding.
lesson’s standards and Videotape the teaching,
learning goals; Observe students’ speaking
and then analyze the
and listening skills during
study the Prepare box performance.
lessons, and assess how those
information to determine the are progressing. Invite a colleague or
lesson’s focus; administrator to observe the
read the lesson in depth, lesson and give feedback.
paying particular attention
to the Content Framing
Question and Learning Goals;
and
based on data and analysis,
plan to adapt the lesson
to students’ needs, using
alternate activity ideas from
the lesson or your own ideas.
SAMPLE DAILY SCHEDULES
The ninety-minute Wit & Wisdom lesson represents the time needed for successful implementation of the program,
including close reading of complex texts, working toward in-depth mastery of the CCSS, and building knowledge of
a range of topics. The ninety-minute time does not include time dedicated to foundational literacy skills, Volume of
Reading, differentiated small-group literacy, or strategic literacy intervention.
What follows are several sample schedules showing how schools might allocate time in the daily schedule so that
teachers can implement Wit & Wisdom with integrity.
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Sample Schedules A
Grades K–2
90 min. Wit & Wisdom English
30 min. Differentiated Volume of Reading and small-group literacy
30 min. Foundational literacy skills
60 min. Lunch and recess
75 min. Math
45 min. Science and history
60 min. Special subjects:
Art, music, physical education, and media (alternating)
6 hrs., 30 min.
Grades 3–5
90 min. Wit & Wisdom English
40 min. Differentiated Volume of Reading and small-group literacy
60 min. Lunch and recess
90 min. Math
50 min. Science and history
60 min. Special subjects:
Art, music, physical education, and media (alternating)
6 hrs., 30 min.
Grades 6–8
90 min. Wit & Wisdom English
60 min. Math
45 min. Lunch and recess
60 min. Science
60 min. History
60 min. Special subjects:
Art, music, physical education, and media (alternating)
15 min. Study hall (could be used for Volume of Reading)
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Sample Schedules B
Grades K–2
75 min. Wit & Wisdom English (core lesson)
30–45 min. Differentiated Volume of Reading and small-group literacy
30 min. Foundational literacy skills
15 min. Wit & Wisdom English (Deep Dive)
60 min. Lunch and recess
60 min. Math
30 min. Kindergarten: Play-based Knowledge Centers
Grades 1–2: Science and history (alternating)
60 min. Special subjects:
Art, music, physical education, science lab, and social studies media lab (alternating)
6 hrs. –6 hrs., 15 min.
Grades 3–5
90 min. Wit & Wisdom English
45–60 min. Differentiated Volume of Reading and small-group literacy
60 min. Lunch and recess
60 min. Math
45 min. Science and history (alternating)
60 min. Special subjects:
art, music, physical education, science lab, and social studies media lab (alternating)
6 hrs.–6 hrs., 15 min.
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Grades 6–8
75 min. Wit & Wisdom (core lesson)
75 min. Math
45 min. Lunch and recess
45–50 min. Science
45–50 min. History
45–50 min. Special subjects:
art, music, physical education, and media
30 min. Deep Dive and Volume of Reading
6 hrs.–6 hrs., 15 min.
MAPPING A YEAR OF WIT & WISDOM
Wit & Wisdom Modules 0–4 include approximately 150 lessons, allowing schools to accommodate mandates such
as school-wide events or standardized tests. A curriculum with approximately 145 days of instruction helps schools
tailor the curriculum to specific opportunities, resources, and needs, leaving a measure of flexible time between or
within modules.
For the best student experience, modules should be scheduled around longer vacation periods or extended
stretches of intense assessment time that could interrupt the flow of module learning.
Using Time between Modules
The time between modules can provide opportunities to extend learning, through activities such as the following:
Short studies of favorite texts related to module topics or other important topics (See Great Mind’s Wheatley
Portfolio for seventy-six thematic units that provide additional text-based practice of the standards.)
Research projects to apply skills and build knowledge
Field trips that connect to module topics and build community connections
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Planning Pause Points within Modules
In addition to time between modules, Wit & Wisdom can accommodate extra time within modules for teachers to
respond to specific student needs. Teachers can consider building in strategic Pause Points, which are days for re-
teaching, scaffolding, or extending lessons. Based on students’ strengths, needs, and interests, teachers might use
Pause Points to do the following:
Complete lessons that require more time
Reteach or provide additional support for content or skills that students need to practice (See the Analyze
Section at the end of each core lesson for ideas for additional support.)
Connect content to current events or opportunities that arise in the community
Review vocabulary terms that are essential to understanding the module content
Boost fluency through Readers’ Theater performances, student-led declamations, or poetry slams
Provide more time and support for complex writing assignments
Increase the Volume of Reading on the topic of study by reading and discussing additional texts
Explore extension activities, texts, or videos suggested in the module
Complete student-led research projects that capitalize on students’ interests
Sample Annual Calendar
Quarter 1
Monday Tuesday Wednesday Thursday Friday
Week 1 School and Class Culture Building
Week 2 Wit & Wisdom Module 0 Lessons
Week 3 Holiday Module 1 Lessons 1–8
Week 4 Pause Point
Week 5 Module 1 Lessons 9–13
Week 6 Pause Point Module 1 Lessons 14–19
Week 7 Pause Point Module 1 Lessons 20–21
Week 8 Holiday and Parent Conferences Module 1 Lessons 22–28
Week 9 Pause Point
Week 10 Module 1 Lessons 29–32 Publish EOM Tasks
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Quarter 2
Monday Tuesday Wednesday Thursday Friday
Week 11 Teacher Choice Text Study
Week 12 Module 2 Lessons 1–9
Week 13 Holiday
Week 14 Pause Point Module 2 Lessons 10–18
Week 15
Week 16 Pause Point Module 2 Lessons 19–24
Week 17 Holiday Party Winter Break
Week 18
Week 19 Module 2 Lessons 25–29
Week 20 Pause Point Module 2 Lessons 30–32 Publish EOM Tasks
Quarter 3
Monday Tuesday Wednesday Thursday Friday
Week 21 Holiday Student-Led Research Projects
Week 22 Module 3 Lessons 1–6
Week 23 Pause Point Module 3 Lessons 7–13
Week 24 Pause Point
Week 25 Holiday Module 3 Lessons 14–21
Week 26 Pause Point
Week 27 Module 3 Lessons 22–28
Week 28 Overnight Field Trip Spring Break
Week 29
Week 30 Module 3 Lessons 29–35
Week 31 Publish EOM Tasks Assessment Review
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Quarter 4
Monday Tuesday Wednesday Thursday Friday
Week 32 Standardized Assessments
Week 33 Module 4 Lessons 1–3
Week 34 Pause Point Module 4 Lessons 4–9
Week 35 Pause Point Module 4 Lessons 10–16
Week 36
Week 37 Pause Point Module 4 Lessons 17–22
Week 38 Pause Point Module 4 Lessons 23–27
Week 39 Holiday Pause Point
Week 40 Module 4 Lessons 28–34
Week 41 Publish EOM Tasks Parent Conferences/Celebration
Total: 180 instructional days
SETTING UP A WIT & WISDOM CLASSROOM
Wit & Wisdom is designed to foster a classroom culture of knowledge-building and active student engagement.
Room setup can promote such a culture and engagement with, for example, desks arranged to accommodate
flexible working arrangements (individuals, pairs, groups), a designated whole-group meeting area in early grades,
and strategic displays of anchor charts and student work.
Students and teachers also need easy access to key tools that support their work with Wit & Wisdom. In addition to
the texts and student handouts, the following resources support success with Wit & Wisdom modules.
Student Journals
Students maintain a Response Journal, a Vocabulary Journal, and a Knowledge Journal. Teachers choose the format
that works best for their classrooms: a three-part spiral notebook, an individual composition book for each journal,
a binder with three tabs (one for each journal), or another option of the teacher’s design. Formats will vary; teachers
create a format that distinguishes the three journals and optimizes usability for their students and themselves.
Response Journal: A frequently-used resource, the Response Journal provides one place for students to
document their thinking during core lessons and Deep Dives, including lists of brainstormed ideas, responses
to questions and prompts, and reflections on texts or classroom discussions. In this journal, students “write to
learn” and “learn to write.” Inclusive in nature, the Response Journal records the wide range and various stages
of thinking instrumental to academic success.
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Vocabulary Journal: A dedicated journal for students’ vocabulary-related work, the Vocabulary Journal reinforces
the importance of vocabulary to knowledge- and skill-building. In this journal, students engage in activities
such as making connections among words, applying their understanding of a word, or recording definitions of
key words.
Knowledge Journal: Reserved for use in “Know” lessons, the Knowledge Journal invites students to reflect on,
synthesize, and extend the knowledge they have developed—as a group and individually—over a stretch of time.
Although it is used sparingly in each module (rather than daily), the Knowledge Journal captures students’
thinking at key intervals, requiring students to process and analyze what they have learned. Students apply,
stretch, and connect ideas and themes throughout the whole year.
pp For Grades K–2, the Knowledge Journal consists of two sections: Knowledge of the World (“What I Know”)
and Knowledge of Skills (“What I Can Do”).
pp For Grades 3–8, there are four sections: Knowledge of the World, Knowledge of Ideas, Knowledge of Skills,
and Reflections.
zz Knowledge of the World: Students articulate and synthesize knowledge about pertinent topics. As
students realize they are building world knowledge, they apply this background knowledge to the reading
of the next text and to wide reading in other academic situations.
zz Knowledge of Ideas: Wit & Wisdom values inquiry-based learning about the big ideas that inform our
experiences and understandings of culture, history, and identity. As students realize they are building
idea knowledge, they notice how these big ideas (like justice or agency) surface and resurface, and apply
their knowledge to articulate differences and express an increasingly deeper understanding of the idea.
zz Knowledge of Skills: Recording skill knowledge ensures that students are learning standards and applying
that knowledge in subsequent modules. Skill review and application to a new text teaches students that
we intend for them to use what we teach them for life, not just for one module.
zz Reflections: This section allows for uncategorized thinking, encouraging students to explore connections
and extend their thinking.
pp Knowledge Journal activities vary, but share an emphasis on open-ended inquiry. Sample questions include
the following:
zz “What are the three most important things you’ve learned from this text?”
zz “What difference does it make that The Crossover is written as a novel-in-verse?”
zz “If we were continuing our study of this module topic, what would you examine next? Why?”
pp Knowledge Journal prompts are never part of an assessment. The goal of the Knowledge Journal is for
students to use writing (and drawing) to process and learn, to come to understand what they know. They are
designed so that students’ thinking is not inhibited by the prospect of an assessment.
pp Students often reference their Knowledge Journals in “Wonder” lessons. They apply—and extend—previous
learning and begin to notice what they never noticed before.
pp With increasing independence, students reflect on important ideas they learned, world knowledge that is
important for background knowledge, and skills that help them see new things in a text.
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Projection Device
Lessons often call for teachers to display art, writing models, and other visuals. Ideally, classrooms will be equipped
with a projector, interactive whiteboard, or other presentation tool.
Student Access to Technology
To meet the expectations of the standards, students must use technology and will need access to a computer lab or
personal devices.
Materials for Collaborative and Individual Student Use
Each lesson uses specific materials particular to that lesson, which are identified in the Materials list on the At A
Glance page of each lesson. (For an example of an At a Glance page, see the Lesson Features section.) Modules often
require materials specific to their content and knowledge puzzles, like the following examples:
In Grade 1, Module 1: A World of Books, students use a large world map to track how other children around the
world get books.
In Grade 4, Module 1: A Great Heart, students use modeling clay and straws to help connect what they have
read about the human heart to what they observe about their own pulses.
For more specific information, see Suggested Materials Lists for Modules 1 and 2 in the “Resources” chapter.
SHARING WIT & WISDOM WITH FAMILIES
Research demonstrates that students are most successful when parents and caregivers are meaningfully engaged
with their child’s school and curricula. Wit & Wisdom supports engagement with families by providing Parent Tip
Sheets for each module. The Parent Tip Sheets provide families with the following:
An overview of what students will learn in the module
The core texts students will read
The Essential Question and Focusing Questions guiding each module
A list of books families can read together at home
Questions families can discuss with students at home
Ideas for what families can do together to explore the module’s content at home
An example of a Parent Tip Sheet can be found in the “Resources” chapter. Parent Tip Sheets for each module can
be accessed through the Great Minds website. Additionally, Parent Tip Sheets for Modules 2–4 are located in the
Student Edition of each module.
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In addition to these Tip Sheets, Wit & Wisdom teachers can engage families by doing the following:
Sharing information about Wit & Wisdom with families at Back-to-School and Open House nights
Frequently displaying Wit & Wisdom student work
Sharing student work or anecdotes from Wit & Wisdom lessons through newsletters or on classroom websites
Inviting family members to observe a Wit & Wisdom lesson in action
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GOING DEEPER: UNDERSTANDING
THE WIT & WISDOM APPROACH
To support educators’ development of a deep and nuanced understanding of the Wit & Wisdom approach and
implementation with integrity, this chapter provides more detailed information about key components of the
learning design.
The chapter begins with a focus on Wit & Wisdom’s four Core Practices, which are used within and across modules
to help students learn how to read and communicate their understanding about complex texts.
Following the Core Practice description, discrete sections explain, in detail, Wit & Wisdom’s approach to assessment,
reading, writing, speaking and listening, vocabulary, fluency, visual art, and foundational skills. When applicable,
these sections also explain how the approach represents what research has shown to be best practice. Sections also
depict the approach in action, often including illustrative examples from sample lessons. Sections then outline how
Wit & Wisdom meets the demands of the standards. Each section concludes with information on how the approach
leads to students’ developing transferable skills they can apply in future academic and career endeavors.
CORE PRACTICES
Within and across modules, Wit & Wisdom features four key practices—questioning, annotating, summarizing, and
collecting evidence—to help students learn how to read a complex text and communicate their understanding of
texts.
Each practice is task-specific, easy to implement, and experienced in a progression of gradual release. Within
each grade, teachers guide and support students with each practice, increasing complexity and independence and
gradually transferring responsibility from teacher to students. The gradual release of the Core Practices occurs
within individual modules as well as across modules throughout the year.
Specific Core Practices often appear in conjunction with a particular Content Stage. For instance, students practice
questioning during the Wonder stage, as students generate their own questions about a text. Summary occurs
during the Organize stage, when students focus on demonstrating literal comprehension of a text. In addition, Core
Practices can appear, with a range of complexity, in conjunction with several stages. For example, students use
annotation to note observations and unknown words during the Wonder stage and also to highlight text evidence
essential for a summary in the Organize stage. And, students employ annotation during the Reveal stage to indicate
specific textual elements, such as types of figurative language, or shifts in point of view.
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Introduction
This chart provides descriptions of each Core Practice and its value.
Core Practice Description Progression of Practice Value
Questioning During their first encounter with a text, For Students
students record questions they have about
Students monitor their understanding of When readers ask themselves (or others)
it. When students return to the text, they
the text by recording questions they have questions during the first few readings of a
continue to monitor their understanding,
about it. text, they are able to
recording any additional questions that arise
while also looking for answers to their initial maintain engagement with and focus on
questions. After the first stage of reading, the text while reading and
students share, and when possible, answer
these text-based questions, or problem- monitor their comprehension of what
solve about how to answer the questions. they are reading.
For instance, students may return to the
For Teachers
text, consult a reference source, or conduct
research. Examining students’ questions serves as
a valuable formative assessment tool as
the questions students ask indicate their
understanding of the text and learning from
previous modules.
Annotating Annotation during the first read aims For Students
to develop the habit of monitoring
While independently reading a text or Annotation encourages active reading,
understanding of a text as students read.
section of text, students make notes with inviting students to engage in a dialogue
In subsequent reads, annotation focuses
common annotation symbols and/or with the text while reading.
readers on deeper understanding, such as
marginal notes.
distinguishing among purpose, claim, and For Teachers
For a sample Annotation Chart, see the conclusion; noticing authors’ crafting of
literary elements or text features; and/or Annotations serve as indicators of students’
“Resources” chapter.
supporting learning goals relevant to the understanding of the text and learning from
text (e.g., character analysis, influence of previous modules.
setting).
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Summarizing While many strategies encourage For Students
summarization, the use of visuals and
Students summarize texts, or sections of Summarizing a text, or portion of text, after
manipulatives (objects that can be used
longer texts, and reflect as they summarize reading helps readers to
in a hands-on manner) from Grades K–8
to determine the main topic/idea or central
support all learners, particularly visual think about texts more deeply, at the
idea of what they are reading.
and kinesthetic learners. Students may word and sentence level, and the text as
begin practice working with graphic a whole;
organizers. The goal is for students to
achieve independence, ultimately no identify main and central ideas and key
longer needing the structured organizer to and supporting details;
summarize text and distinguish main ideas/
distinguish between more relevant and
themes/plot points from details.
less relevant details; and
check their comprehension of what they
have read.
To summarize, a reader must make
determinations about the following:
The main or central ideas (in
informational texts) and plot points and/
or themes (in literary texts)
The key ideas versus details
Relevance
For Teachers
Student summaries are valuable
assessment tools, providing insights
into students’ understanding of texts,
their ability to distinguish important
versus unimportant details, and their
comprehension of the central message or
theme of a text.
Collecting Evidence Students excavate the text (or multiple For Students
texts) to respond in depth to any question
The purposeful collecting of evidence Collecting evidence, grounding written
or purpose requiring a complex analysis and
serves as the bridge from reading to writing. and oral responses with textual evidence,
synthesis of multiple pieces of evidence
Students collect evidence during reading answering text-dependent questions,
(from the same text or multiple texts).
when they question and annotate. The Core and writing to sources have all been an
Practice formalizes the process, pinpointing To gain practice, students collect evidence emphasis of ELA instruction. The CCSS
the period when students collect evidence as a class, in small groups, or in pairs. have increased this focus even more. To
in response to a specific prompt, task, or Ultimately, students work individually meet rigorous new standards, students
question. with their own graphic organizers or their must identify, evaluate, and cite textual
own note-taking or annotation systems evidence.
to collect and record evidence prior to
For Teachers
expressing their understandings through
writing or speaking. Students’ purposeful and strategic selection
of textual evidence provides insight into
students’ understanding of a task and a
text and their ability to synthesize and
contextualize evidence in writing or
speaking.
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ASSESSMENT
The Wit & Wisdom Approach to Assessment
Wit & Wisdom grounds its assessments in five main principles:
Assessment can be a powerful tool to drive student learning.
Assessments should form a coherent narrative reflecting the knowledge and skills students will build throughout
a module.
The most powerful type of assessment is the content-based performance task. Tasks should consist of work
worth doing, reflecting best instruction.
Self-assessment empowers students to understand and improve their learning.
In Grades 2–8, brief, frequent, low-stakes selected-response items (including multiple choice) give teachers
important, timely feedback on students’ reading comprehension and critical thinking.
There are five types of assessments in Wit & Wisdom.
Assessment Frequency Type What Does It Assess?
Check for Understanding 1+ per lesson Formative Lesson-level learning goal(s)
Focusing Question Task 3–6 per module Formative or summative Module learning goals for
knowledge, reading, writing,
speaking, and/or language
New-Read Assessment 2–3 per module Formative or summative Transfer of reading and/or
language module learning goals
to a new text or a portion of
text focused on a topic that has
been introduced
Socratic Seminar 2–3 per module Formative or summative Module learning goals for
knowledge, speaking, and
language
End-of-Module Task 1 per module Summative Module learning goals for
knowledge, reading, writing,
speaking, and/or language
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Assessment in Action
Wit & Wisdom lessons include
frequent, varied assessments and other tasks that provide evidence of how deeply students understand what
they are learning;
frequent opportunities for self-assessment (often in the Land section of a lesson), using such tools as
checklists, rubrics, goal-setting, and self-reflective journal prompts;
Analyze sections that provide educative information about assessing student learning—what teachers should
look for in lesson assessments and how to act upon the results; and
standards-based rubrics for text-based writing, language, and speaking and listening.
The following chart provides examples of the assessments at various grade levels.
Assessment Examples Standards Assessed
Check for Understanding Grade K, Module 1, Lesson 19 RL.K.1, RL.K.6, RL.K.7
Students listen closely to the text on that page spread and make
drawings to reflect the text. Reread as needed. Give students five
minutes to create their interpretation from the text on pages 9–10.
Grade 3, Module 3, Lesson 12
(This CFU occurs after students complete a graphic organizer
about the two texts.)Students use one color to highlight similarities RL.3.2, RL.3.3, RL.3.9, W.3.8
between Grandfather’s Journey and Tea with Milk. Students use the
other color to highlight differences between Grandfather’s Journey
and Tea with Milk.
Grade 6, Module 2, Lesson 22
Students complete a Quick Write in response to the following:
“Choose one of the illustrations analyzed in the Chalk Talk. Explain
how analyzing Packer’s use of art elements helped you better RL.6.1, W.6.10
understand Penelope’s character.”
Focusing Question Task Grade 2, Module 1, Focusing Question Task 4 RI.2.2, W.2.2, L.2.1.f
Write an informative paragraph explaining the impact of fall
weather on leaves.
Grade 7, Module 4, Focusing Task 2
Deliver a five-minute presentation explaining an effect of the crisis, RI.7.1, RI.7.3, SL.7.4, SL.7.5,
using examples from one or both core texts. SL.7.6
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New-Read Assessment Grade 5, Module 3, New-Read Assessment 1 RI.5.1, RI.5.3, RI.5.8
Text: The Boys’ War: Confederate and Union Soldiers Talk About the
Civil War, Jim Murphy
Part A
What point does the author make about drummer boys in this
excerpt?
a. Drummer boys will always be an important part of war.
b. As war techniques changed, so did the need for drummer boys.
c. Soldiers needed drummer boys in order to hear commands.
d. Drummer boys caused too many problems during the Civil War,
so armies stopped using them in later wars.
Part B
Which evidence from the text supports your answer to Part A?
Select two.
a. “The Civil War would be the last time drummer boys would be
used in battle” (Murphy 41).
b. “The roar of big cannons and mortars, the rapid firing of
thousands of rifles, and the shouts of tens of thousands of men
made hearing a drumbeat difficult” (Murphy 41–43).
c. “Instead, smaller, fast-moving units and trench warfare, neither
of which required drummers, became popular” (Murphy 43).
d. “Even as their role in the fighting was changing, Civil War
drummers stayed at their positions signaling orders to the troops”
(Murphy 43).
e. “Hundreds were killed and thousands more wounded” (Murphy
43).
Socratic Seminar Grade 1, Module 3, Lesson 29 SL.1.1.c, SL.1.3
Is science or magic more important to William?
Grade 2, Module 3, Lesson 13
RI.2.1, SL.2.1.c, SL.2.3, SL.2.6
Why were Martin Luther King, Jr.’s words powerful?
Grade 4, Module 3, Lesson 15
Participate in a Town Meeting to share your opinion as a colonist RL.4.2, RL.4.6, RI.4.3, SL.4.1.a,
in Colonial Voices about whether or not you support dumping the SL.4.1.c, SL.4.3, SL.4.4
English tea in Boston Harbor as protest for the tax placed on the
tea by King George and Parliament.
Grade 6, Module 3, Lesson 32
Did the Jamestown settlement fail? Why or why not? RI.6.1, RL.6.1, W.6.10, SL.6.1,
SL.6.2, SL.6.4, SL.6.6
Grade 8, Module 3, Lesson 32
Is love real? RL.8.1, RL.8.2, SL.8.1, SL.8.3,
SL.8.6
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End-of-Module Task Kindergarten, Module 4 RL.K.5, RI.K.1, W.K.1, W.K.8,
Part 1: Use knowledge of various text types to sort each module L.K.1.f, L.K.2.a
text into one of the following categories: informational text or
storybook.
Part 2: Choosing from among one of the following continents—Asia,
Africa, Antarctica, Europe, Australia, or South America—create a
travel brochure to explain why someone should visit that continent.
Grade 8, Module 1
Write a portfolio of three poems that demonstrate an
understanding of ideas of the power of stories, the effects
of descriptive and sensory language, narrative arc, and the RL.8.2, RI.8.2, W.8.3, W.8.4,
relationship between content and structure. Write a cover letter W.8.5, SL.8.4, SL.8.5, SL.8.6,
explaining the story, the relationship between form and content, L.8.1.c, L.8.2.a, L.8.4, L.8.5.a,
and an understanding of the power of storytelling. Then perform L.8.6
the poetry portfolio for an audience, with attention to poetic
expression.
Achieving the Standards
Lessons list aligned standards for each assessment. Major assessments (Focusing Question Tasks, New-Read
Assessments, Socratic Seminars, and EOM Tasks) primarily assess module focus standards. Occasionally they also
assess supporting standards. By the end of the module, students have at least one opportunity to demonstrate
mastery of each focus standard on a major assessment. Major assessments may assess some standards multiple
times so that teachers can assess growth.
The Impact of Assessment
Whether in college or career, students will frequently be held accountable for what they know and what they can
do. Forms of assessment that are typically limited to the classroom, like multiple choice, can be helpful in giving
teachers quick feedback on student learning. But the best assessments mirror the work students will do in college
and their careers, allowing them to perform their learning in authentic contexts. Focusing Question Tasks, Socratic
Seminars, and EOM Tasks are designed to elicit that kind of performance, giving students an opportunity to show
what they can do by applying their learning to solving academic, intellectual, and real-world problems.
READING
The Wit & Wisdom Approach to Teaching Reading
Wit & Wisdom’s rigorous and joyful text-based approach to reading instruction creates skilled readers who love to
read. Through inquiry-based engagement, students build their comprehension and deepen their analysis of texts.
Wit & Wisdom reading lessons
are precisely and deliberately crafted to ensure rigor, lead to authentic work arising from the texts, and create
coherence across a module;
require that learners do the cognitive work;
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are structured within and across lessons to guide purposeful engagement during each Content Stage of a text,
thus enabling deeper understanding of the text; and
are sequenced across the module to cultivate content connections and skill development among multiple texts.
Each lesson begins and ends with a Content Framing Question that provides an umbrella for the text-dependent
tasks and text-dependent questions (TDQs) in the lesson. Framing each lesson with familiar questions helps
students build the habits of mind they need to become independent close readers.
The discussions, text-dependent tasks, and TDQs within each Content Stage serve a distinct purpose, illuminating
key close reading habits.
Wonder: Students generate their own observations and questions, forming an initial impression of the text.
Organize: Readers get the gist of the text by sorting out characters, settings, and plot for literary texts; or
speaker, audience, main ideas, and purpose for informational texts. TDQs and tasks in this stage focus on
specific and challenging areas (e.g., domain-specific vocabulary, syntax, and background information) that are
crucial to understanding the text and set the stage for deeper interpretation and analysis.
Reveal: Readers focus intently on different and unique aspects of the text, such as language choice, literary
devices, or structure, and analyze how each element affects meaning.
Distill: Students express the central ideas or themes of the text and determine how key aspects of the text
support these ideas and themes.
Know: Students articulate how a text builds their knowledge, and expand their knowledge by connecting the
text to other texts and topics of study.
For more on the Content Stages, see the Content-Craft-Create Framework section in the “Getting Started” chapter.
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Reading Instruction in Action
Wit & Wisdom lessons execute this learning approach through
an average of fifty-five minutes or more of reading instruction per lesson.
carefully constructed TDQs and text-dependent tasks that require students to return to and reread texts for
authentic and engaging purposes, ultimately leading to deeper understanding and analysis. The following two
examples—the first from Lesson 2 of Grade 2, Module 1, and the second from Lesson 8 of Grade 8, Module 1—
illustrate the power of this combination of joy and rigor:
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multiple and varied opportunities to reflect on and discuss texts—individually, with a partner or small group,
or in the whole group. This allows for increased engagement, giving the time to develop thinking and deepen
understanding through the exchange of ideas, as in this lesson from Grade 2, Module 3:
a variety of ways to explore text meaning and demonstrate understanding of texts—such as Response Journal
entries, writing in a variety of genres, Graffiti Walls, Tableaux, or Chalk Talks like the one in this lesson from
Grade 4, Module 2:
frequent reading assessments, including daily CFUs, New-Read Assessments, Focusing Question Tasks, and
EOM Tasks.
support for the important practice of Volume of Reading, students’ independent and self-selected reading of
a volume and range of texts to build knowledge and vocabulary. For more on Wit & Wisdom’s support of this
practice, see Volume of Reading Guidance in the “Resources” chapter.
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Achieving the Standards
The chart below shows typical standards that the lessons address at each Content Stage.
Stage Typical Standards
Wonder R.1, R.4 (determine word meaning)
Organize R.2 (summarize key ideas and details), R.5
Reveal R.3, R.4 (analyze word choice), R.5, R.6, R.7, and/or R.8
Distill R.2 (interpret central ideas or themes)
Know R.9
The Impact of Reading Instruction
Through close reading of complex texts, students come to understand the elements of great writing, recognizing
that each element of a text contributes to its richness and cohesion. When students expect to understand a text
deeply, they persevere through confusion, reading and rereading until they have unlocked the layers of meaning in
the text (Boyles 4–7; Jones et al. 4–5). Practicing close reading in the classroom builds the mental muscles needed
for deep comprehension during independent reading—which is the ultimate goal. These habits of mind will serve
students well as they encounter challenging texts in K–12 assessments, in college, at work, and throughout their
daily adult lives (ACT 16–17; NGA and CCSSO 2–4; PARCC).
WRITING
The Wit & Wisdom Approach to Teaching Writing
Wit & Wisdom students learn to write and write to learn about complex texts. Writing builds on a foundation of
content knowledge developed through the close reading of texts about important topics. All writing is text-based
or text-inspired. Through narrative, opinion/argument, and informative writing, students build and express
understanding within and across texts.
Through explicit learning-to-write instruction, teachers gradually release responsibility for a specific writing
strategy through a series of lessons. One or more of the following Craft Stages shapes each lesson.
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Supported Examine: Students analyze how an exemplar models one or more writing strategies. The exemplar can come from
authentic texts, class collaborative writing, or a module resource.
Experiment: Students practice applying a target strategy. Scaffolded tasks provide significant support by limiting
gradual the volume of writing, providing parts of a writing piece, or focusing on a relatively simple topic.
release
of a Execute: Students plan or draft a full writing piece, paying particular attention to applying the target strategy to
strategy support the purpose of the task.
Excel: Students revise, edit, and respond to feedback on the pieces they drafted in the Execute stage, focusing on
the target strategy. They reflect on their use of the strategy to refine their thinking about its use in current and future
Independent writing.
Writing Instruction in Action
Wit & Wisdom lessons include
an average of twenty or more minutes of writing per lesson.
explicit learning-to-write instruction on transferable strategies for effective writing, as in this excerpt from
Lesson 11 of Grade 2, Module 4, in which students begin to learn strategies for opinion writing:
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routine writing-to-learn opportunities in which students write informally and formally to explore complex
texts, as in Lesson 30 of Grade 5, Module 3
a variety of writing performance tasks, each with a clear audience and purpose, such as this one from Lesson
32 of Grade 7, Module 3:
vertically aligned, standards-based rubrics and checklists to assess students’ writing.
Achieving the Standards
Wit & Wisdom organizes the skills of the CCSS Writing Standards and Language Standards 1–3 into five Craft
Features, defined below. These features also align to the Craft Features for Speaking and Listening.
Structure: Focusing a writing piece on a unifying idea; organizing the parts of the piece to clearly communicate
the idea and how details relate to it.
Development: Stating and elaborating on details using evidence or narrative devices.
Style: Strategically using language to convey meaning; includes writer’s voice, diction (word choice), syntax
(sentence structure), and adaptation to task, audience, and purpose.
Conventions: Following rules of Standard English grammar, mechanics, spelling, and usage.
Process: Planning, drafting, giving and responding to feedback, revising, editing, and presenting writing pieces;
choosing a process appropriate for the task, purpose, and audience.
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Students often begin study of a writing type with a focus on its structure and development and then deepen their
understanding of how style can strengthen tasks using that writing type. Throughout the year, students apply their
conventions and process knowledge with increasing depth and independence. Writing rubrics and checklists are
used to assess students’ mastery of these Craft Features, while explicit instruction in each feature guides students
to success.
The Impact of Writing Instruction
The ability to communicate effectively in writing and speech is essential for success in college and most careers. Wit
& Wisdom learners build both deep knowledge and the tools to articulate that knowledge in writing and speaking.
Through explicit instruction in all aspects of the writing process, repeated opportunities to practice writing for
authentic purposes, and receiving and learning to apply meaningful feedback on their writing, these students will be
well prepared for the writing challenges they will face in school and beyond.
SPEAKING AND LISTENING
The Wit & Wisdom Approach to Teaching Speaking and Listening
Speaking and listening are at the core of all learning. Wit & Wisdom builds students’ ability to communicate by
maximizing the quality, quantity, and variety of their speaking and listening experiences.
Quality: Students learn speaking and listening just as they would any other discipline—through rich, rigorous,
and joyful instruction. From explicit modeling to experimentation to independent expression, students build
capacity in discrete speaking and listening skills that make their communications stronger. As with writing
instruction, this speaking and listening instruction is always text-based or text-inspired.
Quantity: Daily lessons intentionally shift the balance of talking to students, engaging them in multiple,
meaningful opportunities to speak and listen.
Variety: Students hone their skills and awareness of the many purposes for speaking and listening, and they
learn to tailor their speaking and listening for a specific purpose and audience. For example, students learn
how to participate informally in daily academic conversations and also how to deliver a formal presentation.
Teachers use the Craft Stages of Examine, Experiment, Execute, and Excel to guide students through explicit
speaking instruction while gradually releasing responsibility to students for these skills.
A key aspect of the Wit & Wisdom approach to Speaking and Listening is the Socratic Seminar. In a Socratic Seminar,
students prepare for and participate in a structured, text-based, academic conversation. Each seminar is organized
around a rigorous question that provokes new thinking. Students apply the crafts of speaking and listening to
express and extend what they have learned from their reading and writing. For more information on Socratic
Seminars, see Socratic Seminar Guidance in the “Resources” chapter.
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Speaking and Listening Instruction in Action
Wit & Wisdom lessons execute this approach to teaching speaking and listening through
explicit instruction in transferable strategies for speaking and listening, as in this example from Lesson 4 of
Grade 8, Module 3:
frequent opportunities and ways for students to develop and practice speaking and listening. These include a
variety of instructional routines and engaging activities designed to foster high-quality academic discussion, as
in Lesson 32 of Kindergarten, Module 4, in which students are actively engaged in learning the importance of
incorporating details into verbal descriptions:
development of speaking and listening skills through students’ work with reading fluency and comprehension.
intentional connection between speaking and listening and writing by having students orally rehearse what
they will write by first talking about it with classmates.
assessment of oral language comprehension and skill, including Socratic Seminars and grade-level speaking
and listening rubrics.
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Achieving the Standards
Wit & Wisdom structures the skills of the CCSS Speaking and Listening standards into four Craft Features, defined
below, which align to the Craft Features for writing and language. Explicit speaking skill instruction focuses on a
single feature for each module.
Process: Process goals help learners participate effectively in academic conversations.
Delivery: Delivery, or style and conventions for speaking, goals help learners follow conventions for public
speaking and hone their speaking style to engage an audience.
Structure: Structure goals help learners organize ideas to communicate clearly.
Development: Development goals help learners speak logically and use evidence.
Students learn and apply one new speaking and one new listening goal in each module. These goals build
incrementally over four modules to fully address the CCSS Speaking and Listening standards for each grade.
The Impact of Speaking and Listening Instruction
The ability to effectively communicate with others is crucial to success in college and careers. Those who can speak
in an articulate, organized, and thoughtful way and respectfully raise questions, concerns, and disagreements can
engage in the collaborative work characteristic of most college and career settings. Similarly, the ability to listen
deeply and for a purpose promotes both collegiality and learning. Through the speaking and listening instruction
that Wit & Wisdom lessons provide, students expand their vocabularies, improve their reading fluency, readily make
cognitive connections, collaborate effectively, and ultimately develop the capacity to engage in conversations with
both peers and adults.
VOCABULARY
The Wit & Wisdom Approach to Teaching Vocabulary
Thorough knowledge of word meanings is key to understanding any complex text and to learning as a whole (Chall
and Jacobs; Anderson and Freebody 77). Vocabulary instruction in Wit & Wisdom is accordingly designed to achieve
three key student outcomes:
Better comprehension of complex texts
Broader and deeper knowledge of words and word parts (including affixes and roots)
Increased ability to determine the meanings of unknown words
As a text-based curriculum, Wit & Wisdom teaches vocabulary both implicitly and explicitly using words in the core
and supplementary texts. Through repeated readings of complex, knowledge-building texts, students implicitly
learn many new words (Feitelson, Kita, and Goldstein 340; Miller and Gildea 96; Nagy and Scott 273). Explicit
vocabulary instruction focused on the three student outcomes emphasizes three categories of high-leverage
vocabulary words and phrases.
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Content-Specific Vocabulary: Relates to key ideas of a domain-specific topic.
Academic Vocabulary: Frequently occurs across disciplines and is often abstract, with multiple meanings.
Text-Critical Vocabulary: Essential to understanding a specific text.
Note that one word might fit into multiple categories.
Vocabulary Instruction in Action
Wit & Wisdom lessons execute the vocabulary learning design through
explicit vocabulary instruction essential to understanding texts that students read, as shown through this
example from Lesson 30 of Grade 3, Module 2:
encouraging students to use target vocabulary in their discussions and writing about texts, as in this excerpt
from Lesson 9 of Kindergarten, Module 1:
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vocabulary-specific instructional strategies and routines in the core lessons. See the “Resources” chapter for a
description of instructional routines and examples of how some of those routines might be used for vocabulary
instruction.
Deep Dive vocabulary instruction and practice to develop student knowledge of high-value words and word-
solving strategies, as in this example from Lesson 1 of Grade 7, Module 3:
focusing on elements of vocabulary, such as abstract or multiple meanings, connotation, relationships among
words, and morphology.
quick, targeted assessments, as well as indirect assessments, such as use of new vocabulary in context.
Word Walls and Vocabulary Journals for students to record newly acquired words and vocabulary strategies.
Appendix B in each module, which supports teachers in customizing vocabulary instruction to the needs of
their students.
Achieving the Standards
Wit & Wisdom’s systematic, text-based vocabulary instruction intentionally aligns with the many standards
promoting deep word study. The modules explicitly introduce Reading Anchor Standard 4 early in the year and
return to it throughout the remaining modules to optimize opportunities for students to acquire and deepen
vocabulary knowledge in the context of complex texts. L.6 is a continuing standard in Wit & Wisdom, as it represents
the cumulative achievement of using a range of vocabulary knowledge throughout modules. Deep Dives frequently
address the specifics of L.4 and L.5, offering explicit instruction and practice.
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The Impact of Vocabulary Instruction
Vocabulary knowledge correlates strongly with reading comprehension. Students with a broad vocabulary tend
to understand more of what they read, while students who know fewer words understand less of what they read.
Enormous disparities in students’ word knowledge begin early in life, then grow greater over time (Stanovich 373).
Wit & Wisdom’s systematic, text-based vocabulary instruction addresses these critical needs, ensuring that Wit &
Wisdom students develop the vocabulary knowledge and skills they need to succeed in school and beyond.
FOUNDATIONAL SKILLS
The Wit & Wisdom Approach to Foundational Skills
Before independently reading and writing about complex texts, students must master the building blocks of reading
and writing. Wit & Wisdom lessons were designed with the understanding that most schools have already adopted
a foundational skills curriculum. The lessons accordingly do not explicitly teach foundational skills other than
fluency, which is explicitly and comprehensively addressed. (See the Fluency section that follows.) Nonetheless, Wit
& Wisdom lessons are specifically designed to be taught alongside any foundational skills curriculum that schools
adopt and to reinforce the teaching of foundational skills in numerous ways.
Any high-quality foundational skills curriculum can complement Wit & Wisdom. In Kindergarten through Grades 2
or 3, foundational skills are a Tier I program, with additional Tier II and III interventions recommended as needed.
After Grade 3, most foundational skills belong in Tier II and III interventions, though all students may benefit from
continued spelling instruction.
High-quality foundational skills programs include the following features:
A systematic scope and sequence, including phonics, phonological awareness, high-frequency words,
morphology, and handwriting
Focused and explicit instruction
Practice in and out of texts
Frequent assessment
Mastery-based pacing
Foundational Skill Reinforcement in Action
Wit & Wisdom lessons reinforce the explicit instruction provided by a foundational skills curriculum through
occasionally having students transfer previously learned foundational skills to a lesson’s reading or writing
tasks about complex texts. For example, some writing lessons cue teachers to review previously taught sound-
spelling patterns that students are frequently misspelling, then give students time to edit their text-based
writing with a focus on those patterns.
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Foundational Skills Connections activities in Modules 2–4. In these optional activities, students practice skills
from the foundational skills curriculum with Wit & Wisdom module texts, as in the following example from
Lesson 12 of Grade 1, Module 2. Teachers can implement the activity before, after, or in the middle of the
lesson.
alignment of expectations for students’ independent reading and writing with developmentally accessible and
rigorous foundational skill levels.
frequent Read Alouds of complex texts in early grades in which students are building foundational skills.
task- and text-specific scaffolds for struggling readers and writers.
frequent fluency practice with carefully selected passages from Wit & Wisdom core texts. See the Fluency
section in this chapter for details.
Teachers can and should customize lessons in other ways to provide other opportunities for applying previously
taught foundational skills in Wit & Wisdom lessons.
The Impact of Foundational Skills Instruction
Foundational skills are necessary but not sufficient for students to navigate the complex reading and writing
required in college and career. By engaging all students with complex text, Wit & Wisdom allows students with
varying proficiency in foundational skills to build grade-level knowledge of the world, ideas, vocabulary, and syntax.
Thus, when striving students catch up in foundational skills, they are ready to tackle complex texts.
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FLUENCY
The Wit & Wisdom Approach to Teaching Fluency
Reading fluency is the ability to read print words aloud accurately and effortlessly, with appropriate speed and
meaningful expression and phrasing. Fluent readers make meaning from text as they read it aloud.
As young students learn to read, multiple knowledge systems develop concurrently. Students learn phonics,
phonological awareness, decoding, spelling, and vocabulary. During these early learning stages, the teacher usually
reads complex texts aloud to students. As they listen strategically and repeatedly to challenging texts, students
develop the knowledge and language they need to read and think about complex text independently.
As readers grow into their elementary and middle-school years, their knowledge systems progress, and fluency
functions as a bridge to comprehension. For a variety of reasons, some readers may continue to require targeted
and intentional fluency supports through the middle-school grades. As these supports help them improve
their fluency, these striving readers can become independent readers of complex text, no longer dependent on
audiobooks, teacher Read Alouds, or other means of accessing the text.
Wit & Wisdom fluency instruction is designed to foster fluency development for all readers. It is grounded in the
belief that the goal of fluent reading is rich comprehension, rather than a quantitative assessment of reading rate.
Students learn to read grade-level complex text through repeatedly reading short, well-chosen text excerpts
from module texts. Practicing these fluency excerpts builds students’ overall fluency skills while also scaffolding
understanding of specific module texts. In lessons and homework, repeated oral readings of these excerpts help
students to understand the texts and communicate more effectively about them.
Fluency Instruction in Action
Wit & Wisdom modules build fluency through
an explicit introduction to fluency in Module 1 (Grades 1–8), including anchor charts like this one from Lesson 2
of Grade 2, Module 1:
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reflection on the importance of fluency and modeling of fluent reading as in Lesson 1 from Grade 6, Module 1
routine fluency homework chosen strategically from complex texts (required for all students in Grades 1–5;
optional, though encouraged, in Grades 6–8).
formal and informal reading fluency performances, such as Readers’ Theater, individual reading performances
for the class, or partner readings of selected texts.
authentic fluency tasks integrated with students’ close reading and text-based writing, as in this example from
Lesson 21 of Grade 7, Module 3:
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Achieving the Standards
The primary standards connection for fluency work is Reading Foundational Skills Standard 4. This standard calls
for students to read with sufficient accuracy and fluency to support comprehension. It is the Reading Foundational
Skills Standard that Wit & Wisdom curriculum addresses directly, because attention to fluency aids students’
comprehension of complex texts and scaffolds mastery of Reading Anchor Standard 10. Although RF.4 is a Grades
K–5 standard only, Wit & Wisdom includes fluency work in Grades 6–8 as well. Teachers in Grades 6–8 have the
option of using fluency instruction and practice with all students or as an intervention for striving readers.
The Impact of Fluency Instruction
According to Dr. Timothy, “oral reading performance has the potential to transform a self-conscious student into
a star performer—especially when he or she is coached and given opportunities to practice” (The Fluent Reader
23). Fluency is the bridge to success with reading. As students become able to read a greater number of words per
minute with increased understanding, they read more. The more they read, the more they build knowledge.
VISUAL ART
The Wit & Wisdom Approach to Teaching Visual Art
Wit & Wisdom recognizes that as one of the earliest modes of human communication, visual art is a universal
and essential form of expression and communication, accessible to even the youngest of learners. Each module
provides multiple opportunities for students to engage with significant works of art as core and supplementary
texts, including paintings, illustrations, prints, sculptures, architecture, and photographs. Rather than serving
as illustrations of module content, each selection has been chosen to inspire students to grapple with broader
concepts related to the module knowledge story.
The Wit & Wisdom Content Stages guide students to view these artworks with wonder, curiosity, and imagination,
and then to build knowledge and appreciation of artistic elements, genres, styles, and media. Next, students explore
how artists express important thoughts and ideas, identify the essential themes, and connect their learning to the
greater knowledge puzzle of the module.
Visual Art Instruction in Action
Wit & Wisdom art lessons
guide students to apply the habits of mind they have developed as readers to the analysis of visual art, using
the five Content Stages to structure their inquiry.
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introduce and extend understanding of fundamental elements of visual art such as color, space, line, and form,
as exemplified in a variety of media—as shown in this excerpt from Lesson 21 of Grade 3, Module 3:
establish discipline-specific vocabulary for naming, describing, and interpreting works of visual art, as shown
by this example from Lesson 33 of Grade 5, Module 2:
teach students to base their analysis and interpretations on evidence from the artwork, as students are asked
to do in Lesson 20 of Grade 8, Module 2:
offer diverse perspectives from a variety of culturally significant artists, artistic movements, and historical
contexts.
provide occasional opportunities for students to create their own visual response to artwork.
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relate understandings about works of art to the broader module knowledge puzzle.
provide opportunities for all learners, regardless of abilities, to access themes and ideas expressed through
visual art.
The Impact of Visual Art Instruction
In a world increasingly dependent on visual media to communicate meaning, it is essential to teach students
visual literacy. Through intentional exposure to great works of art in the Wit & Wisdom curriculum, students build
understanding, appreciation, and awareness of the ways in which the elements of visual language influence people
and the world of ideas. Moreover, many of the selected works represent a wide cultural vocabulary, providing
students with a common visual experience to carry throughout their lives as educated citizens.
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Implementation Guide Leading and Supporting School Wide Implementation
LEADING AND SUPPORTING
SCHOOL-WIDE IMPLEMENTATION
Strong and supportive leadership is essential to successful school-wide implementation of Wit & Wisdom. While
there are many ways to exercise such leadership, what matters most is having a thorough plan for the many aspects
of implementation and a sturdy leadership structure to execute the plan. Key players in a successful implementation
include the following:
Teachers, who work directly with students and provide instruction
Coaches, who support teachers in developing and executing high-quality instruction
School leaders, who determine the overall vision, expectations, and goals for implementation; create an
environment that fosters accountability, ownership, and investment; and provide structures and resources that
allow coaches and teachers to succeed
These three roles are united by a common goal: promoting student success.
STUDENT GRADING AND ACHIEVEMENT
By studying student work and using the qualitative and quantitative data it generates to adjust instruction
responsively, teachers and leaders can support student growth on any standards-aligned measure of achievement.
Because grading systems and policies differ vastly across schools and districts, Wit & Wisdom assigns no specific
grading method, rule, or point value to most tasks. However, the modules were carefully designed to elicit a
range of information about student performance that teachers can use to generate quantitative grades. (For more
information, see the sections on assessment in the “Going Deeper” chapter and rubrics in the “Resources” chapter.)
As a result, Wit & Wisdom is compatible with any grading or reporting system.
For those using standards-based grading systems, the materials include the aligned standards for each formative
and summative assessment. Modules also include tools teachers can easily use to generate numeric scores for
assessment tasks: writing rubrics, speaking and listening rubrics, and text-based writing checklists. While numerical
grades are a component of many grading systems, Wit & Wisdom places great emphasis on the value of studying
student work and using written responses and other student artifacts to look for evidence of deep and enduring
understanding. This evidence is one of the strongest indicators of a student’s success on future standards-aligned
assessment tasks and performances.
TEACHER OBSERVATION AND INTEGRITY OF IMPLEMENTATION
Effective teacher observation and coaching are key elements of successful implementation. As with grading
systems, the methods for observation and coaching will differ greatly across districts and states. Wit & Wisdom
prescribes no particular observation model; indeed, any observation system can be used to support teachers in their
implementation. However, effective observation and coaching systems share the following characteristics:
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Introduction
A collaborative commitment to evaluating the actions teachers take to create a classroom experience that
promotes optimal learning
A focus on the quality of student products, performances, and tasks
Strong communication between observer and teacher, including descriptive feedback
Supportive coaching
When observing teachers, school leaders should keep in mind that Wit & Wisdom is not a scripted program, and
Wit & Wisdom instruction will vary from classroom to classroom. While the lessons can be implemented as written,
teachers will study the modules and come to know them as deeply as the educators who wrote them. Teachers
should use their knowledge of the modules and of their students to customize lessons when needed.
Within this context, school leaders need to ensure that teachers teach the program with integrity. In practice,
tension often exists between the desire to teach with fidelity to the lesson as written and the necessity of flexing to
meet students’ needs. The graphic below captures that tension.
Optimal learning occurs when teachers strike a balance between flexibility and fidelity, landing in the integrity
portion of the spectrum. Implementing with integrity means
honoring the essential components of a module—its major questions (Essential, Focusing, and Content
Framing), learning goals, and summative assessments;
internalizing a lesson’s goals and plans, then customizing the lesson as needed during lesson preparation;
ensuring students receive a rigorous and successful learning experience by maintaining the expectations of the
task, lesson, and module;
providing scaffolds and differentiation to meet students where they are and ensure that their efforts are
productive;
attempting different approaches to engage students with content; and
solving problems and making decisions based on evidence and data, especially from student work.
To ensure integrity in implementation, instructional leaders can empower teachers to customize while setting
expectations for key habits, strategies, and methods that embody Wit & Wisdom’s learning design.
To focus and guide their classroom observations, observers can consider whether teachers and students are
engaging in the following behaviors.
Teachers should
support student mastery of specific, transferable, standards-based learning goals;
ensure that students closely read complex texts, completing multiple reads;
use the Content Framing Questions to set a clear purpose for each read of a text;
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ensure that students respond to the text-dependent questions and text-dependent tasks that require them to
gather evidence from each text and examine its unique language and features;
check students’ understanding through multiple assessments (including daily Checks for Understanding) arranged
in a deliberate progression that builds the skills and knowledge students need to perform successfully on the
End-Of-Module (EOM) Task; and
strategically differentiate instruction to support all students.
Students should
build knowledge by reading and connecting Wit & Wisdom texts;
engage in explicit writing instruction and frequent, diverse writing opportunities, which enable them to articulate
their understanding of texts;
actively speak and listen, demonstrating and reinforcing their learning in reading, writing, and language;
study vocabulary to improve comprehension of complex texts, increase knowledge of words and word parts,
and determine the meanings of unknown words;
regularly practice fluency, reading with accuracy at an appropriate rate and with appropriate phrasing and
expression to deepen comprehension;
analyze visual art as a text, examining evidence within the “four corners of the frame”; and
actively engage with texts and tasks, navigating productive struggle.
In addition to observations, instructional coaches can help teachers deepen their understanding of and enhance
their skill in implementing Wit & Wisdom in many other ways, including the following:
Conducting demonstration lessons or co-teaching lessons
Capturing lessons on video for teachers to later reflect upon the implementation
Working with teachers to assess student work
Collaborating with teachers to analyze evidence of student learning to make instructional decisions and plans
for future lessons
PROFESSIONAL DEVELOPMENT AND BUILDING TEACHER CAPACITY
To reach the full potential of Wit & Wisdom, schools should adopt a year-long, embedded process of building
teachers’ capacity. This does not require creating new professional development resources or sessions. In fact, the
modules, module texts, and this Implementation Guide can serve as resources to deepen and enhance teachers’
understanding of literacy instruction. Instructional leaders can help teachers make the most of these resources by
creating time and space for teachers to study, discuss, and practice with these materials with their colleagues and
with guidance from coaches and mentors. One way to achieve these ends is by establishing a curriculum team, or
Professional Learning Community (PLC), in which teachers from the same grade level share collaborative planning
time.
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Some actionable processes that can help build teacher capacity include the following:
Reading core texts and discussing them in a book club with grade-level colleagues (For more ideas, see texts
from the Background Reading section in the “Resources” chapter.)
Preparing to teach a module by reading the core texts and Module Overview and doing a test drive of the EOM
Task
Engaging in a learning experience from the student’s perspective. A coach or lead teacher teaches a Wit &
Wisdom lesson while other teachers participate as learners. Then coaches and teachers discuss and reflect on
the experience and its implications for instruction.
Reviewing sections of the Implementation Guide and discussing implications for practice at curriculum team
or PLC meetings. Sections of particular relevance to teachers include (but are not limited to) the following:
pp Learning Design
pp Core Practices
pp Assessment
pp Vocabulary
pp Socratic Seminar Guidance
pp Volume of Reading Guidance
pp Instructional Routines
pp Assessment and Rubrics
Planning how to deliver and assess a module with a curriculum team. Team teachers map the lessons and
major assessments onto a school calendar, note places to build in time to differentiate, and create a plan to
collect and analyze data from formative assessments.
Successful Wit & Wisdom professional development honors these key elements of the curriculum design:
Keeping content at the core to emphasize illuminating study of texts, modules, and student work
Building teachers’ knowledge of content, as well as their instructional practice
Empowering teachers to play a key role in extracting meaning from and making connections to the curriculum
Honoring teachers’ experience, insight, and knowledge of their students
Wit & Wisdom also offers several professional development options and other services to support teachers and
schools in implementation. For more information, please visit https://greatminds.org/english/PD.
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SCOPE AND SEQUENCE OF
COMMON CORE STATE STANDARDS
STANDARDS SELECTION
The texts and tasks included in Wit & Wisdom present opportunities to practice and master the CCSS. Wit &
Wisdom’s learning design is based on the premise that texts speak, and standards answer. Instead of addressing
standards one by one, in isolation, the tasks and activities associated with each Wit & Wisdom text integrate multiple
standards from the CCSS Reading, Writing, Speaking and Listening, and Language strands. The integrated teaching
of these standards emerges from the content of the carefully curated texts in each module, rather than in an
isolated series of skills instruction.
For easy reference, this section outlines the CCSS anchor standards and the scope and sequence for each strand
individually. Various standards from every strand are integrated throughout each module. When appropriate and
logical, both module and lesson-level learning goals group multiple standards within and across strands. Students
deepen their understanding and mastery of ELA skills, as well as their knowledge of cross-disciplinary topics and
concepts.
TYPES OF STANDARDS
Wit & Wisdom explicitly addresses all the expectations of the CCSS, with the exception of the Foundational Skills
standards. Nearly all CCSS and sub-standards are targeted in one or more modules.* Focus, supporting, and
continuing standards are designated in each module.
Focus standards for a module meet the following criteria:
They are explicitly taught through explanation, modeling, or gradual release of responsibility.
Students practice them in multiple lessons.
The Focusing Question Task(s), New-Read Assessment(s), Socratic Seminar(s), and End-of-Module (EOM) Task
formally assess them.
Supporting standards are not necessarily explicitly taught or formally assessed in the module, but students practice
them with one or more module texts. Many CCSS are designated as focus standards just once or twice but reappear
in other modules as supporting standards. Throughout the year, students apply supporting standards to new texts
with increasing independence.
Continuing standards represent broad, end-of-year goals and cannot be assessed in a single task. Unlike focus
and supporting standards, continuing standards are taught and practiced pervasively across modules rather than
in individual lessons. Students practice and master these standards cumulatively. The continuing standards RL.10,
RI.10, and L.6 are foundational to what students do on a daily basis and, therefore, appear in every module of every
grade.
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Through careful analysis of the texts and topics, each module of Wit & Wisdom has been designed to align to the
standards best suited to building students’ understanding and knowledge of module content. As they practice and
apply these skills throughout the year, students become confident, engaged, college-and career-ready learners.
*The notable exceptions are W.9 and W.10 (which are supporting standards in most modules as reflection of the
standards’ purpose); RL.10, RI.10, and L.6 (which are continuing standards in all modules); and the Foundational Skills
standards. (See the Foundational Skills section in the “Going Deeper” chapter for details.)
READING CCSS SCOPE AND SEQUENCE
The Reading CCSS Scope and Sequence is a key foundation of Wit & Wisdom’s learning design. The Reading
standards are integrated with the Content Stages to optimize the specific learning opportunities each text presents,
while building sound general habits for reading complex text. While many standards align neatly with specific
Content Stages, the standards aligned to each lesson were chosen primarily for how well they suit the module texts
and tasks.
Stage Typical Standards
Wonder R.1, R.4 (determine word meaning)
Organize R.2 (summarize key ideas and details), R.5
Reveal R.3, R.4 (analyze word choices), R.5, R.6, R.7, and/or R.8
Distill R.2 (interpret central ideas or themes)
Know R.9
The Reading CCSS Scope and Sequence was also designed to help students build skills across an instructional year.
R.10, for example, is a continuing standard, as its mastery represents the cumulative results of reading grade-level
complex texts throughout the year. R.1, R.2, and R.4 (the part of the standard for determining word meanings) are
explicitly taught in Module 1 and/or Module 2 in order to build a foundation for students’ work with complex texts.
Students then continue to apply those standards with increasing independence throughout the year and to layer on
other, increasingly complex standards.
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Craft and Structure
R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,
a section, chapter, scene, or stanza) relate to each other and the whole.
R.6: Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as
well as in words.
R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning, as well
as the relevance and sufficiency of the evidence.
R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
R.10: Read and comprehend complex literary and informational texts independently and proficiently.
Reading Focus Standards
Module 1 Module 2 Module 3 Module 4
Kindergarten The Five Senses Once Upon a Farm America Then and Now The Continents
RL: 1, 6 RL: 2, 3, 9 RL: 4 RL: 5, 7
RI: 1, 4, 5 RI: None RI: 2, 3, 6, 8 RI: 7, 9
Grade 1 A World of Books Creature Features Powerful Forces Cinderella Stories
RL: 1, 2, 3 RL: 2 RL: 4, 5 RL: 6, 7, 9
RI: 1, 7 RI: 2, 3, 5, 8 RI: 4, 6, 9 RI: None
Grade 2 A Season of Change The American West Civil Rights Heroes Good Eating
RL: 1, 2, 5 RL: 2, 3, 9 RL: 4, 6 RL: 7
RI: 1, 2 RI: 4 RI: 3, 7, 9 RI: 5, 6, 8
Grade 3 The Sea Outer Space A New Home Artists Make Art
RL: 1, 2 RL: 2 RL: 3, 6, 9 RL:.4, 5, 7
RI: 1, 2, 4, 5, 7 RI: 3, 6, 9 RI: None RI: 8
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Grade 4 A Great Heart Extreme Settings The Redcoats Are Myth Making
Coming!
RL: 2, 5 RL: 1, 3, 7 RL: 2, 6 RL:.4, 5, 7, 9
RI: 2, 4, 7 RI: 1, 5 RI: 3, 6, 8 RI: 9
Grade 5 Cultures in Conflict Word Play A War Between Us Breaking Barriers
RL: 3, 9 RL: 1, 2, 4, 5, 7 RL: 4, 6 RL: None
RI: 2, 3 RI: None RI: 4, 6, 8 RI: 1, 5, 7, 9
Grade 6 Resilience in the Great A Hero’s Journey Narrating the Unknown: Courage in Crisis
Depression Jamestown
RL: 1, 2, 3, 4, 9 RL: 3, 5, 7, 9 RL: 3, 6 RL: None
RI: 1, 2, 9 RI: None RI: 3, 8, 9 RI: 4, 5, 6, 7
Grade 7 Identity in the Middle Americans All Language and Power Fever
Ages
RL: 1, 2, 3, 4 RL: 2, 3 RL: 4, 5, 6, 7 RL: 2, 3, 9
RI: None RI: 1, 2, 3 RI: 7, 8 RI: 4, 5, 6, 9
Grade 8 The Poetics and Power of The Great War What Is Love? Teens as Change Agents
Storytelling
RL: 1, 2, 4, 5 RL: 3, 7 RL: 2, 4, 6, 9 RL: None
RI: 2 RI:1, 3 RI: 4, 8 RI: 5, 6, 7, 9
Continuing Standards: RL.10 and RI.10 are continuing standards across all grade levels.
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WRITING CCSS SCOPE AND SEQUENCE
Wit & Wisdom provides students with opportunities to build deep knowledge and with the preparation and practice
required to express what they know. The Writing CCSS Scope and Sequence can help teachers integrate the various
aspects of writing instruction that students must master: skills specific to a particular purpose or genre, widely
transferable skills, the writing process, and research.
Wit & Wisdom organizes the discrete skills and practices of the Common Core Writing Standards into five
categories: Craft Features for Structure, Development, Style, Conventions, and Process. Just as the reading
standards align with the Content Stages, the Wit & Wisdom writing focus standards align to the Craft Features.
These categories match focused and observable student practice with the standards. They also align to the Wit
& Wisdom Craft Features for speaking and listening and language. Students often begin to practice a writing type
with a focus on structure and development, then explore how style can enhance their work. Throughout the year,
students apply their knowledge of conventions and process to all writing types, with increasing depth, flexibility,
and independence.
Because students’ purpose for writing varies according to the texts and tasks in each module, this Scope and
Sequence ensures that at least one module focuses explicitly on each writing type represented by focus standards
W.1, W.2, and W.3. Once students learn the requirements of each focus standard, they continue to practice it as
a supporting standard, applying what they have learned as they write about new topics. Because it is integral to
mastering all three types of writing, W.4 is a focus in almost every module; throughout the year, students work to
produce writing appropriate for various tasks, purposes, and audiences.
Because familiarity with the writing process is also essential to mastery of every writing type, W.5 is explicitly
introduced in either Module 1 or Module 2. As the year progresses, students use the writing process strategically,
with increasing independence.
Each module suggests various ways that students can use technology to produce and publish writing and to
collaborate with peers, allowing schools with a wide range of technology resources to meet the expectations of W.6.
In every grade, at least one EOM Task focuses on a sustained research project. In addition, students conduct a
variety of short research projects throughout the year, frequently practicing W.7 and W.8.
Finally, W.9 and W.10 are supporting standards in most modules. Most written Focusing Question Tasks and EOM
Tasks align to W.9 as students gather textual evidence to respond to questions that assess one or more reading
standards. Because students write so routinely throughout Wit & Wisdom, the program generally calls out W.10 as a
standard only in lessons in which students write for a range of informal, exploratory purposes.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and
relevant and sufficient evidence.
W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
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W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
Production and Distribution of Writing
W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Present and Build Knowledge
W.7: Conduct short and more sustained research projects based on focused questions, demonstrating understanding
of the subject under investigation. Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Writing Focus Standards
Module 1 Module 2 Module 3 Module 4
Kindergarten The Five Senses Once Upon a Farm America Then and Now The Continents
W: 2, 8 W: 3, 6, 8 W: 2, 7, 8 W: 1, 5, 8
Grade 1 A World of Books Creature Features Powerful Forces Cinderella Stories
W: 3, 5 W: 2, 6, 7, 8 W: 3 W: 1, 8
Grade 2 A Season of Change The American West Civil Rights Heroes Good Eating
W: 2, 5, 8 W: 2, 5, 6, 8 W: 3, 8 W: 1, 7, 8
Grade 3 The Sea Outer Space A New Home Artists Make Art
W: 2, 4, 8 W: 1, 2, 4, 5, 8 W: 3, 4 W: 2, 4, 6, 7, 8
Grade 4 A Great Heart Extreme Settings The Redcoats Are Myth Making
Coming!
W: 2, 8 W: 2, 3, 4, 5, 8 W: 1, 6, 7 W: 2
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Grade 5 Cultures in Conflict Word Play A War Between Us Breaking Barriers
W: 2, 4 W: 3, 4, 5 W: 1, 4, 5 W: 1, 2, 4, 6, 7, 8
Grade 6 Resilience in the Great A Hero’s Journey Narrating the Unknown: Courage in Crisis
Depression Jamestown
W: 2, 4, 5 W: 3, 4, 5, 6 W: 1, 4, 5 W: 2, 4, 7, 8
Grade 7 Identity in the Middle Americans All Language and Power Fever
Ages
W: 3, 4 W: 2, 4, 5 W: 1, 4, 6 W: 2, 4, 7, 8
Grade 8 The Poetics and Power of The Great War What Is Love? Teens as Change Agents
Storytelling
W: 3, 4, 5 W: 2, 4 W: 1, 4, 5 W: 2, 4, 6, 7, 8
Continuing Standards: W.10 is a continuing standard across all grade levels.
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SPEAKING AND LISTENING CCSS SCOPE AND SEQUENCE
Wit & Wisdom organizes the discrete skills and practices described in the Common Core Speaking and Listening
standards into four Craft Features, or purpose-driven categories: Process, Delivery, Structure, and Development.
These categories match focused and observable student practice with the standards. They also align to the Wit &
Wisdom Craft Features for writing and language. In each of the first four modules of the year, explicit speaking skill
instruction focuses on a single Craft Feature.
Because a few of the Speaking and Listening standards have multiple Craft Features embedded, these standards may
appear more than once as focus standards, especially in later grades. By the end of Module 4, students integrate the
discrete skills practiced in each of the Craft Features to meet the whole of each standard.
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.
SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
such that the organization, development, and style are appropriate to task, purpose, and audience.
SL.5: Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
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Speaking and Listening Focus Standards
Module 1 Module 2 Module 3 Module 4
Kindergarten The Five Senses Once Upon a Farm America Then and Now The Continents
SL: 1.a, 1.b SL: 5, 6 SL: 3 SL: 2, 4
Grade 1 A World of Books Creature Features Powerful Forces Cinderella Stories
SL: 1.a, 1.b SL: 5, 6 SL: 1.c, 3 SL: 2, 4
Grade 2 A Season of Change The American West Civil Rights Heroes Good Eating
SL: 1.a, 1.b SL: 4, 5, 6 SL: 1.c, 3 SL: 2, 4
Grade 3 The Sea Outer Space A New Home Artists Make Art
SL: 1.b SL: 1.d, 2, 4 SL: 1.a, 1.c, 3 SL: 4, 5, 6
Grade 4 A Great Heart Extreme Settings The Redcoats Are Myth Making
Coming!
SL: 1.b SL: 4, 5, 6 SL: 1.a, 1.b, 1.c, 3, 4 SL: 1.d, 2, 4
Grade 5 Cultures in Conflict Word Play A War Between Us Breaking Barriers
SL: 1.b SL: 4, 5, 6 SL: 1.a, 1.c, 2, 3 SL: 1.d, 4
Grade 6 Resilience in the Great A Hero’s Journey Narrating the Unknown: Courage in Crisis
Depression Jamestown
SL: 1.b SL: 1.d, 2, 4, 5, 6 SL: 2, 4 SL: 1.a, 1.c, 3
Grade 7 Identity in the Middle Americans All Language and Power Fever
Ages
SL: 1.b SL: 4, 5, 6 SL: 1.a, 1.c, 3 SL: 1.d, 2, 4, 5
Grade 8 The Poetics and Power of The Great War What Is Love? Teens as Change Agents
Storytelling
SL: 4, 5, 6 SL: 1.b, 1.d SL: 1.a, 1.c, 3 SL: 2, 4, 5
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LANGUAGE CCSS SCOPE AND SEQUENCE
The Language Scope and Sequence highlights the progression of explicit language instruction across Wit & Wisdom
modules. While Deep Dives are the primary vehicle for explicit language skill development, students apply language
skills in core lessons to understand and discuss complex texts.
Throughout the year, students apply their knowledge of style and conventions (L.1, L.2, and L.3) with increasing
depth and independence. The language standards for each module were assigned based on a consideration of
the language demands of the major module writing tasks, the language found in the core module texts, and the
connections between the language standards and other module standards.
L.4 and L.5 are a focus in many modules, as students determine and demonstrate understanding of word meanings
to deepen their understanding of module content.
L.6 is an ongoing standard, as it represents the cumulative results of mastering a range of vocabulary knowledge.
Students’ work in their Vocabulary Journals offers a clear picture of the volume of new words students acquire
throughout the year and of the strategies they employ to learn and practice new vocabulary.
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Knowledge of Language
L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Language Focus Standards
Module 1 Module 2 Module 3 Module 4
Kindergarten The Five Senses Once Upon a Farm America Then and Now The Continents
L: 1.d, 2.c, 2.d L: 1.a, 1.e, 2.c, 2.d, 5.a, 5.c L: 1.b, 1.c, 2.a, 2.d, 4.a, L: 1.f, 2.a, 2.b, 4.b, 5.b
5.b, 5.d
Grade 1 A World of Books Creature Features Powerful Forces Cinderella Stories
L: 1.b, 1.f, 1.j, 2.b L: 1.h, 1.i, 1.j, 2.b, 2.e, 4.a, L: 1.c, 1.e, 1.f, 4.b, 4.c, 5.c, L: 1.a, 1.d, 1.g, 1.j, 2.a, 2.c,
5.b, 5.d 5.d 2.d, 5.a
Grade 2 A Season of Change The American West Civil Rights Heroes Good Eating
L: 1.e, 1.f L: 1.a, 1.b, 1.d, 2.a, 4.a, L: 1.e, 1.f, 3.a, 4.d, 5.b L: 1.c, 2.b, 2.c, 2.d, 2.e,
4.b, 4.c 4.e, 5.a
Grade 3 The Sea Outer Space A New Home Artists Make Art
L: 1.a, 1.e, 1.i, 2.a, 2.e, 4.a L: 1.a, 1.h, 1.i, 4.a, 4.b, 5.a, L: 1.b, 1.c, 1.d, 1.e, 1.f, 2.b, L: 1.g, 2.f, 2.g, 3.a, 3.b, 4.d
5.c 2.c, 2.d, 4.c, 5.b
Grade 4 A Great Heart Extreme Settings The Redcoats Are Myth Making
Coming!
L: 1.d, 2.a, 2.b, 2.c, 5.a L: 1.a, 1.e, 3.a, 3.b, 4.a, L: 1.a, 1.b, 1.f, 2.c, 3.c, 4.c, L: 1.c, 1.g, 2.d, 3.c, 4.b, 5.b
4.b, 5.a 5.c
Grade 5 Cultures in Conflict Word Play A War Between Us Breaking Barriers
L: 1.a, 2.d, 3.a L: 1.a, 1.c, 1.d, 2.a, 2.c, 4.a, L: 1.a, 1.b, 1.c, 1.d, 1.e, 2.b, L: 2.b, 2.e, 3.b, 4.a, 4.b, 5.c
4.c, 5.a, 5.b, 5.c 3.a, 3.b, 4.a, 4.b, 4.c, 5.b
Grade 6 Resilience in the Great A Hero’s Journey Narrating the Unknown: Courage in Crisis
Depression Jamestown
L: 1.e, 3.a, 3.b, 4.a, 5.a L: 1.b, 1.d, 2.a, 2.b, 3.b, 4.b, L: 1.a, 1.c, 3.a, 4.c, 4.d, 5.b L: 3.b
5.a, 5.c
Grade 7 Identity in the Middle Americans All Language and Power Fever
Ages
L: 1.b, 3.a L: 1.a, 1.c, 2.b, 3.a, 4.b, 5.b L: 1.b, 3.a, 4.a, 4.b, 5.a, 5.c L: 2.a, 4.b, 4.c, 4.d, 5.c
Grade 8 The Poetics and Power of The Great War What Is Love? Teens as Change Agents
Storytelling
L: 1.c, 2.a, 5.a L: 1.b, 1.d, 2.b, 5.b, 5.c L: 1.c, 1.d, 2.a, 2.c, 4.b, 4.c, L: 1.a, 2.a, 3.a, 4.a, 4.d, 5.b
4.d, 5.a, 5.c
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RESOURCES
VOLUME OF READING GUIDANCE
In addition to close reading of core and supplementary texts, the Wit & Wisdom learning design emphasizes the
need, as highlighted in CCSS Reading Anchor Standard 10, for students to read a volume and range of texts for four
key purposes:
1 To systematically build knowledge and vocabulary through sustained study of a topic
2 To address the need for students to both “stretch their reading abilities” and “experience the satisfaction and
pleasure of easy, fluent reading within them” by offering a range of texts at different levels of complexity
3 To engage and motivate students with opportunities to choose additional texts based on interest
4 To provide students with opportunities to use mental habits developed in the Content Stages
In each module, Appendix D contains a curated Volume of Reading text list, which includes quality texts that add to
the module knowledge puzzle and offer students choices at varying levels of complexity. As teachers get to know
the range of student needs and interests within a topic of study, they can add favorite titles to this list—leveraging
classroom, school, and community libraries to maximize choices.
Based on the Content Framing Questions, a set of Volume of Reading Reflection Questions appears in the Student
Edition of each module, giving students guidance and structure to apply the Content Framing Questions
independently to books of their choice.
Time for Volume of Reading is not included within the ninety-minute module lessons, but it should be a high
priority. Independent work time and Pause Points could be used for such reading, or it could be connected to
students’ work in other disciplines. (For scheduling ideas, see the Sample Daily Schedules section in the “Getting
Started” chapter.)
SOCRATIC SEMINAR GUIDANCE
In a Socratic Seminar, students prepare for and participate in a structured, text-based, academic conversation.
Students apply the crafts of speaking and listening to express what they have learned from their reading and writing.
In Wit & Wisdom, each Socratic Seminar relates to the Content-Craft-Create framework in two explicit ways:
1 Socratic Seminars connect to Content by engaging students in text-driven inquiry.
2 Socratic Seminars connect to Craft by providing an authentic and comprehensive vehicle through which
students can apply (Execute) and hone (Excel) their speaking goals from the Speaking and Listening CCSS
Scope and Sequence.
Socratic Seminar Content
In Wit & Wisdom, questioning is foundational to student success. The module’s Essential Question, Focusing
Questions, and lesson-level Content Framing Questions and Craft Questions each play a key—and different—role in
focusing student learning and knowledge development.
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Introduction
Socratic Seminars also feature the importance of questioning. Each seminar is organized around a rigorous question
that pushes students’ thinking. While synthesizing learning is a goal of many of Wit & Wisdom’s summative tasks,
in Socratic Seminars the goal is for students to synthesize and extend their learning by exploring and debating an
intriguing question that provokes new thinking. Students’ conversation should go beyond summarizing learning they
have done in previous lessons.
To help students accomplish this goal, establish time for a pre-writing activity in which students
respond to a question that stimulates or organizes their thinking,
collect textual evidence,
jot down initial responses to the opening Socratic Seminar question,
compare and connect evidence from different texts in relation to a topic or question germane to the seminar,
and
share responses with a peer and develop a question about their peer’s writing.
To help students discern how the Socratic Seminar extended their learning, dedicate time to a content-focused
post-writing activity in which students
explain the transformative power of strategic speaking and keen listening by responding to the question, “How
has my previous thinking been transformed by my talking and listening?” and
focus not on telling what they did (e.g., “I spoke five times”), but show what they learned through this form of
collaborative, inquiry-based learning.
Lesson Procedures
1 Preparation: Students complete a close rereading of the text(s) prior to the seminar.
2 Formation: Students sit in a circle. In larger classes, students may sit in two concentric circles for participants
and observers or conduct simultaneous seminars.
3 Expectations and goals: The teacher and students work collaboratively to set group and individual expectations
and goals (e.g., “I will speak at least once” or “We need to improve on taking turns.”) Consider establishing
guidelines for expectations of what to do and what to avoid in a seminar. Things to do might include taking
turns, citing the text, and building upon what others have stated. Things to avoid might include interrupting
and telling elaborate, disconnected stories.
4 Opening question: The teacher poses the opening question. (As students gain confidence, they might pose the
opening question.)
5 Sustained dialogue: Students engage in collaborative speaking and listening, employing text evidence.
6 Debrief: Students reflect on their participation.
Student actions include the following:
Responding to peers, posing new questions, and offering new lines of inquiry
Practicing and developing skills such as citing evidence; asking questions; speaking, listening, and responding
to one another; making connections; paraphrasing; summarizing; and building ideas based on the opening
question
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Teacher actions include the following:
Asking follow-up questions to elicit greater understanding of the text, bring out viewpoints, etc. (See sample
questions below.)
Remaining neutral by not affirming or challenging ideas, verbally or nonverbally, because the goal is for
students to think for themselves, not just agree should the teacher affirm something
Taking notes for reflective practice and improvement (See sample tracking chart below.)
Debriefing as a class after the seminar with questions such as the following:
pp How well did we meet our goals?
pp What worked?
pp What didn’t work?
Lesson Timing
Time dedicated to Socratic Seminars will vary based on grade level, students’ needs, the text, and the topic. Sample
outlines appear below and can serve as models for allocating lesson time.
Grade 1 (30 min.)
Seminar Component Minutes Description
Preparation Before seminar Students complete close reading and annotation in previous lessons.
Formation 2 Students form dialogue circle(s) and bring their texts.
Expectations and Goals 3 The class as a whole reviews expectations, speaking goals, etc.
Opening question 2 The teacher asks the opening question, and students Think-Pair-Share in
response.
Sustained dialogue 20 Students engage in collaborative speaking and listening, employing text
evidence.
Debrief 3 Students reflect by answering questions such as the following:
What new knowledge did you gain?
How did your thinking change?
What went well?
What needs improvement?
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Grade 5 (50 min.)
Seminar Component Minutes Description
Preparation Before seminar Students complete close reading and annotation in previous lessons.
Pre-writing 10 Students engage in pre-writing in the Socratic Seminar lesson to stimulate and
organize thinking.
Formation 2 Students form dialogue circle(s) and bring their texts.
Opening question 3 The teacher asks the opening question. (Optional: Students Think-Pair-Share.)
Sustained dialogue 25 Students engage in collaborative speaking and listening, employing text
evidence.
Post-writing 5 Students answer questions such as the following:
What new knowledge did you gain?
How did your thinking change?
Debrief 5 Students reflect (e.g., using an Exit Ticket) by answering questions such as the
following:
What went well?
What needs improvement?
Grade 8 (60-65 min.)
Seminar Component Minutes Description
Preparation Before seminar Students complete close reading and annotation in previous lessons.
Pre-writing 10–15 Students engage in pre-writing in the Socratic Seminar lesson to stimulate and
organize thinking.
Formation 2 Students form dialogue circle(s) and bring their texts.
Opening question 2 The teacher asks the opening question.
Sustained dialogue 40 Students engage in collaborative speaking and listening, employing text
evidence.
Post-writing 10 Students answer question such as the following:
What new knowledge did you gain?
How did your thinking change?
Debrief 5 Students reflect (e.g., using an Exit Ticket) by answering questions such as the
following:
What went well?
What needs improvement?
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Supporting Student Participation in a Socratic Seminar
Teachers share or distribute questions like the following for students to ask of their peers.
Clarification
What do you mean by _____?
Can you say more about that?
Could you summarize that in your own words?
What is your main point?
Could you explain your reasons for saying that?
What do you think caused that?
What difference does that make?
Where in the text did that come from?
Reasoning
How did you come to that conclusion?
What is our point of view? Should we look at this differently?
If what you said is true, then how do you explain _____?
What would be an alternative to _____?
Text Evidence
Can you find that passage and read it for us?
What happened in the story that makes you say that?
Where did you see that in the painting?
Could you give us an example from the text?
Facilitating an Effective Socratic Seminar
Facilitators listen attentively, sharing questions and observations only as needed. Teachers ask the opening question
and then sit back and observe. If the initial question doesn’t spark discussion, teachers encourage students to draw
from their notes and pre-writing. If significant wait time has passed, teachers may consider asking a new question.
The teacher’s three early roles include the following:
Questioner. Ask an open-ended, thought-provoking opening question
Clarifier. Ask follow-up questions designed to elicit clarification and specificity
Process Coach. Coach students to go deeper, work together better, build cohesion and rapport, etc.
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General facilitator actions include the following:
Insist that answers are clear, directing students to rephrase as necessary
Insist on citations, text evidence, and strong reasoning
Put a student “on hold” (i.e., pause him or her from speaking) to balance contributions
Invite additional viewpoints or opinions
Suggest a Think-Pair-Share
Track, tally, or map participation
The teacher may consider posing questions such as the following at opportune times to enhance collaboration:
Do you agree with _____? Disagree with _____?
Did _____ change your mind, or are you sticking with your original answer?
Have you heard an answer that is different from your own?
Does anyone see this another way?
How are these two ideas alike? Different?
Can you summarize what ____ just said?
Does anyone have a different understanding of the problem?
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Sample Socratic Seminar Tracking Chart
Listening Reading Speaking
Speaks Once or More
Builds on Previous
Uses Complete
Respectful
Elaborates
Sentences
Insightful
Relevant
Speaker
Speaker
Initiates
Faces
Cites
Idea
Text
Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22,
23.
24.
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INSTRUCTIONAL ROUTINES
What is an instructional routine?
An instructional routine is a classroom procedure that supports the development of content knowledge and literacy
skills. An instructional routine provides students with a structured approach to thinking about a topic, question, or
idea.
What is the purpose of an instructional routine?
The routines in Wit & Wisdom require students to activate different ways of thinking in order to process a text,
thereby building content knowledge, deepening understanding, and developing literacy skills. Instructional routines
increase student engagement and provide practices to make students’ thinking and learning visible. The following
table outlines the purpose, grouping, and instructions for the routines that occur frequently in Wit & Wisdom.
Routine Purpose Grouping How it Works
Anchor Chart An Anchor Chart captures Whole group 1 Write the title for the Anchor Chart on a large
information, strategies, or sheet of chart paper.
procedures foundational to 2 Add information, strategies, or procedures
student learning. Posted in the as taught or discussed, with student input if
classroom, it is often created appropriate.
collaboratively and is used, and
frequently developed, across 3 Post, refer, and encourage students to refer
multiple lessons. to the chart during any applicable lessons or
activities.
Boxes and Buttons Boxes and Buttons helps Individuals or Pairs 1 Tell students that the box represents the
(Variation: Boxes, Bags, and students practice summarizing main idea and the buttons represent the key
Bullets) and recording the main ideas details.
and key details in informational 2 Students label the box with the main idea
texts. and add buttons (or bullets) as they state
each key detail, rereading the text as needed.
Depending on the text and learning goal,
students start with either the key details or
the main idea.
3 As students progress, they can add bags,
which represent the main ideas of subsections
of text, to their boxes. Each bag can hold its
own details (buttons).
Categorization Categorization supports Small groups or pairs 1 Provide a set of index cards with a vocabulary
students in thinking critically word written on each card.
about groups of words. 2 Students sort the index cards into different
categories of words. The categories can
be assigned, or students can create them
according to specified guidelines.
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Chalk Talk A Chalk Talk is a silent Whole group, small 1 Write questions on the board or pieces of
conversation that helps groups, or pairs chart paper.
students organize their 2 Students respond to the questions, as well as
thinking and fosters universal to others’ follow-up questions and responses,
participation. It can serve as by writing directly under each question on the
pre-work for Socratic Seminars. board or paper.
Choral Reading A Choral Reading supports Whole group 1 Provide copies of the text or display a large
fluency and comprehension copy.
of a challenging text. Choral 2 Read aloud a passage to model fluent reading,
Reading is appropriate for early and ask students to use their eyes or an index
elementary grades. card to follow along with the text.
3 Reread the passage aloud, and have all
students read the text aloud in unison.
Echo Reading Use an Echo Reading during an Whole group 1 Provide copies of the text or display a large
early read to support students copy.
in being able to read challenging 2 Read aloud a challenging selection in doable
words and phrasing. phrases from the text, modeling fluent
reading.
3 Students echo the same phrases back,
echoing voice, inflection, and the modeled
pauses.
4 Repeat this process for the remainder of the
text or excerpt.
Fishbowl Use a Fishbowl to model or Whole group 1 Establish a purpose for the Fishbowl, directing
experiment with behaviors such students to focus their observations and
as asking thoughtful questions, learning on something specific.
listening attentively, and sharing 2 Divide students into two groups—inside or
ideas. outside the fishbowl. “Outside” students sit
in a ring around “inside” students. Typically,
more students are situated outside the
fishbowl than within it.
3 Provide additional information or directions to
those in the fishbowl as needed.
4 Students inside the fishbowl engage in
a collaborative task or discussion, while
students outside observe.
5 Students debrief through discussion and/or
writing.
Gallery Walk A Gallery Walk deepens Small groups, pairs, 1 Post work around the room. The work can
engagement and understanding or individuals include individual writing pieces, small groups’
by allowing students to share Graffiti Walls, a variety of module texts, etc.
their work with peers in a gallery 2 Students circulate, closely viewing the work.
setting. They can discuss with peers or record written
observations. (Optional: Some students stand
by their work to present it to viewers.)
3 Students debrief through discussion and/or
writing.
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Give One-Get One-Move A Give One-Get One-Move On Pairs 1 Students record key ideas on index cards or
On activity engages all students sticky notes.
in identifying and sharing key 2 Students circulate and locate a partner with
learning. whom to share their key ideas.
3 Announce “Give One” to indicate that
students should swap ideas and “Get One”
from another student.
4 Announce “Move On” to indicate that
students should circulate again to find a new
partner and repeat the process, explaining the
new idea to the new partner.
Graffiti Wall A Graffiti Wall helps students Small groups 1 Give small groups a large piece of chart paper.
organize and deepen their 2 After investigating, reading, and/or discussing
thinking as they collaboratively a task, students record their ideas and learning
explore key concepts. This on the paper through symbols, illustrations,
routine supports visual learners words or phrases, and quotations. The routine
and promotes collective can be scaffolded by giving a minimum or
learning. maximum number of symbols or phrases to
be included on the wall.
Grammar Safari A Grammar Safari allows Small groups, pairs, 1 Present examples of the grammar concept
students to hunt, or locate, or individuals from the text, without naming the concept.
grammar concepts using 2 Ask students to describe what the examples
inductive reasoning and have in common.
authentic texts from the
module. 3 Name the targeted concept, and ask students
to generate a definition or rule(s) for the
concept.
4 Students look for other examples in the texts
and further refine the rules and/or definitions
of the concept.
5 Students write their own sentences or
paragraphs, highlighting their use of the
grammar concept.
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Graphic Organizer A graphic organizer allows Small groups, pairs, 1 Distribute handouts featuring spaces to
(Variations: Boxes and students to visually gather, or individuals record particular ideas and evidence from the
Bullets, Frayer Model, organize, and express text. As students progress, they can create
Morpheme Matrix, ideas, preparing students to their own graphic organizers.
Relationship Maps) effectively communicate ideas 2 Students record responses and then debrief
in writing or discussion. through writing or discussion.
Variations:
Boxes and Bullets: Students record the text’s
main ideas and supporting details.
Frayer Model: Select a vocabulary word for
further study. Students record the definition,
characteristics of the word, examples of the
word, and non-examples. (As an Extension
activity, students sketch their examples and
non-examples.)
Morpheme Matrix: Students explore new
roots and affixes.
Relationship Maps: Select a graphic organizer
such as a Venn diagram, word web, or spoke
wheel. Students record information to convey
the relationships between the words or
concepts.
Jigsaw Use a Jigsaw for students to Small groups 1 Divide a text (or task) into multiple pieces.
(Variation: One Stay, Three study one section of a text 2 Divide students into “home” groups. Assign
Stray) (or task) and then share with each student in a home group a specific piece
students who studied other of the text (or task).
sections. This gives all students
access to the ideas from the 3 Students regroup according to their
full text without requiring them assignment from step 2, meeting in “expert”
to read the full text closely. It groups with others who share the same
also encourages collaborative assignment.
learning. 4 Students work collaboratively in their
assignment-based groups to become experts
on their assigned text (or task).
5 Students then return to their home groups.
Each group member shares her or his
expertise.
Variation:
One Stay, Three Stray: Students from one
Jigsaw group visit other groups and then report
back to the Jigsaw group.
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Link Up Link Up helps students Pairs 1 Give each student an index card with a
understand the connection vocabulary word.
between two identified words. 2 Specify which relationships among words
students should consider, such as meaning,
part of speech, or usage in a particular text.
3 Students circulate and discuss with each
person they meet whether their cards are
related in the way specified.
4 Once students identify someone with a
related word, they link up with that person.
5 As a whole group, students debrief; for
example, by sharing the relationship among
their words.
Literary Dominoes Literary Dominoes helps Small groups, pairs, 1 Students record important events or plot
students review, comprehend, or individuals points from the text on separate slips of
and analyze the plot of a story paper and tape them onto dominoes.
by ordering and connecting the 2 Students order the dominoes so that each
events. plot point is placed next to the event it
causes. If more than one plot point arises
from a single event, students include
branches from that plot point. Alternatively,
students can organize the dominoes to show
different types of relationships between plot
points.
3 Students may also consider “What if?”
questions about the events.
4 Groups write a summary of one of the events
describing the consequences.
Mix and Mingle Mix and Mingle offers an active Whole group, small 1 Develop a question or set of questions about
(Note that other resources way for students to share orally groups, pairs the text.
might call this routine ideas about the text. 2 Students circulate, sharing their question with
Standing Think-Pair-Share, a peer. (Optional: On a cue—e.g., stop music,
Freeze-Mix-Pair, or Back- chant, call out directions—students stop, stand
to-Back and Face-to-Face.) back-to-back with a partner, and listen to the
question.)
3 Students think and then discuss the question.
Outside-In Use Outside-In to determine Whole group, small 1 Select a vocabulary word from the text.
word meaning from context groups, pairs, or 2 Ask students to discuss what the context
and morphology, such as roots individuals reveals about the word’s possible meaning.
and prefixes.
3 Ask students to discuss clues to meaning
within the word, such as roots and prefixes.
4 Have students draft possible definitions and
then verify them using reference materials.
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Partner Reading Partner Reading is a cooperative Pairs Option 1:
activity that encourages peer-
Partner A reads the assigned passage while
to-peer learning. It is a routine
the other listens and comments on a specified
for fluency practice only when
aspect of the reading (e.g., accuracy or fluency).
students have previously read
Then, Partner B reads the same passage while
the text.
the other listens and comments.
Option 2:
Partner A reads a few paragraphs or pages.
Then, Partner B reads the next few paragraphs
or pages. Partners can share feedback after
hearing the other read.
Praise, Question, Praise, Question, Suggestion is Small groups or pairs 1 Each student shares work with a partner or
Suggestion a routine for authentic peer-to- the group.
peer feedback. 2 The partner or group members give(s) specific
positive feedback, ask(s) a question, and
offer(s) a suggestion. (Optional: Establish a
focus for peer feedback, e.g., one or more
criterion from the writing checklist.)
3 Each student summarizes her or his plan for
revision based on the feedback.
Question Corners Question Corners provide a Small groups and 1 Present a controversial statement or question.
(Variation: Four Corners) way for students to express and then whole group 2 In each corner of the classroom, post a
support their opinions. response or opinion. Students move to the
corner that best represents their opinion.
3 Students discuss the reasons why they chose
their corner.
4 After listening to one another’s reasoning,
students have the option of moving to
another corner, but they must explain the
rationale for the move.
Quick Write A Quick Write is a brief written Individuals 1 Provide a question or open-ended prompt.
response that helps students 2 Allot 2–10 minutes for students to write.
reflect on a topic and teachers
to assess comprehension. It
can be used at the beginning of
a lesson as a warm-up, during
the middle of the lesson in
response to an idea or section
of text, or at the end of the
lesson to summarize key ideas.
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Quiz-Quiz-Trade Quiz-Quiz-Trade helps Pairs 1 Prepare review cards with questions on one
students review and assess their side and answers on the other side.
understanding of a concept or 2 Distribute one card to each student.
topic by posing questions to
a peer and then checking the 3 Students circulate around the room and
peer’s response. locate a partner.
4 Partners quiz one another by asking the
written question, then checking peer
responses against the written answers.
5 Partners switch cards and repeat the process
with new partners.
Readers’ Theater A Readers’ Theater allows Whole group, small 1 Using a prepared script (including sections
students to practice fluency as groups, or pairs of a module text), assign parts to students,
they read from scripts, adding taking into account their varied abilities.
their own dramatic elements, 2 Students read their parts silently, annotating
such as expression and gestures, for challenging vocabulary, questions about
to their performances. basic understanding, and ideas for fluent
expression and dramatic interpretation.
3 Students read aloud with a partner to
rehearse the language, phrasing, and
expression of the text.
4 When using the same script with multiple
performance teams, group students who have
the same part together for practice and peer
coaching.
5 Allow students time to rehearse and coalesce
their roles into a unified scene.
6 Have students perform the Readers’ Theater,
giving time for feedback after each group
finishes.
Variation:
Identify one or more important scenes or
excerpts for students to perform in groups.
Students create their own scripts by using
highlighters to identify each character’s and
narrator’s parts or by rewriting the excerpt in the
form of a script.
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Response Techniques Response techniques Whole group Pose a question and then use a technique to
(Variations: Equity encourage whole-class elicit quick responses from a variety of students.
Sticks, Response Cards, engagement while enabling
Variations:
Nonverbal Signals, teachers to conduct quick,
Whiteboards) formative assessments of 1 Equity Sticks: Call on students by randomly
student understanding. selecting names from a container that holds
all students’ names on slips of paper or craft
sticks.
Recommended for open-ended questions
2 Response Cards: Students select a response
from a set of pre-printed response cards, and
then hold up their cards for the class to see.
Recommended for questions with a closed
set of possible responses
3 Nonverbal Signal: Students respond with
a general signal (e.g., the American Sign
Language [ASL] sign for yes or no) or a
situation-specific signal (e.g., the ASL letter
P when they hear details about a story’s
problem). To encourage independent thinking,
suggest that students make the signals close
to their chests.
Recommended for questions with a closed
set of possible responses
4 Whiteboards: Students write responses on
individual whiteboards or other erasable
boards and then hold up their responses for
the class to see.
Recommended for open-ended or closed
questions with short written responses
See-Think-Wonder See-Think-Wonder encourages Whole group, small 1 Display a short, interesting text, such as
(Variation: Observe-Infer- students to think carefully about groups, pairs, or a piece of visual art, an illustration, or a
Wonder) a new text and stimulates their individuals quotation.
curiosity. It can focus students’ 2 Students briefly consider the new text
exploration of a new module independently.
topic or text.
3 Students discuss what they observe in the
text, recording observations in individual or
class notes.
4 Next, students discuss what they think or infer
about the text, justifying their inferences with
evidence and recording them in individual or
class notes.
5 Finally, students discuss what they wonder
about the text, recording questions in
individual or class notes.
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Shared or Collaborative Shared or Collaborative Writing Whole group 1 Students read the writing prompt. Explain any
Writing enables students to build their criteria for the first sentence or section of the
understanding of exemplary writing piece.
writing through developing a 2 Students draft the first sentence or section
piece of writing as a class. through Stop and Jot or Think-Pair, writing on
erasable boards, etc.
3 Choose a strong student response, or
combine and rephrase several students’
ideas. In Shared Writing, the teacher writes
the piece. In Collaborative Writing, students
share the pen, manually writing or typing
some components of the piece.
4 Display the chosen sentence or section. Ask
students to read it. Explain and discuss how
the chosen piece of writing meets the target
criteria.
5 Repeat the procedure for the rest of the
sentences or sections of the writing piece.
6 Students read the entire piece and then
debrief about what they learned about
writing.
7 Save students’ collaborative text as an
exemplar. Throughout the year, students can
refer back to it for support during writing.
Signal Unknown Words Signal Unknown Words allows Pairs or individuals Students identify and annotate or record
students to build vocabulary unknown words in a text, prioritizing those that
and improve comprehension. are critical to student understanding.
Sky Writing Sky Writing helps students Individuals 1 Present a question or task that can be
(Variations: Arm Writing, practice writing letter(s) or answered with simple letters or words (e.g.,
Floor Writing) word(s) in the air before multiple-choice questions, questions with
committing them to paper. one-word answers).
Note: Sky Writing is appropriate 2 Students stand, hold one arm straight out,
for early elementary grades. and point a finger.
3 Students trace the letter or word(s) in the air.
Variations:
Arm Writing: Students stay seated and use a
finger to write on their arms.
Floor Writing: Students stay seated and write
on the floor with one finger.
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Stop and Jot Stop and Jot allows individual Individuals and then 1 During a task, prompt students, using either a
(Variation: Stop and Draw) written responses to texts pairs or whole group verbal cue or a visual symbol (e.g., stop sign,
or learning. This procedure response box), to pause and respond to a
provides ongoing assessment question.
data for teachers and helps 2 Students write a brief response.
students track their thinking.
3 Students briefly discuss their responses with a
partner and/or the whole class.
4 Students can reference their Stop and Jots
when completing formative assessments.
Variation:
Stop and Draw: Rather than writing, younger
students draw a quick sketch to represent
responses.
Story Stones Story Stones provide students Whole group, small 1 Create story stones by painting stones
visual and tactile prompts for groups, pairs, or with symbols representing basic story
retelling stories or identifying individuals elements (beginning, middle, end) or more
story elements. sophisticated literary terms (character, setting,
problem, and resolution). Lessons give
suggestions for specific symbols.
2 Options for using the stones:
a. Identify a specific stone, and ask students
to give details from the text corresponding
to the stone.
b. Students draw a stone from a pile and
provide information from the text about
that element.
c. Students touch the stones as they
orally retell or recount the story, using the
stones as reminders to include each major
element. Alternatively, students place
stones in the correct element spot when
the corresponding element appears in the
text.
Tableau A Tableau encourages students Small groups or pairs 1 Students use their bodies and facial
to visually and kinesthetically expressions to create a scene that represents
express understanding of an a specific idea or re-creates a scene from the
idea or text excerpt. text.
2 The students in each tableau do not speak.
3 A student outside of each tableau may narrate
the scene for the viewers.
Variation:
Moving Tableau: As appropriate, motion can
be included in a tableau to meet the needs of
kinesthetic learners and represent elements of
the text.
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T-chart A T-chart allows students to Whole group, small 1 Students to make a table in the shape of a
visually gather and organize groups, pairs, or lowercase t, with a vertical line down the
evidence or ideas about two individuals center and a horizontal line at the top.
aspects of an assigned or 2 Students label each column of the chart
chosen topic, preparing them to above the horizontal line.
effectively communicate ideas
in writing or discussion. 3 Students record evidence or ideas on the
chart below the horizontal line.
4 Students debrief through writing and/or
discussion.
Variation:
Notice and Wonder T-Chart: Students create
T-charts, recording observations about a text on
the left-hand side and questions about it on the
right-hand side.
Think-Pair-Share A Think-Pair-Share allows Individuals, then 1 Pose a thought-provoking question.
(Variations: Think-Pair, individual students to consider pairs, then small 2 Give students time to think.
Think-Pair-Square, Jot- their thoughts about a question groups or whole
Pair-Share) and then collaboratively discuss group 3 Students share their responses with a partner.
the question with peers. 4 Then, pairs share their responses with small
groups or the whole group. Not all students
need to share their responses in the larger
group.
Variations:
Think-Pair: Complete the same procedure
without the small or whole-group sharing.
Think-Pair-Square: Students conduct a
Think-Pair and then join a second pair, sharing
in groups of four.
Jot-Pair-Share: Students quickly jot their
thinking prior to sharing with a partner.
Think-Puzzle-Explore Think-Puzzle-Explore Whole group, small 1 Students briefly consider the new topic
encourages inquiry about a groups, pairs, or independently.
new topic by activating prior individuals 2 Students discuss what they think they
knowledge and questions about know about the topic, recording thoughts in
the topic, and then identifying individual or class notes.
ideas and strategies for further
inquiry. 3 Students discuss what puzzles them about
the topic, recording questions in individual or
class notes.
4 Students discuss how they can explore the
topic, recording ideas in individual or class
notes.
5 Display a class record of students’ thoughts,
questions, and exploration ideas, including
any misconceptions. As students learn more
about the topic, return to the class record to
allow students to correct misconceptions.
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3-2-1 Response A 3-2-1 Response encourages Individuals 1 Display a 3-2-1 prompt.
students to reflect on their 2 Students write in their Response Journals and
reading or new learning, and then discuss, or they submit 3-2-1 Exit Tickets.
provides formative assessment
data for teachers. Below are examples of 3-2-1 Response
prompts.
Example A
3 most important ideas
2 supporting details
1 question
Example B
3 things you learned
2 questions you still have
1 text-to-text connection
Value Line-Up A Value Line-Up encourages Whole group, then 1 Read aloud a statement related to a module
(Note that other resources students to organize and pairs idea or concept.
might call this routine Take deepen their thinking about 2 Students line up based on their level of
a Stand.) essential concepts, as they agreement or disagreement with the
demonstrate agreement statement.
or disagreement with a
posed statement or point of 3 The single line then folds in half, pairing
view, while also expanding students such that students who most
understanding by listening to disagree are partnered with those who most
classmates’ beliefs. agree.
4 Partners discuss their individual positions.
Whip Around A Whip Around serves as a Whole group 1 Pose an open-ended question.
quick check for understanding 2 Individual students jot down or think about
of each student’s thinking or their answers.
a culminating reflection on
learning. 3 Students share their responses one after
another until all students have shared their
answers.
4 If students wrote their answers, each student
can strike out her or his answer if someone
else says it first.
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Wonder Chart A Wonder Chart encourages Whole group, small 1 Display a chart with three columns:
(Variation: Notice and students to think about a groups, pairs, or Questions, Answers in Progress, and
Wonder T-Chart) new, complex text by writing individuals Complete Answers.
questions about their areas of 2 After the first read of a text, students write
curiosity and confusion, then text-based questions on large sticky notes,
investigating the answers to and then place the notes in the Questions
those questions. Students’ column.
questions provide formative
assessment data and set the 3 Select questions to investigate, and/or group
stage for further discussion. similar questions together.
4 During later reads of the text, students
identify the questions they can now answer
with text evidence. They write responses on
large sticky notes, and then attach the notes
to the relevant question notes.
5 As appropriate, move each question-and-
answer pair to the Answers in Progress or
Complete Answers column.
Variation:
Notice and Wonder T-Chart: Students create
T-charts, recording observations on the left-
hand side and questions on the right-hand side.
Wonder Wheel (Variation: A Wonder Wheel encourages Whole group, small 1 On chart paper, create a wagon-wheel shape
Question Cube) students to ask a variety of groups, pairs, or with “I Wonder” in the middle of the wheel.
questions using pre-identified individuals 2 Generate a list of question stems that radiate
question stems. like spokes from the middle of the wheel.
Questions stems can be the question words
who, where, when, what, why, and how, or
more text-specific stems.
3 Students choose stems to ask questions
about the text.
Alternatively, students choose a question stem
from the wheel and ask as many text-based
questions as they can using the chosen stem.
Variation:
Question Cube: Students roll a cube with
a different question stem on each side,
generating a new text-based question(s) with
each stem they roll.
Word Line A Word Line encourages Small groups, pairs, 1 Select a group of vocabulary words from a
students to order words on or individuals text.
a continuum to explore the 2 Students write the words in order of intensity.
relative "intensity" or shades of For example, student might rank words from
meaning of a word or concept. most extreme to least extreme. Consider
writing the words on index cards to aid
kinesthetic learners.
3 Students debrief through discussion.
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Word Wall A Word Wall supports Whole group, small 1 Designate a space on the classroom wall.
students in tracking, using, and groups, pairs, or 2 When students encounter key vocabulary,
deepening understanding of individuals have them use sticky notes to add words,
vocabulary. definitions, illustrations, and examples to the
space.
3 Have students refer to the Word Wall to
incorporate vocabulary into discussion and
writing.
VOCABULARY INSTRUCTION EXAMPLES
This section provides examples of how some common strategies and instructional routines can be used for
vocabulary instruction in Wit & Wisdom.
Frayer Model (Grades K–8)
(RL.4, RI.4, L.4)
The Frayer Model is a graphic organizer that students can use to represent their understanding of a word by
providing its definition, characteristics, examples, and non-examples. This is a time-intensive strategy and should
be used sparingly (focusing on no more than one word in a given day) with words that represent major knowledge-
building concepts or crucial text-based understandings. It is also a good way to summarize a concept that has
already received some attention.
The strategy works well in small groups of two to four. Several groups can work on the same word and compare
their results.
When introducing the Frayer Model, the teacher can place a word in the middle of the organizer, and work with
students to fill out the four quadrants. Over time and with practice, students can take more ownership of the
process and fill out the organizer with increasing independence.
The following is an example of a Frayer Model for the word metropolis.
Definition: Characteristics:
A very large city. Huge populations, tall buildings, busy streets, lots of businesses,
noise, energy, motion
metropolis
Examples: Non-examples:
Chicago, New York, Los Angeles, Tokyo, London Small city, town, rural area, village, farm
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Morpheme Matrix (Grades 3–8)
(L.4)
This strategy exposes students to new roots and affixes. It can be used as a way to introduce a new term or to build
upon a known root.
Steps for explicit instruction include the following:
1 Teacher introduces a term and encourages students to break apart the term to its root(s) and affix(es).
Example: reconstruct can be broken into re–, con–and struct.
2 Teacher explicitly teaches the meaning of the root.
Example: struc(t) means “to build.”
3 Teacher encourages students to brainstorm additional words that have the struct root.
Example: instruction, structure, construction
4 Students complete a Morpheme Matrix around the root. This can be done individually, or in pairs or groups.
The main goal is to see how the root can grow.
re s
con
de ed
ing
ion
in de or
ly
struct ive ity
ness
in “build”
od es
sub ed
super ing
infra ure
ly
al ism
ist
For other examples of morpheme matrices, see the Mini-Matrix Maker (http://witeng.link/0617).
5 Teacher selects terms that students generated as the basis for a root discussion.
Example: What does build have to do with instruction?
6 Students add any newly learned words to their Vocabulary Journals.
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Outside-In (Grades K–8)
(RL.4, RI.4, L.4)
Students use this strategy to determine the meanings of unknown words as they read. The strategy will work only
for words with recognizable roots and affixes, and for the minority of words (about twenty-five percent) that have
meanings readers can infer from context. Students will be more likely to derive meaning from the inside if root
words or affixes are present but only if they know the meaning of the root or affix.
To introduce the strategy, write the words Outside and Inside on the board. Invite students to brainstorm by asking,
“What kind of evidence can be found outside, or around, a word that might help you know what it means?” (e.g.,
context clues in neighboring words and sentences and/or illustrations). Then ask, “What kind of evidence can be
found inside a word that might help you know what it means?” (e.g., word parts/roots/affixes).
Model for students how to use the strategy.
Example:
The director made a unilateral decision. He canceled the annual company picnic without discussing it with his
managers, which made them angry.
Share with students how you can look outside of the word for clues.
Say: “The word describes a kind of decision or action. The boss made this kind of decision. It must be a bad decision
because it made the managers angry.”
Model how you can look inside the word for clues.
Say: “The prefix uni- means ‘one.’ I know that from other words like unicycle (a bicycle with just one wheel) or
unicorn (an animal with one horn). So, I think that unilateral means ‘one something.’ Then I can look outside again.
If the boss made a one-something decision, what could it have been? He did not tell the managers about it. He just
did it on his own. Maybe unilateral means ‘one-way’ or ‘one-sided.’ That seems to work in the sentence: The director
made a one-sided decision.”
Example taken from: Ebbers, Susan M., and Carolyn A. Denton. “A Root Awakening: Vocabulary Instruction for Older
Students with Reading Difficulties.” Learning Disabilities Research and Practice, volume 23, issue 2, 2008, pp. 90–102.
Notes:
While it is possible to break down some word parts into even smaller roots, be mindful of the ways in which
most people realistically understand words. Atomizing a word into the smallest possible parts, at least at first,
may add unnecessary complications.
When appropriate, prompt students to apply their knowledge of a new morpheme or root to understanding a
concept on a deeper level. For instance, after breaking down democracy into demo (“people”) + crat (“ruler”), ask
students how understanding the word parts helps them understand the concept of democracy as compared to
other forms of rule (e.g., plutocracy, aristocracy).
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Implementation Guide Resources
Relationship Mapping (Grades K–8)
(L.5)
When studying multiple words that have a significant relationship to each other, the teacher (in lower grades) or
students (in upper grades) can select several terms from the text or module (e.g., “We have learned about several
words this week. How might community, prosper, settler, and origin be connected?”). Students then determine a
connection between the terms.
With more complex groups of words, students can create a graphic organizer to represent how the words relate.
The shape will vary depending on the word relationships (e.g., Venn diagram, spoke wheel, etc.).
Example:
Words from “Chicago” by Carl Sandburg:
Tool Maker
Occupations Hog Butcher
Stacker of Wheat
The people of Physical Shoveling
Chicago Actions Wrecking
Laughing
Words and Bragging
thoughts Singing
Planning
Student-Generated Definitions (Grades 3–8)
(RL.4, RI.4, L.4)
This activity is a follow-up to the Signal Unknown Words routine. It works best after a first or second reading.
1 Before the lesson, the teacher determines a list of text-critical and content words that are likely to be
unfamiliar to students. Teachers can use the Module Word List provided in Appendix B of each module as a
resource for building the list.
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Implementation Guide Resources
2 Students individually signal unknown words.
3 The class shares the words aloud with the teacher, who collects them on the board. To avoid spending time
on too many low-priority words, the teacher can ask how many students circled the same word. If only two to
three students raise their hands for a particular word that is not on the teacher’s predetermined list, the word
can be set aside for the time being.
4 The teacher adds to the board any words from the Module Word List that students did not.
5 The teacher goes through the list. For words that are not from the Module Word List, the teacher asks for a
volunteer to supply the meaning. If no one can, the teacher provides a brief definition and the class moves on.
(It is helpful for students to know why certain words are worth spending more time on.)
6 The teacher allocates remaining words evenly among small groups of students.
7 Each small group does the following:
a. Attempts to define its words using word-solving strategies, in the following order:
i. Asks whether any group members know the word already
ii. Looks for clues and/or resources in the text—such as context, appositives, footnotes, or a glossary—that
may clearly define the word (This will likely be the case only twenty to fifty percent of the time.)
iii. Determines whether meaning can be derived from roots and/or affixes
b. Verifies meaning in a dictionary, ideally one with student-friendly definitions
c. Returns to the text to confirm that the meaning makes sense in context
8 The class reconvenes, and each group shares definitions with the whole class.
9 Students record definitions in their Vocabulary Journals (only for words they signaled as unknown).
Word Line (Grades K–8)
(L.5)
When analyzing words that have strong connotations (or a group of words that are close in meaning), students
can place the words on a word line to rate the relative intensity of the words. This helps students understand the
subtle shades of meaning that differentiate words that are ostensibly synonymous. This strategy works well in small
groups; several groups can work on the same word and compare their results.
Example:
Word line for words related to angry:
annoyed exasperated mad angry furious incensed irate apoplectic
Younger students (Grades K–1) will need more support. See L.K.5.d and L.1.5.d for examples of the types of words
that could work well with an activity focused on shades of meaning.
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Implementation Guide Resources
SAMPLE ANNOTATION SYMBOLS CHART
Response Annotation Symbol
Questions and confusions ?
Observations
To other text:
T
Within the text:
Connections
To the world:
Unknown words WORD
Figurative language (e.g., similes, metaphors, personification, [He ran like
alliteration, onomatopoeia, hyperbole, idioms) the wind]
Transition words (e.g., first, then, next) First
Key passages to quote or cite later <>
Standard-specific element
(e.g., alliteration, point of view, humor, suspense)
POV
WRITING MODELS
Informative/Explanatory Writing Models
Grades K–1: TopIC
Make a TopIC sandwich:
Top Topic State the topic.
I Information Supply facts and details about the topic.
C Conclusion Reinforce your topic.
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Implementation Guide Resources
Grades 2–3: I-TEE-C
Describe your knowledge to a TEE:
I Introduction Introduce your reader to the topic.
T Topic Statement State your essential idea about the topic.
E Evidence Supply evidence that develops your topic.
E Elaboration Explain how the evidence develops your topic.
Evidence Supply more evidence that develops your topic.
Elaboration Explain how the evidence develops your topic.
C Conclusion Reinforce your essential idea.
Grades 3–8: To-SEEC (To SEE Clearly)
Write a To-SEEC paragraph:
To Topic Statement State your essential idea about a topic.
E Evidence Cite evidence that develops your topic, including necessary context.
E Elaboration Explain how the evidence develops your topic.
C Concluding Statement Reinforce your essential idea.
Write a To-SEEC essay:
H Hook Catch your audience’s attention.
I Introduce Introduce your audience to the topic.
T Thesis State your essential idea about the topic, and preview your supporting points.
To Topic Statement State a point that supports your thesis.
S
E Evidence Cite evidence for your point, including necessary context.
E Elaboration Explain how the evidence relates to the point.
C Concluding statement Close the paragraph.
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Implementation Guide Resources
Topic Statement Transition from your last point and state another point that supports your thesis
Evidence Cite evidence for your point, including necessary context.
Elaboration Explain how the evidence relates to the point.
Concluding Statement Close the paragraph.
C Conclusion Reinforce your thesis, reflecting on its significance.
Opinion/Argument Writing Models
Grades K–1: OReO
Make an opinion sandwich:
O Opinion Grade K: State an opinion about the topic.
Grade 1: Introduce the topic and state an opinion about it.
Re Reasons Supply reason(s) that support the opinion.
O Opinion Reinforce your opinion.
Grade 2: I-OREO
I Introduction Introduce your reader to the topic.
O Opinion Statement State your opinion on the topic.
R Reason Supply a reason that supports your opinion.
E Evidence Cite evidence for the reason.
Reason Supply another reason that supports your opinion.
Evidence Cite evidence for the reason.
O Opinion Conclusion Reinforce your opinion in a conclusion.
Grades 3–5: OREEO or HI-OREE-CO
Write an opinion paragraph:
O Opinion Statement State your opinion on a topic.
R Reason Supply a reason that supports your opinion.
E Evidence Cite evidence for the reason, including necessary context.
E Elaboration Explain how the evidence relates to the reason.
O Opinion Reinforce your opinion in a conclusion. 116
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Implementation Guide Resources
Write an opinion essay:
H Hook Catch your audience’s attention.
I Introduce Introduce your audience to the topic.
O Opinion Statement State your opinion on the topic and preview your supporting reasons.
R Reason State a reason that supports your opinion.
E Evidence Cite evidence for the reason, including necessary context.
E Elaboration Explain how the evidence relates to the reason.
C Concluding Statement Close the paragraph.
Reason Transition from your last reason and state another reason that supports your
opinion.
Evidence Cite evidence for the reason, including necessary context.
Elaboration Explain how the evidence relates to the reason.
Concluding Statement Close the paragraph.
O Opinion Reinforce your opinion, reflecting on its significance.
Grades 6–8: CREEA-C or HI-CREEA-CC
Write an argument paragraph:
C Claim State your claim(s) about a topic.
R Reason State a reason that supports your claim.
E Evidence Cite evidence for the reason, including necessary context.
E Elaboration Explain how the evidence relates to the reason.
A Alternate Claim(s)* Grade 6: Remove this section.
Grade 7: Acknowledge alternate or opposing claim(s).
Grade 8: Acknowledge and distinguish from alternate or opposing claim(s).
C Concluding Statement Reinforce your argument.
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Implementation Guide Resources
Write an argument essay:
H Hook Catch your audience’s attention.
I Introduce Introduce your audience to the topic.
C Claim State your claim(s) about the topic and preview your supporting reasons.
R Reason State a reason that supports your claim.
E Evidence Cite evidence for the reason, including necessary context.
E Elaboration Explain how the evidence relates to the reason.
C Concluding Statement Close the paragraph.
R Reason Transition from your last reason and state another reason that supports your
claim.
E Evidence Cite evidence for the reason, including necessary context.
E Elaboration Explain how the evidence relates to the reason.
C Concluding Statement Close the paragraph.
A Alternate Claim(s)* Grade 6: Remove this section.
Grade 7: Acknowledge alternate or opposing claim(s).
Grade 8: Acknowledge and distinguish from alternate or opposing claim(s).
C Conclusion Reinforce your argument, reflecting on its significance.
*Acknowledgement of alternate or opposing claim(s) does not occur in a fixed order; it can happen anywhere in the
paragraph or essay.
Narrative Writing Models
Grades K–2: CSPER
C Characters Who the story is about
S Setting When and where the story takes place
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Implementation Guide Resources
P Problem The main character’s challenge
E Events What happens
R Resolution End of the problem
Grades 3–8: ESCAPE
ESCAPE into a story:
E Establish Grades 3–5: Orient your reader to a situation
Grade 6: Engage and orient your reader by establishing
a context
Grades 7–8: Engage and orient your reader by
establishing a context and point of view
S Setting When and where the story takes place
C Characters Who the story is about and what they want
A Action Grades 3–5: What events happen and how characters
respond
Grades 6–8: What events happen and how characters
experience the events
P Problem What prevents the main character(s) from getting what
they want
E Ending Resolution to the problem
Note: As appropriate in Grades 3–8, emphasize that students can change the sequence of the story elements for
effect.
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WRITING RUBRICS
Kindergarten: Informative/Explanatory Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Implementation Guide
Structure Using a combination of drawing, Using a combination of drawing, Using a combination of drawing, Using a combination of drawing,
Copyright © 2017 Great Minds®
dictating, and writing: dictating, and writing: dictating, and writing: dictating, and writing:
Resources
Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt prompt prompt off-topic
Names specific topic Names general topic Information about topic is Does not supply information
supplied; topic is apparent but not about topic; topic is unclear
Supplies two additional pieces of Supplies one additional piece of explicitly stated
information about the topic after information about the topic after
naming the topic naming the topic
Development With guidance and support such as With guidance and support such as With guidance and support such as With guidance and support such as
collaborative planning: collaborative planning: collaborative planning: collaborative planning:
Supplies two pieces of evidence Supplies one piece of evidence Supplies general evidence that Does not supply evidence
from text(s) from text may not come from text or may
not be factually accurate
Evidence provided develops topic Evidence provided relates to topic
Evidence may not consistently
relate to topic
Conventions The following only applies when The following only applies when The following only applies when The following only applies when
using students’ own writing: using students’ own writing: using students’ own writing: using students’ own writing:
Shows consistent command of Shows general command of end- Shows partial command of end- Does not show command of end-
end-of-grade-level language of-grade-level language standards of-grade-level language standards of-grade-level language standards
standards for conventional written for conventional written English, for conventional written English, for conventional written English,
English, including mechanics, including mechanics, usage, and including mechanics, usage, and including mechanics, usage,
usage, and spelling; occasional spelling; some errors interfere spelling; errors interfere with and spelling; errors significantly
errors may interfere with meaning with meaning meaning and some main points interfere with overall meaning and
but main points are intelligible to are not intelligible to reader writing is difficult to follow
reader
The Kindergarten writing and language standards do not require strategic application of grammar and vocabulary knowledge in students’ writing, so the Kindergarten rubrics do not include the
Style feature.
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121
Kindergarten: Opinion Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Using a combination of drawing, Using a combination of drawing, Using a combination of drawing, Using a combination of drawing,
dictating, and writing: dictating, and writing: dictating, and writing: dictating, and writing:
Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Names topic or book with further Names topic or book. Attempts to name topic or book Does not name topic or book.
information about topic or book. but does so in an unclear or
States an opinion or preference. inaccurate way. Does not state an opinion or
States opinion or preference preference.
clearly. States an unclear opinion or
preference.
Development With guidance and support such as With guidance and support such as With guidance and support such as With guidance and support such as
collaborative planning: collaborative planning: collaborative planning: collaborative planning:
Supports the opinion with a fact Supports or explains the opinion Attempts to explain or support, Does not support or explain
or piece of evidence from text(s). with information from text(s). but support may not relate to the opinion.
opinion.
Conventions The following only applies when The following only applies when The following only applies when The following only applies when
using students’ own writing: using students’ own writing: using students’ own writing: using students’ own writing:
Shows consistent command of Shows general command of end- Shows partial command of end- Does not show command of end-
end-of-grade-level language of-grade-level language standards of-grade-level language standards of-grade-level language standards
standards for conventional for conventional written English, for conventional written English, for conventional written English,
written English, including including mechanics, usage, and including mechanics, usage, and including mechanics, usage,
mechanics, usage, and spelling; spelling; some errors interfere spelling; errors interfere with and spelling; errors significantly
occasional errors may interfere with meaning. meaning, and some main points interfere with overall meaning,
with meaning, but main points are are not intelligible to reader. and writing is difficult to follow.
intelligible to reader.
Implementation Guide
The Kindergarten writing and language standards do not require strategic application of grammar and vocabulary knowledge in students’ writing, so the Kindergarten rubrics do not include the
Copyright © 2017 Great Minds®
Resources
Style feature.
Kindergarten: Narrative Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Using a combination of drawing, Using a combination of drawing, Using a combination of drawing, Using a combination of drawing,
dictating, and writing: dictating, and writing: dictating, and writing: dictating, and writing:
Implementation Guide
Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
Copyright © 2017 Great Minds®
elements of prompt. prompt. prompt. off-topic.
Resources
Narrates several linked events. Narrates a single event or several Attempts to narrate an event, but Does not narrate an event.
loosely linked events. action or situation is unclear.
Tells events in the order in which Does not provide a reaction to
they occurred. Tells events in the order in which Events are not told in order in what happened or an ending.
they occurred. which they occurred.
Provides a reaction to what
happened that provides a brief Provides a reaction to what Attempts to provide a reaction;
sense of closure. happened. reaction may be unrelated to what
happened.
Conventions The following only applies when The following only applies when The following only applies when The following only applies when
using students’ own writing: using students’ own writing: using students’ own writing: using students’ own writing:
Shows consistent command of Shows general command of end- Shows partial command of end- Does not show command of end-
end-of-grade-level language of-grade-level language standards of-grade-level language standards of-grade-level language standards
standards for conventional for conventional written English, for conventional written English, for conventional written English,
written English, including including mechanics, usage, and including mechanics, usage, and including mechanics, usage,
mechanics, usage, and spelling; spelling; some errors interfere spelling; errors interfere with and spelling; errors significantly
occasional errors may interfere with meaning. meaning, and some main points interfere with overall meaning,
with meaning, but main points are are not intelligible to reader. and writing is difficult to follow.
intelligible to reader.
Standard W.K.3 does not include elements of Development, so this trait is absent for Kindergarten narrative writing.
The Kindergarten writing and language standards do not require strategic application of grammar and vocabulary knowledge in students’ writing, so the Kindergarten rubrics do not include the
Style feature.
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Grade 1: Informative/Explanatory Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Names topic with further Names topic. Refers to topic indirectly without Does not name or refer to topic.
introductory or contextual clearly naming or identifying it.
information. Provides two additional pieces Does not provide additional
of information about the topic in Provides one piece of information information.
Provides three or more additional middle. about the topic in middle.
pieces of information about the Does not provide closure.
topic in middle. Provides some sense of closure. Attempts to provide closure but
does so unclearly.
Provides a strong sense of closure.
Development With guidance and support such With guidance and support such With guidance and support such With guidance and support such
as collaborative planning: as collaborative planning: as collaborative planning: as collaborative planning:
Supplies a variety of evidence Supplies evidence from text(s), Supplies general evidence that Does not supply evidence.
from text(s), including facts when including facts when appropriate. may not come from text or may
appropriate. not be factually accurate.
Evidence provided relates to topic.
Evidence provided develops topic. Evidence may not consistently
relate to topic.
Style Uses conjunctions to signal Uses conjunctions to signal simple Attempts to use conjunctions Does not use conjunctions
simple relationships and create relationships. but does so incorrectly or with
compound sentences. inappropriate words. Uses limited vocabulary
Uses several words and phrases inappropriate to the content.
Uses several words and phrases relevant to the text and topic. Uses 1–2 words and phrases
specific to the text and topic. related to the topic.
Conventions Shows consistent command of Shows general command of end- Shows partial command of end- Does not show command of end-
end-of-grade-level language of-grade-level language standards of-grade-level language standards of-grade-level language standards
standards for conventional for conventional written English, for conventional written English, for conventional written English,
written English, including including mechanics, usage, and including mechanics, usage, and including mechanics, usage,
mechanics, usage, and spelling; spelling; some errors interfere spelling; errors interfere with and spelling; errors significantly
occasional errors may interfere with meaning. meaning, and some main points interfere with overall meaning,
with meaning, but main points are are not intelligible to reader. and writing is difficult to follow.
intelligible to reader.
Implementation Guide
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Resources
Grade 1: Opinion Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Implementation Guide
Introduces topic or names book Introduces topic or names book. Refers to topic or book indirectly Does not name or refer to topic
Copyright © 2017 Great Minds®
with further introductory or without clearly introducing or or book.
contextual information. States an opinion. naming it.
Resources
Does not state an opinion.
States opinion clearly. Provides one additional piece of States an unclear opinion.
information about the topic in Does not provide additional
Provides two or more additional middle. Provides additional information information.
pieces of information about the about the topic before introducing
topic in middle. Provides some sense of closure. topic or after closure. Does not provide closure.
Provides a strong sense of closure. Attempts to provide closure but
does so unclearly.
Development With guidance and support such as With guidance and support such as With guidance and support such as With guidance and support such as
collaborative planning: collaborative planning: collaborative planning: collaborative planning:
Supplies two or more reasons that Supplies at least one reason that Supplies a reason that does not Does not supply a reason.
support opinion well. relates to the opinion. relate to the opinion.
Style Uses conjunctions to signal Uses conjunctions to signal simple Attempts to use conjunctions Does not use conjunctions.
simple relationships and create relationships. but does so incorrectly or with
compound sentences. inappropriate words. Uses limited vocabulary
Uses several words and phrases inappropriate to the content.
Uses several words and phrases relevant to the text and topic. Uses 1–2 words and phrases
specific to the text and topic. related to the topic.
Conventions Shows consistent command of Shows general command of end- Shows partial command of end- Does not show command of end-
end-of-grade-level language of-grade-level language standards of-grade-level language standards of-grade-level language standards
standards for conventional for conventional written English, for conventional written English, for conventional written English,
written English, including including mechanics, usage, and including mechanics, usage, and including mechanics, usage,
mechanics, usage, and spelling; spelling; some errors interfere spelling; errors interfere with and spelling; errors significantly
occasional errors may interfere with meaning. meaning, and some main points interfere with overall meaning,
with meaning, but main points are are not intelligible to reader. and writing is difficult to follow.
intelligible to reader.
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Grade 1: Narrative Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Recounts three or more Recounts two or more Recounts only one event or Does not recount any events.
appropriately sequenced events. appropriately sequenced events. recounts two or more events in a
confusing or unclear sequence. Does not provide closure.
Provides a more thorough sense Provides a sense of closure.
of closure. Attempts to provide a sense of Does not use temporal words.
Uses temporal words to signal closure, but ending is unclear.
Uses a variety of temporal words event order.
to signal event order. Inconsistently or incorrectly uses
temporal words to signal event
order.
Development With guidance and support such as With guidance and support such as With guidance and support such as With guidance and support such as
collaborative planning: collaborative planning: collaborative planning: collaborative planning:
Includes several precise or well- Includes two or more details to Includes one or two general Does not include details to
chosen details to describe what describe what happened. details. describe what happened.
happened.
Style Uses a variety of adjectives Uses frequently occurring Attempts to use adjectives but Does not use adjectives.
effectively. adjectives. may be improperly used.
Uses limited vocabulary
Uses several words and phrases Uses several words and phrases Uses 1–2 words and phrases inappropriate to the content.
specific to the text and topic. relevant to the text and topic. related to the topic.
Conventions Shows consistent command of Shows general command of end- Shows partial command of end- Does not show command of end-
end-of-grade-level language of-grade-level language standards of-grade-level language standards of-grade-level language standards
standards for conventional for conventional written English, for conventional written English, for conventional written English,
written English, including including mechanics, usage, and including mechanics, usage, and including mechanics, usage,
mechanics, usage, and spelling; spelling; some errors interfere spelling; errors interfere with and spelling; errors significantly
occasional errors may interfere with meaning. meaning, and some main points interfere with overall meaning,
with meaning, but main points are are not intelligible to reader. and writing is difficult to follow.
intelligible to reader.
Implementation Guide
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Resources
Grade 2: Informative/Explanatory Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Implementation Guide
Introduces topic thoroughly. Introduces topic. References topic but does not Does not introduce or reference
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clearly introduce it. topic.
Provides three or more additional Provides two additional pieces
Resources
pieces of information about the of information about the topic in Provides one piece of information Does not provide additional
topic in middle. middle. about the topic in middle. information.
Provides a strong concluding Provides a concluding statement Provides a brief or unclear sense Does not provide closure.
statement or section. or section. of closure.
Development Develops topic with a variety of Develops topic with evidence Develops topic with general Does not provide evidence.
evidence from text(s). from text(s). evidence that may not come
from text or may not be factually
Evidence provided strongly and Evidence provided relates to topic accurate.
clearly develops points. and develops points.
Evidence may not consistently
relate to topic.
Style Uses a variety of appropriately Uses simple and compound Attempts to use one or two Does not use compound
chosen simple and compound sentences. compound sentences but may be sentences.
sentences. improperly used.
Uses several words and phrases Uses limited vocabulary
Uses several words and phrases relevant to the text and topic. Uses 1–2 words and phrases inappropriate to the content.
specific to the text and topic. related to the topic.
Conventions Shows consistent command of Shows general command of end- Shows partial command of end- Does not show command of end-
end-of-grade-level language of-grade-level language standards of-grade-level language standards of-grade-level language standards
standards for conventional for conventional written English, for conventional written English, for conventional written English,
written English, including including mechanics, usage, and including mechanics, usage, and including mechanics, usage,
mechanics, usage, and spelling; spelling; some errors interfere spelling; errors interfere with and spelling; errors significantly
occasional errors may interfere with meaning. meaning, and some main points interfere with overall meaning,
with meaning, but main points are are not intelligible to reader. and writing is difficult to follow.
intelligible to reader.
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Grade 2: Opinion Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Introduces topic or book Introduces topic or book. References topic but does not Does not introduce or reference
thoroughly. clearly introduce it. topic or book.
States an opinion.
States opinion clearly. States an unclear opinion. Does not state an opinion.
Supplies reasons in the middle.
Supplies reasons in the middle Supplies reasons before Does not supply a reason.
that are listed or organized in a Provides a concluding statement introducing topic or after
logical way. or section. conclusion. Does not provide closure.
Provides a strong concluding Uses linking words to connect Provides a brief or unclear sense Does not use linking words.
statement or section. opinion and reasons. of closure.
Uses a variety of well-chosen Inconsistently or incorrectly uses
linking words to connect opinion linking words to connect opinion
and reasons. and reasons.
Development Supplies two or more reasons that Supplies two or more reasons. Supplies one reason. Does not supply a reason.
show insightful understanding of
text. Reasons support the opinion. Reason may not clearly support
the opinion.
Reasons clearly and convincingly
support opinion.
Style Uses a variety of appropriately Uses simple and compound Attempts to use one or two Does not use compound
chosen simple and compound sentences. compound sentences but may be sentences.
sentences. improperly used.
Uses several words and phrases Uses limited vocabulary
Uses several words and phrases relevant to the text and topic. Uses 1–2 words and phrases inappropriate to the content.
specific to the text and topic. related to the topic.
Conventions Shows consistent command of Shows general command of end- Shows partial command of end- Does not show command of end-
end-of-grade-level language of-grade-level language standards of-grade-level language standards of-grade-level language standards
standards for conventional for conventional written English, for conventional written English, for conventional written English,
written English, including including mechanics, usage, and including mechanics, usage, and including mechanics, usage,
mechanics, usage, and spelling; spelling; some errors interfere spelling; errors interfere with and spelling; errors significantly
occasional errors may interfere with meaning. meaning, and some main points interfere with overall meaning,
Implementation Guide
with meaning, but main points are are not intelligible to reader. and writing is difficult to follow.
intelligible to reader.
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Resources
Grade 2: Narrative Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Implementation Guide
Recounts a well-elaborated event Recounts a well-elaborated event Recounts events in a confusing or Does not recount any events.
Copyright © 2017 Great Minds®
or short sequence of events that or short sequence of events. unclear sequence.
flows well. Does not provide a sense of
Resources
Provides a sense of closure. Attempts to provide a sense of closure.
Provides a more thorough sense closure, but ending is unclear.
of closure. Uses temporal words to signal Does not use temporal words.
event order. Inconsistently or incorrectly uses
Uses a variety of temporal words temporal words to signal event
to signal event order. order.
Development Includes several precise or well- Includes some details to describe Includes one or two general Does not include details to
chosen details to describe actions, actions, thoughts, and feelings. details. describe actions, thoughts, and
thoughts, and feelings. feelings.
Style Uses a variety of appropriately Uses simple and compound Attempts to use one or two Does not use compound
chosen simple and compound sentences. compound sentences but may be sentences.
sentences. improperly used.
Uses several adjectives and Does not use adjectives and
Uses several precise or well- adverbs to describe things. Uses one or two adjectives and adverbs to describe things.
chosen adjectives and adverbs to adverbs to describe things.
describe things.
Conventions Shows consistent command of Uses simple and compound Shows partial command of end- Does not show command of end-
end-of-grade-level language sentences. of-grade-level language standards of-grade-level language standards
standards for conventional for conventional written English, for conventional written English,
written English, including Shows general command of end- including mechanics, usage, and including mechanics, usage,
mechanics, usage, and spelling; of-grade-level language standards spelling; errors interfere with and spelling; errors significantly
occasional errors may interfere for conventional written English, meaning, and some main points interfere with overall meaning,
with meaning, but main points are including mechanics, usage, and are not intelligible to reader. and writing is difficult to follow.
intelligible to reader. spelling; some errors interfere
with meaning.
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129
Grade 3: Informative/Explanatory Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Maintains focus on topic Maintains focus on topic Often departs from focus on Piece lacks focus on topic.
throughout piece. throughout piece with occasional topic.
departures. Does not introduce topic.
Introduces topic thoroughly. Attempts to introduce topic but
Introduces topic. does so in a general, incomplete, Information is randomly
Groups related information about or inaccurate way. organized and not grouped.
the topic together into clear Groups related information about
categories or paragraphs. the topic together. Related information about the Does not provide a concluding
topic is partially or inconsistently statement or section.
Provides a concluding statement Provides a concluding statement grouped together.
or section that refers to topic and or section that refers to topic. Does not use linking words or
adds insight. Provides a brief concluding idea phrases.
Uses linking words and phrases to that does not clearly refer to topic.
Uses a variety of well-chosen connect ideas.
linking words and phrases to Inconsistently or incorrectly uses
connect ideas. linking words and phrases to
connect ideas.
Development Develops topic with a variety of Develops topic with evidence Develops topic with general Does not provide evidence.
evidence from text(s). from text(s). evidence that may not come
from text or may be factually Does not examine or analyze the
Examines or analyzes the Examines or analyzes the topic. inaccurate. topic.
topic with additional insight or
thoroughness. Partially or briefly examines or
analyzes the topic.
Style Uses a variety of appropriately Uses simple, compound, and Attempts to use one or two Does not use compound or
chosen simple, compound, and complex sentences. compound or complex sentences complex sentences.
complex sentences. but may be improperly used.
Uses general academic language. Uses limited vocabulary
Uses precise general academic Uses a few general academic inappropriate to the content.
language words.
appropriate to the task.
Conventions Shows consistent command of Shows general command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
Implementation Guide
and usage; occasional errors do and usage; some errors may and usage; errors interfere with and usage; errors significantly
not significantly interfere with interfere with meaning. meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
Copyright © 2017 Great Minds®
Resources
Grade 3: Opinion Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Implementation Guide
Maintains focus on opinion/point Maintains focus on opinion/ Often departs from focus on Lacks focus on opinion/point of
Copyright © 2017 Great Minds®
of view. point of view with occasional opinion/point of view. view.
departures.
Resources
Introduces topic or text clearly. Attempts to introduce topic or Does not introduce topic or text.
Introduces topic or text. text but does so in a general,
States opinion clearly. incomplete, or inaccurate way. Does not state an opinion.
States an opinion.
Lists or organizes reasons States an unclear opinion. Reasons are not organized.
Lists or organizes reasons.
into clear categories or Reasons are not clearly listed or Does not provide a concluding
paragraphs. Provides a concluding statement organized. statement or section.
or section that refers to opinion.
Provides a concluding statement Provides a brief concluding idea Does not use linking words or
or section that refers to opinion Uses linking words and phrases to that does not clearly refer to phrases.
and adds insight. connect opinion and reasons. opinion.
Uses a variety of well-chosen Inconsistently or incorrectly uses
linking words and phrases to linking words and phrases to
connect opinion and reasons. connect opinion and reasons.
Development Supports opinion with reasons Supports opinion with reasons. Provides reasons that may not Does not support opinion with
and supporting evidence or clearly support opinion. reasons.
details.
Style Uses a variety of appropriately Uses simple, compound, and Attempts to use one or two Does not use compound or
chosen simple, compound, and complex sentences. compound or complex sentences complex sentences.
complex sentences. but may be improperly used.
Uses general academic language. Uses limited vocabulary
Uses precise general academic Uses a few general academic inappropriate to the content.
language words.
appropriate to the task.
Conventions Shows consistent command of Shows general command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; occasional errors do and usage; some errors may and usage; errors interfere with and usage; errors significantly
not significantly interfere with interfere with meaning. meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
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131
Grade 3: Narrative Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Skillfully establishes a situation Establishes a situation and Partially or unclearly establishes a Does not establish a situation
and introduces a narrator and/or introduces a narrator and/or situation and introduces a narrator for the reader; narrator and/
characters. characters. and/or characters. or characters are lacking or
undefined.
Organizes a clear event sequence Organizes an event sequence that Organizes an event sequence that
that unfolds naturally. unfolds naturally. may be occasionally confusing or Events unfold in a random or
have logical gaps. confusing manner so that reader
Provides complete closure. Provides a sense of closure. cannot follow a sequence.
Attempts to provide a sense of
Uses a variety of well-chosen Uses temporal words and phrases closure, but ending is unclear. Does not provide a sense of
temporal words and phrases to to signal event order. closure.
signal event order. Inconsistently or incorrectly uses
temporal words and phrases to Does not use temporal words and
signal event order. phrases.
Development Uses dialogue and description Uses dialogue and description to Uses occasional or brief dialogue Does not use dialogue or
to effectively and thoroughly effectively develop events and and description to develop events description to develop events and
develop events and characters. characters. and characters. characters.
Style Uses a variety of appropriately Uses simple, compound, and Attempts to use one or two Does not use compound or
chosen simple, compound, and complex sentences. compound or complex sentences complex sentences.
complex sentences. but may be improperly used.
Uses several adjectives and Uses limited vocabulary
Uses several precise or well- adverbs to describe things. Uses one or two adjectives and inappropriate to the content.
chosen adjectives and adverbs adverbs to describe things.
to describe things with greater Does not use adjectives and
specificity. adverbs to describe things.
Conventions Shows consistent command of Shows general command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; occasional errors do and usage; some errors may and usage; errors interfere with and usage; errors significantly
not significantly interfere with interfere with meaning. meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
Implementation Guide
Copyright © 2017 Great Minds®
Resources
Grade 4: Informative/Explanatory Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Implementation Guide
Maintains focus throughout piece. Maintains focus throughout piece, Often departs from focus on Piece lacks focus on topic.
Copyright © 2017 Great Minds®
with occasional departures. topic.
Introduces topic clearly and Does not introduce topic.
Resources
thoroughly. Introduces topic clearly. Introduces topic in an incomplete
or unclear way. Ideas are unrelated and
Organizes related information Organizes related information into disorganized.
effectively into paragraphs and paragraphs and sections. Ideas are somewhat organized
sections. but may be unrelated or lumped Does not provide a conclusion.
Provides a conclusion that relates together.
Provides a strong conclusion that to the explanation. Does not use transitions to link
relates to and expands on the Provides a conclusion that is ideas.
explanation. Uses transitions to link ideas incomplete or may not relate to
within categories. the explanation
Skillfully uses transitions to link
ideas within categories. Inconsistently or inappropriately
uses transitions to link ideas.
Development Develops topic with a variety Develops topic with evidence Develops topic with evidence Does not use evidence from
of evidence from text(s) that is from text(s) that is related to the from texts(s). text(s).
closely related to the topic. topic.
Elaborates upon evidence vaguely Does not elaborate upon
Elaborates upon evidence Elaborates upon evidence with or superficially. evidence.
thoroughly with accurate analysis. explanation or analysis.
Style Uses precise language and Varies sentence patterns. Varies sentence patterns Sentence patterns are basic and
domain-specific vocabulary. occasionally. repetitive.
Uses domain-specific vocabulary.
Writing shows exceptional Uses general vocabulary with a Uses limited vocabulary
awareness and skill in addressing Writing is appropriate to audience. few domain-specific words. inappropriate to the content.
audience’s needs.
Writing is appropriate to audience. Writing is inappropriate to
audience.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; errors are few. and usage; occasional errors do and usage; some errors interfere and usage; errors significantly
not significantly interfere with with meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
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133
Grade 4: Opinion Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Maintains focus on opinion/point Maintains focus on opinion/point Often departs from focus on Piece lacks focus on opinion/
of view throughout piece. of view throughout piece, with opinion/point of view. point of view.
occasional departures.
Introduces topic or text(s) clearly Introduces topic or text(s) in an Does not introduce topic or
and thoroughly. Introduces topic or text(s) clearly. incomplete or unclear way. text(s).
States opinion clearly. States an opinion. States an unclear opinion. Does not state an opinion.
Organizes related ideas to support Organizes related ideas to support Ideas are somewhat organized Ideas are unrelated and
opinion. opinion. but may be unrelated or lumped disorganized.
together.
Provides a strong conclusion that Provides a conclusion that relates Does not provide a conclusion.
relates to and expands on the to the opinion. Provides a conclusion that is
opinion. incomplete or may not relate to Does not use transitions to link
Uses transitions to link opinion the opinion. opinion and reasons.
Skillfully uses transitions to link and reasons.
opinion and reasons. Inconsistently or inappropriately
uses transitions to link opinion
and reasons.
Development Supports opinion with reasons Supports opinion with reasons Provides reasons that may not Does not support opinion with
that are supported by a variety of that are supported by evidence clearly support opinion or are not reasons or evidence from text(s).
evidence from text(s). from text(s). well-supported by evidence from
text(s). Does not elaborate upon
Elaborates upon evidence Elaborates upon evidence. evidence.
thoroughly. Elaborates upon evidence vaguely
or superficially.
Style Uses precise language and Varies sentence patterns. Varies sentence patterns Sentence patterns are basic and
domain-specific vocabulary. occasionally. repetitive.
Uses domain-specific vocabulary.
Writing shows exceptional Uses general vocabulary with a Uses limited vocabulary
awareness and skill in addressing Writing is appropriate to audience. few domain-specific words. inappropriate to the content.
audience’s needs.
Writing is appropriate to audience. Writing is inappropriate to
audience.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
Implementation Guide
and usage; errors are few. and usage; occasional errors do and usage; some errors interfere and usage; errors significantly
not significantly interfere with with meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
Copyright © 2017 Great Minds®
Resources
Grade 4: Narrative Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Implementation Guide
Orients the reader skillfully by Orients the reader by establishing Partially orients the reader by Does not establish a situation
Copyright © 2017 Great Minds®
establishing a situation and a situation and introducing a establishing a situation and for the reader; narrator and/
introducing a narrator and/or narrator and/or characters. introducing a narrator and/or or characters are lacking or
Resources
characters. characters in an unclear way. undefined.
Organizes an event sequence that
Organizes a clear event sequence unfolds naturally. Organizes an event sequence that Events unfold in a random or
that unfolds naturally. may be occasionally confusing or confusing manner so that reader
Provides a conclusion that follows have logical gaps. cannot follow a sequence.
Provides a conclusion that follows from the narrated experiences or
from and brings resolution to the events. Provides a conclusion that is Does not provide a conclusion.
narration. incomplete or does not follow
Uses a variety of transitions to from the narrated experiences or Does not use transitions to
Skillfully uses a variety of manage sequence of events. events. sequence events.
transitions to manage sequence
of events. Inconsistently or inappropriately
uses transitions to manage
sequence of events.
Development Uses dialogue and description Uses dialogue and description to Uses occasional or brief dialogue Does not use dialogue or
to effectively and thoroughly effectively develop events and and description to develop events description to develop events and
develop events and characters. characters. and characters. characters.
Uses sensory details to convey Uses sensory details to convey Uses some sensory details to Includes few or no sensory details.
events precisely and vividly. events precisely. convey events.
Style Uses concrete words and phrases Varies sentence patterns Varies sentence patterns Sentence patterns are basic and
to convey events precisely and occasionally repetitive.
vividly Uses concrete words and phrases
to convey events precisely Uses some concrete words and Includes few or no concrete words
Writing shows exceptional phrases to convey events and phrases.
awareness and skill in addressing Writing is appropriate to audience
audience’s needs Writing is somewhat appropriate Writing is inappropriate to
to audience audience.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; errors are few. and usage; occasional errors do and usage; some errors interfere and usage; errors significantly
not significantly interfere with with meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
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135
Grade 5: Informative/Explanatory Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Provides a focus for topic and Provides a focus for topic and Often departs from focus on Piece lacks focus on topic.
maintains focus throughout piece. maintains focus throughout piece, topic.
with occasional departures. Does not introduce topic.
Introduces topic clearly and Introduces topic in an incomplete
thoroughly. Introduces topic clearly. or unclear way. Ideas are unrelated and
disorganized.
Organizes related information Organizes related information into Ideas are somewhat organized
logically and effectively into paragraphs and sections. but may be unrelated or lumped Does not provide a conclusion.
paragraphs and sections. together.
Provides a conclusion that relates Does not use transitions to link
Provides a strong conclusion that to the explanation. Provides a conclusion that is ideas.
relates to and expands on the incomplete or may not relate to
explanation. Uses transitions to link ideas the explanation.
within categories.
Skillfully uses transitions to link Inconsistently or inappropriately
ideas within and across categories. uses transitions to link ideas.
Development Develops topic with a variety Develops topic with evidence Develops topic with evidence Does not use evidence from
of evidence from text(s) that is from text(s) that is related to the from texts(s). text(s).
closely related to the topic. topic.
Elaborates upon evidence vaguely Does not elaborate upon
Elaborates upon evidence Elaborates upon evidence with or superficially. evidence.
thoroughly with accurate analysis. explanation or analysis.
Style Varies sentence patterns for Varies sentence patterns. Varies sentence patterns Sentence patterns are basic and
clarity, interest, style. occasionally repetitive
Uses domain-specific vocabulary.
Uses precise language and Uses general vocabulary with a Uses limited vocabulary
domain-specific vocabulary. Writing is appropriate to audience. few domain-specific words inappropriate to the content
Writing shows exceptional Writing is appropriate to audience Writing is inappropriate to
awareness and skill in addressing audience
audience’s needs.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; errors are few. and usage; occasional errors do and usage; some errors interfere and usage; errors significantly
not significantly interfere with with meaning. interfere with overall meaning,
Implementation Guide
meaning. and writing is difficult to follow.
Copyright © 2017 Great Minds®
Resources
Grade 5: Opinion Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt; off-
elements of prompt. prompt. prompt. topic.
Implementation Guide
Maintains focus on opinion/point of Maintains focus on opinion/point Often departs from focus on Piece lacks focus on opinion/point
Copyright © 2017 Great Minds®
view throughout piece. of view throughout piece, with opinion/point of view. of view.
occasional departures.
Resources
Introduces topic or text(s) clearly Introduces topic or text(s) in an Does not introduce topic or text(s).
and thoroughly. Introduces topic or text(s) clearly. incomplete or unclear way.
Does not state an opinion.
States opinion clearly. States an opinion. States an unclear opinion.
Ideas are unrelated and
Organizes related ideas logically to Organizes related ideas to support Ideas are somewhat organized disorganized.
support opinion. opinion. but may be unrelated or lumped
together. Does not provide a conclusion.
Provides a strong conclusion that Provides a conclusion that relates to
relates to and expands on the the opinion. Provides a conclusion that is Does not use transitions to link
opinion. incomplete or may not relate to the opinion and reasons.
Uses transitions to link opinion and opinion.
Skillfully uses transitions to link reasons.
opinion and reasons. Inconsistently or inappropriately
uses transitions to link opinion and
reasons.
Development Supports opinion with logically Supports opinion with reasons that Provides reasons that may not Does not support opinion with
ordered reasons that are supported are supported by evidence from clearly support opinion or are not reasons or evidence from text(s).
by a variety of evidence from text(s). text(s). well-supported by evidence from
text(s). Does not elaborate upon evidence.
Elaborates upon evidence Elaborates upon evidence.
thoroughly. Elaborates upon evidence vaguely
or superficially.
Style Varies sentence patterns for clarity, Varies sentence patterns. Varies sentence patterns Sentence patterns are basic and
interest, style. occasionally. repetitive.
Uses domain-specific vocabulary.
Uses precise language and domain- Uses general vocabulary with a few Uses limited vocabulary
specific vocabulary. Writing is appropriate to audience. domain-specific words. inappropriate to the content.
Writing shows exceptional Writing is appropriate to audience. Writing is inappropriate to audience.
awareness and skill in addressing
audience’s needs.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command of Does not show command of
grammar, mechanics, spelling, and grammar, mechanics, spelling, and grammar, mechanics, spelling, and grammar, mechanics, spelling, and
usage; errors are few. usage; occasional errors do not usage; some errors interfere with usage; errors significantly interfere
significantly interfere with meaning. meaning. with overall meaning, and writing is
difficult to follow.
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137
Grade 5: Narrative Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt;
elements of prompt. prompt. prompt. off-topic.
Orients the reader skillfully by Orients the reader by establishing Partially orients the reader by Does not establish a situation
establishing a situation and a situation and introducing a establishing a situation and for the reader; narrator and/
introducing a narrator and/or narrator and/or characters. introducing a narrator and/or or characters are lacking or
characters. characters in an unclear way. undefined.
Organizes an event sequence that
Organizes a clear event sequence unfolds naturally. Organizes an event sequence that Events unfold in a random or
that unfolds naturally. may be occasionally confusing or confusing manner so that reader
Provides a conclusion that follows have logical gaps. cannot follow a sequence.
Provides a conclusion that follows from the narrated experiences or
from and brings resolution to the events. Provides a conclusion that is Does not provide a conclusion.
narration. incomplete or does not follow
Uses a variety of transitions to from the narrated experiences or Does not use transitions to
Skillfully uses a variety of manage sequence of events. events. sequence events.
transitions to manage sequence
of events. Inconsistently or inappropriately
uses transitions to manage
sequence of events.
Development Uses dialogue, description, Uses dialogue and description to Uses occasional or brief dialogue Does not use dialogue or
and pacing to effectively and effectively develop events and and description to develop events description to develop events and
thoroughly develop events and characters. and characters. characters.
characters.
Uses sensory details to convey Uses some sensory details to Includes few or no sensory details.
Uses sensory details to convey events precisely. convey events.
events precisely and vividly.
Style Varies sentence patterns for Varies sentence patterns. Varies sentence patterns Sentence patterns are basic and
clarity, interest, style. occasionally. repetitive.
Uses concrete words and phrases
Uses concrete words and phrases to convey events precisely. Uses some concrete words and Includes few or no concrete words
to convey events precisely and phrases to convey events. and phrases.
vividly. Writing is appropriate to audience.
Writing is somewhat appropriate Writing is inappropriate to
Writing shows exceptional to audience. audience.
awareness and skill in addressing
audience’s needs.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; errors are few. and usage; occasional errors do and usage; some errors interfere and usage; errors significantly
Implementation Guide
not significantly interfere with with meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
Copyright © 2017 Great Minds®
Resources
Grade 6: Informative/Explanatory Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to prompt; off-
elements of prompt. prompt. prompt. topic.
Implementation Guide
Maintains focus on topic throughout Maintains focus on topic throughout Often departs from focus on topic. Piece lacks focus on topic.
Copyright © 2017 Great Minds®
piece. piece, with occasional minor
departures. Introduces topic in an incomplete or Does not introduce topic.
Resources
Introduces topic. unclear way.
Introduces topic. Ideas are disorganized.
Organizes ideas clearly and Organizes ideas inconsistently.
effectively. Organizes ideas clearly and Does not provide a conclusion.
effectively. Provides a conclusion that is
Provides a strong conclusion that incomplete or may not follow from Does not use transitions to connect
follows from and expands on the Provides a conclusion that follows the focus. ideas.
focus. from the focus.
Inconsistently uses transitions to
Uses appropriate transitions to Uses appropriate transitions to connect ideas.
clarify relationships. clarify relationships.
Development Develops topic with relevant, Develops topic with sufficient, Develops topic with insufficient Does not use relevant evidence
sufficient evidence from texts(s). relevant evidence from text(s) relevant evidence from texts(s) from text(s)
Elaborates upon evidence Elaborates upon evidence with Elaborates upon evidence vaguely Does not elaborate upon evidence
thoroughly with accurate, insightful accurate analysis or superficially
analysis.
Style Varies sentence patterns for clarity, Varies sentence patterns for clarity Varies sentence patterns Sentence patterns are basic and
interest, emphasis, and style. and interest. occasionally for clarity or interest. repetitive.
Uses precise language and domain- Uses domain-specific vocabulary. Uses general vocabulary with a few Uses limited vocabulary
specific vocabulary. domain-specific words. inappropriate to the content.
Mostly expresses ideas precisely.
Consistently expresses ideas Language is occasionally precise and Language is imprecise and
precisely. Establishes a formal style, with may be unnecessarily wordy. lacks concision, often wordy or
occasional minor lapses. redundant.
Establishes and maintains a Attempts to use a formal style but
consistent, formal, and engaging Writing is appropriate to audience. with many lapses. Uses an inappropriately informal
style. style.
Writing is somewhat appropriate to
Writing shows exceptional audience. Writing is inappropriate to audience.
awareness and skill in addressing
audience’s needs.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command of Does not show command of
grammar, mechanics, spelling, and grammar, mechanics, spelling, and grammar, mechanics, spelling, and grammar, mechanics, spelling, and
usage; errors are minor and few. usage; occasional errors do not usage; some errors interfere with usage; errors significantly interfere
significantly interfere with meaning. meaning. with overall meaning, and writing is
difficult to follow.
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139
Grade 6: Argument Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all elements Responds to all elements of prompt. Responds to some elements of Does not respond to prompt; off-
of prompt. prompt. topic.
Maintains focus by arguing in support
Maintains focus by arguing in support of claim throughout piece, with Often departs from focus on claim; Piece lacks focus on claim or argues in
of claim throughout piece. occasional minor departures. may at times argue in support of support of alternate/opposing claims.
alternate/opposing claims.
Introduces claim clearly and Introduces claim clearly. Does not introduce claim.
thoroughly. Introduces claim in an incomplete or
Organizes reasons and evidence unclear way. Reasons and evidence are
Organizes reasons and evidence clearly. disorganized.
clearly. Organizes reasons and evidence
Provides a conclusion that follows inconsistently. Does not provide a conclusion.
Provides a strong conclusion that from the focus.
follows from and expands on the Provides a conclusion that is Does not use transitions to connect
focus. Uses appropriate transitions to clarify incomplete or may not follow from ideas.
relationships. the focus.
Uses appropriate transitions to clarify
relationships. Inconsistently uses transitions to
connect ideas.
Development Supports claim with clear reasons and Supports claim with clear reasons Supports claim with unclear reasons Does not support claim with reasons;
well-chosen, relevant, and accurate and relevant, accurate evidence from and evidence from texts(s) that is lacks relevant, accurate evidence from
evidence from text(s). text(s). occasionally irrelevant or inaccurate. text(s).
Elaborates upon evidence thoroughly Elaborates upon evidence. Elaborates upon evidence vaguely or Does not elaborate upon evidence.
and insightfully. superficially.
Style Varies sentence patterns for clarity, Varies sentence patterns for clarity Varies sentence patterns occasionally Sentence patterns are basic and
emphasis, interest, and style. and interest. for clarity or interest. repetitive.
Uses precise language and domain- Uses domain-specific vocabulary. Uses general vocabulary with a few Uses limited vocabulary inappropriate
specific vocabulary. domain-specific words. to the content.
Mostly expresses ideas precisely.
Consistently expresses ideas precisely. Language is occasionally precise and Language is imprecise and lacks
Establishes a formal style, with may be unnecessarily wordy. concision, often wordy or redundant.
Establishes and maintains a occasional minor lapses.
consistent, formal, and engaging style. Attempts to use a formal style but Uses an inappropriately informal style.
Writing is appropriate to audience. with many lapses.
Writing shows exceptional awareness Writing is inappropriate to audience.
and skill in addressing audience’s Writing is somewhat appropriate to
needs. audience.
Conventions Shows strong command of grammar, Shows consistent command of Shows inconsistent command of Does not show command of
mechanics, spelling, and usage; errors grammar, mechanics, spelling, and grammar, mechanics, spelling, and grammar, mechanics, spelling, and
Implementation Guide
are minor and few. usage; occasional errors do not usage; some errors interfere with usage; errors significantly interfere
significantly interfere with meaning. meaning. with overall meaning, and writing is
difficult to follow.
Copyright © 2017 Great Minds®
Resources
Grade 6: Narrative Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all elements Responds to all elements of prompt. Responds to some elements of Does not respond to prompt; off-
of prompt. prompt. topic.
Implementation Guide
Engages and orients the reader by
Engages and orients the reader by establishing a context and introducing Orients the reader by partially Does not establish a context for the
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establishing a context and introducing a narrator and/or characters. establishing a context and briefly or reader; narrator and/or characters are
a narrator and/or characters. unclearly introducing a narrator and/ lacking or undefined.
Resources
Organizes an event sequence that or characters.
Organizes a well-structured event unfolds naturally and logically. Events unfold in a random or
sequence that unfolds naturally and Organizes an event sequence that confusing manner so that reader
logically. Provides a conclusion that follows may be occasionally confusing or have cannot follow a sequence.
from the narrated events. logical gaps.
Provides a strong conclusion that Does not provide a conclusion.
follows from the narrated events. Uses a variety of transitions to Provides a conclusion that is
convey sequence and signal shifts in incomplete or may not follow from Does not use transitions to convey
Skillfully uses a variety of transitions chronology and setting. the narrated events. sequence; shifts in chronology and
to convey sequence, signal shifts in setting are confusing.
chronology and setting. Inconsistently uses transitions to
convey sequence; shifts in chronology
and setting may be confusing.
Development Uses narrative techniques, such as Uses narrative techniques, such as Uses a few narrative techniques to Does not use narrative techniques to
dialogue, pacing, and description to dialogue, pacing, and description, develop events and characters. develop events and characters.
effectively and thoroughly develop to effectively develop events and
events and characters. characters. Uses some descriptive details or Includes few or no descriptive details
sensory language to convey events. and sensory language.
Uses relevant descriptive details and Uses relevant descriptive details and
sensory language to vividly convey sensory language to convey events.
events.
Style Varies sentence patterns for clarity, Varies sentence patterns for clarity Varies sentence patterns occasionally Sentence patterns are basic and
interest, emphasis, and style. and interest. for clarity or interest. repetitive.
Uses precise words and phrases to Uses precise words and phrases to Uses some precise words and phrases Includes few or no precise words and
vividly convey events. convey events. to convey events. phrases.
Writing shows exceptional awareness Writing is appropriate to audience. Writing is somewhat appropriate to Writing is inappropriate to audience.
and skill in addressing audience’s audience.
needs.
Conventions Shows strong command of grammar, Shows consistent command of Shows inconsistent command of Does not show command of
mechanics, spelling, and usage; errors grammar, mechanics, spelling, and grammar, mechanics, spelling, and grammar, mechanics, spelling, and
are minor and few. usage; occasional errors do not usage; some errors interfere with usage; errors significantly interfere
significantly interfere with meaning. meaning. with overall meaning, and writing is
difficult to follow.
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Grade 7: Informative/Explanatory Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all elements Responds to all elements of prompt. Responds to some elements of Does not respond to prompt; off-
of prompt. prompt. topic.
Maintains focus on topic throughout
Maintains focus on topic throughout piece, with occasional minor Often departs from focus on topic. Piece lacks focus on topic.
piece. departures.
Introduces topic in an incomplete or Does not introduce topic.
Introduces topic clearly and Introduces topic clearly, previewing unclear way.
thoroughly, previewing what is to what is to follow. Ideas are disorganized.
follow. Organizes ideas inconsistently.
Organizes ideas clearly and effectively. Does not provide a conclusion.
Organizes ideas clearly and effectively. Provides a conclusion that is
Provides a conclusion that follows incomplete or may not follow from Does not use transitions to connect
Provides a strong conclusion that from and supports the focus. the focus. ideas.
follows from, supports, and expands
on the focus. Uses appropriate transitions to create Inconsistently uses transitions to
cohesion and clarify relationships. connect ideas.
Uses appropriate transitions to create
cohesion and clarify relationships.
Development Develops topic with relevant and Develops topic with sufficient, Develops topic with insufficient Does not use relevant evidence from
sufficient evidence from texts(s). relevant evidence from text(s). relevant evidence from texts(s) text(s)
Elaborates upon evidence thoroughly Elaborates upon evidence with Elaborates upon evidence vaguely or Does not elaborate upon evidence
with accurate, insightful analysis. accurate analysis. superficially
Style Varies sentence patterns for clarity, Varies sentence patterns for clarity Varies sentence patterns occasionally Sentence patterns are basic and
interest, emphasis, and style. and interest. for clarity or interest. repetitive.
Uses precise language and domain- Uses domain-specific vocabulary. Uses general vocabulary with a few Uses limited vocabulary inappropriate
specific vocabulary. domain-specific words. to the content.
Mostly expresses ideas precisely and
Consistently expresses ideas precisely concisely. Language is occasionally precise and Language is imprecise and lacks
and concisely. may be unnecessarily wordy. concision, often wordy or redundant.
Establishes a formal style, with
Establishes and maintains a occasional minor lapses. Attempts to use a formal style but Uses an inappropriately informal style.
consistent, formal, and engaging style. with many lapses.
Writing is appropriate to audience. Writing is inappropriate to audience.
Writing shows exceptional awareness Writing is somewhat appropriate to
and skill in addressing audience’s audience.
needs.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; errors are minor and and usage; occasional errors do and usage; some errors interfere and usage; errors significantly
Implementation Guide
few. not significantly interfere with with meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
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Resources
Grade 7: Argument Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all elements Responds to all elements of prompt. Responds to some elements of Does not respond to prompt; off-
of prompt. prompt. topic.
Implementation Guide
Maintains focus by arguing in support
Maintains focus by arguing in support of claim throughout piece, with Often departs from focus on claim; Piece lacks focus on claim or argues in
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of claim throughout piece. occasional minor departures. may at times argue in support of support of alternate/opposing claims.
alternate/opposing claims.
Resources
Introduces claim clearly and Introduces claim clearly, Does not introduce claim.
thoroughly, acknowledging acknowledging counterclaim(s) Introduces claim in an incomplete or
counterclaim(s). unclear way. Reasons and evidence are
Organizes reasons and evidence disorganized.
Organizes reasons and evidence clearly and mostly logically. Organizes reasons and evidence
clearly and logically. inconsistently. Does not provide a conclusion.
Provides a conclusion that follows
Provides a strong conclusion that from and supports the focus. Provides a conclusion that is Does not use transitions to connect
follows from, supports, and expands incomplete or may not follow from ideas.
on the focus. Uses appropriate transitions to create the focus.
cohesion and clarify relationships.
Uses appropriate transitions to create Inconsistently uses transitions to
cohesion and clarify relationships. connect ideas.
Development Supports claim with clear, logical Supports claim with clear, logical Supports claim with unclear reasons Does not support claim with reasons;
reasons and well-chosen, relevant, reasons and relevant, accurate and evidence from texts(s) that is lacks relevant, accurate evidence from
and accurate evidence from text(s). evidence from text(s). occasionally irrelevant or inaccurate. text(s).
Elaborates upon evidence thoroughly Elaborates upon evidence. Elaborates upon evidence vaguely or Does not elaborate upon evidence.
and insightfully. superficially.
Style Varies sentence patterns for clarity, Varies sentence patterns for clarity Varies sentence patterns occasionally Sentence patterns are basic and
emphasis, interest, and style. and interest. for clarity or interest. repetitive.
Uses precise language and domain- Uses domain-specific vocabulary. Uses general vocabulary with a few Uses limited vocabulary inappropriate
specific vocabulary. domain-specific words. to the content.
Mostly expresses ideas precisely and
Consistently expresses ideas precisely concisely. Language is occasionally precise and Language is imprecise and lacks
and concisely. may be unnecessarily wordy. concision, often wordy or redundant.
Establishes a formal style, with
Establishes and maintains a occasional minor lapses. Attempts to use a formal style but Uses an inappropriately informal style.
consistent, formal, and engaging style. with many lapses.
Writing is appropriate to audience. Writing is inappropriate to audience.
Writing shows exceptional awareness Writing is somewhat appropriate to
and skill in addressing audience’s audience.
needs.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; errors are minor and and usage; occasional errors do and usage; some errors interfere and usage; errors significantly
few. not significantly interfere with with meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
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Grade 7: Narrative Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all elements Responds to all elements of prompt. Responds to some elements of Does not respond to prompt; off-
of prompt. prompt. topic.
Engages and orients the reader by
Engages and orients the reader establishing a context and point of Orients the reader by partially Does not establish a context for the
by establishing a context and view and introducing a narrator and/ establishing a context and briefly or reader; narrator and/or characters are
consistently controlled point of view or characters. unclearly introducing a narrator and/ lacking or undefined.
and introducing a narrator and/or or characters.
characters. Organizes an event sequence that Events unfold in a random or
unfolds naturally and logically. Organizes an event sequence that confusing manner so that reader
Organizes a well-structured event may be occasionally confusing or have cannot follow a sequence.
sequence that unfolds naturally and Provides a conclusion that follows logical gaps.
logically. from the narrated events. Does not provide a conclusion.
Provides a conclusion that is
Provides a strong conclusion that Uses a variety of transitions to incomplete or may not follow from Does not use transitions to convey
follows from and reflects on the convey sequence and signal shifts in the narrated events. sequence; shifts in chronology and
narrated events. chronology and setting. setting are confusing.
Inconsistently uses transitions to
Skillfully uses a variety of transitions to convey sequence; shifts in chronology
convey sequence and signal shifts in and setting may be confusing.
chronology and setting.
Development Uses narrative techniques, such Uses narrative techniques, such as Uses a few narrative techniques to Does not use narrative techniques to
as dialogue, pacing, description to dialogue, pacing, and description, develop events and characters. develop events and characters
effectively and thoroughly develop to effectively develop events and
events and characters. characters. Uses some descriptive details or Includes few or no descriptive details
sensory language to convey events. and sensory language.
Uses relevant descriptive details and Uses relevant descriptive details and
sensory language to capture action sensory language to convey events.
and vividly convey events.
Style Varies sentence patterns for clarity, Varies sentence patterns for clarity Varies sentence patterns occasionally Sentence patterns are basic and
interest, emphasis, and style. and interest. for clarity or interest. repetitive.
Uses precise words and phrases to Uses precise words and phrases to Uses some precise words and phrases Includes few or no precise words and
vividly convey events. convey events. to convey events. phrases.
Writing shows exceptional awareness Writing is appropriate to audience. Writing is somewhat appropriate to Writing is inappropriate to audience.
and skill in addressing audience’s audience.
needs.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; errors are minor and and usage; occasional errors do and usage; some errors interfere and usage; errors significantly
Implementation Guide
few. not significantly interfere with with meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
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Resources
Grades 8: Informative/Explanatory Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all elements Responds to all elements of prompt. Responds to some elements of Does not respond to prompt; off-
of prompt. prompt. topic.
Implementation Guide
Maintains focus on topic throughout
Maintains focus on topic throughout piece with occasional minor Often departs from focus on topic. Piece lacks focus on topic.
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piece. departures.
Introduces topic in an incomplete or Does not introduce topic.
Introduces topic clearly and Introduces topic clearly, previewing unclear way.
Resources
thoroughly, previewing what is to what is to follow. Ideas are disorganized.
follow. Organizes ideas inconsistently.
Organizes ideas clearly and effectively. Does not provide a conclusion.
Organizes ideas clearly and effectively Provides a conclusion that is
Provides a conclusion that follows incomplete or may not follow from Does not use transitions to connect
into broader categories.
from and supports the focus. the focus. ideas.
Provides a strong conclusion that
follows from, supports, and expands Uses appropriate transitions to create Inconsistently uses transitions to
on the focus. cohesion and clarify relationships. connect ideas.
Uses appropriate and varied
transitions to create cohesion and
clarify relationships.
Development Develops topic with relevant, Develops topic with sufficient, Does not use relevant evidence from Does not use relevant evidence from
sufficient, well-chosen evidence from relevant evidence from text(s). text(s) text(s)
text(s).
Elaborates upon evidence with Does not elaborate upon evidence Does not elaborate upon evidence
Elaborates upon evidence thoroughly accurate analysis.
with accurate, insightful analysis.
Style Varies sentence patterns for clarity, Varies sentence patterns for clarity Varies sentence patterns occasionally Sentence patterns are basic and
interest, emphasis, and style. and interest. for clarity or interest. repetitive.
Uses precise language and domain- Uses domain-specific vocabulary. Uses general vocabulary with a few Uses limited vocabulary inappropriate
specific vocabulary. domain-specific words. to the content.
Mostly expresses ideas precisely and
Consistently expresses ideas precisely concisely. Language is occasionally precise and Language is imprecise and lacks
and concisely. may be unnecessarily wordy. concision, often wordy or redundant.
Establishes a formal style, with
Establishes and maintains a occasional minor lapses. Attempts to use a formal style but Uses an inappropriately informal style.
consistent, formal, and engaging style. with many lapses.
Writing is appropriate to audience. Writing is inappropriate to audience.
Writing shows exceptional awareness Writing is somewhat appropriate to
and skill in addressing audience’s audience.
needs.
Conventions Shows strong command of Shows consistent command of Shows inconsistent command Does not show command of
grammar, mechanics, spelling, grammar, mechanics, spelling, of grammar, mechanics, spelling, grammar, mechanics, spelling,
and usage; errors are minor and and usage; occasional errors do and usage; some errors interfere and usage; errors significantly
few. not significantly interfere with with meaning. interfere with overall meaning,
meaning. and writing is difficult to follow.
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Grades 8: Argument Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all elements Responds to all elements of prompt. Responds to some elements of Does not respond to prompt; off-
of prompt. prompt. topic.
Maintains focus by arguing in support
Maintains focus by arguing in support of claim throughout piece with Often departs from focus on claim; Piece lacks focus on claim or argues in
of claim throughout piece. occasional minor departures. may at times argue in support of support of alternate/opposing claims.
alternate/opposing claims.
Introduces claim clearly and Introduces claim clearly, Does not introduce claim.
thoroughly, acknowledging and acknowledging counterclaim(s). Introduces claim in an incomplete or
distinguishing counterclaim(s). unclear way. Reasons and evidence are
Organizes reasons and evidence disorganized.
Organizes reasons and evidence clearly and mostly logically. Organizes reasons and evidence
clearly and logically. inconsistently. Does not provide a conclusion.
Provides a conclusion that follows
Provides a strong conclusion that from and supports the focus. Provides a conclusion that is Does not use transitions to connect
follows from, supports, and expands incomplete or may not follow from ideas.
on the focus. Uses appropriate transitions to create the focus.
cohesion and clarify relationships.
Uses appropriate and varied Inconsistently uses transitions to
transitions to create cohesion and connect ideas.
clarify relationships.
Development Supports claim with clear, logical Supports claim with clear, logical Supports claim with unclear reasons Does not support claim with reasons;
reasons and well-chosen, relevant, reasons and relevant, accurate and evidence from texts(s) that is lacks relevant, accurate evidence from
and accurate evidence from text(s). evidence from text(s). occasionally irrelevant or inaccurate. text(s).
Elaborates upon evidence thoroughly Elaborates upon evidence. Elaborates upon evidence vaguely or Does not elaborate upon evidence.
and insightfully. superficially.
Style Varies sentence patterns for clarity, Varies sentence patterns for clarity Varies sentence patterns occasionally Sentence patterns are basic and
emphasis, interest, and style. and interest. for clarity or interest. repetitive.
Uses precise language and domain- Uses domain-specific vocabulary. Uses general vocabulary with a few Uses limited vocabulary inappropriate
specific vocabulary. domain-specific words. to the content.
Mostly expresses ideas precisely and
Consistently expresses ideas precisely concisely. Language is occasionally precise and Language is imprecise and lacks
and concisely. may be unnecessarily wordy. concision, often wordy or redundant.
Establishes a formal style, with
Establishes and maintains a occasional minor lapses. Attempts to use a formal style but Uses an inappropriately informal style.
consistent, formal, and engaging style. with many lapses.
Writing is appropriate to audience. Writing is inappropriate to audience.
Writing shows exceptional awareness Writing is somewhat appropriate to
and skill in addressing audience’s audience.
needs.
Conventions Shows strong command of grammar, Shows consistent command of Shows inconsistent command of Does not show command of
Implementation Guide
mechanics, spelling, and usage; errors grammar, mechanics, spelling, and grammar, mechanics, spelling, and grammar, mechanics, spelling, and
are minor and few. usage; occasional errors do not usage; some errors interfere with usage; errors significantly interfere
significantly interfere with meaning. meaning. with overall meaning, and writing is
difficult to follow.
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Resources
Grade 8: Narrative Writing
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Responds thoroughly to all elements Responds to all elements of prompt. Responds to some elements of Does not respond to prompt; off-
of prompt. prompt. topic.
Implementation Guide
Engages and orients the reader by
Engages and orients the reader establishing a context and point of Orients the reader by partially Does not establish a context for the
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by establishing a context and view and introducing a narrator and/ establishing a context and briefly or reader; narrator and/or characters are
consistently controlled point of view or characters. unclearly introducing a narrator and/ lacking or undefined.
Resources
and introducing a narrator and/or or characters.
characters. Organizes an event sequence that Events unfold in a random or
unfolds naturally and logically. Organizes an event sequence that confusing manner so that reader
Organizes a well-structured event may be occasionally confusing or have cannot follow a sequence.
sequence that unfolds naturally and Provides a conclusion that follows logical gaps.
logically. from the narrated events. Does not provide a conclusion.
Provides a conclusion that is
Provides a strong conclusion that Uses a variety of transitions to incomplete or may not follow from Does not use transitions to convey
follows from and reflects on the convey sequence and signal shifts in the narrated events. sequence; shifts in chronology and
narrated events. chronology and setting. setting are confusing.
Inconsistently uses transitions to
Skillfully uses a variety of transitions convey sequence; shifts in chronology
to convey sequence, signal shifts in and setting may be confusing.
chronology and setting, and show
relationships among events.
Development Uses narrative techniques, such Uses narrative techniques, such as Uses a few narrative techniques to Does not use narrative techniques to
as dialogue, pacing, description, dialogue, pacing, and description, develop events and characters. develop events and characters.
and reflection to effectively and to effectively develop events and
thoroughly develop events and characters. Uses some descriptive details or Includes few or no descriptive details
characters. sensory language to convey events. and sensory language.
Uses relevant descriptive details and
Uses relevant descriptive details and sensory language to convey events.
sensory language to capture action
and vividly convey events.
Style Varies sentence patterns for clarity, Varies sentence patterns for clarity Varies sentence patterns occasionally Sentence patterns are basic and
interest, emphasis, and style. and interest. for clarity or interest. repetitive.
Uses precise words and phrases to Uses precise words and phrases to Uses some precise words and phrases Includes few or no precise words and
vividly convey events. convey events. to convey events. phrases.
Writing shows exceptional awareness Writing is appropriate to audience. Writing is somewhat appropriate to Writing is inappropriate to audience.
and skill in addressing audience’s audience.
needs.
Conventions Shows strong command of grammar, Shows consistent command of Shows inconsistent command of Does not show command of
mechanics, spelling, and usage; errors grammar, mechanics, spelling, and grammar, mechanics, spelling, and grammar, mechanics, spelling, and
are minor and few. usage; occasional errors do not usage; some errors interfere with usage; errors significantly interfere
significantly interfere with meaning. meaning. with overall meaning, and writing is
difficult to follow.
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SPEAKING AND LISTENING RUBRICS
Kindergarten: Speaking and Listening
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Asks clarifying questions. Asks clarifying questions. Asks questions sometimes. Does not ask questions.
Answers clarifying questions. Answers clarifying questions. Answers questions sometimes. Does not answer questions.
Development Describes familiar people, places, Describes familiar people, places, Names familiar people, places, Does not yet talk about familiar
things, and events in detail. things, and events. things, and events. people, places, things, and events.
Provides examples when Provides examples when Says more when requested. Does not respond to requests.
speaking. requested.
Style Uses drawings to strengthen Uses drawings to add detail to Uses drawings when speaking. Does not use drawings.
spoken descriptions. spoken descriptions.
Conventions Expresses clearly with effective Speaks audibly and clearly. Speaks audibly or clearly. Does not yet speak audibly and
volume. clearly.
Alternates speaking and listening Speaks in conversations through Speaks in conversations. Does not speak in conversations.
in conversations through multiple multiple exchanges.
exchanges. Follows some agreed-upon rules Follows few, if any, agreed-upon
Process Follows most agreed-upon rules for conversations. rules for conversations.
Follows all agreed-upon rules for for conversations.
conversations.
Eye contact and body language Tracks speakers with eyes. Sometimes tracks speakers. Rarely, if ever, tracks speakers.
demonstrate attention.
Listening Can repeat back what is heard. Can recognize what is heard. Doesn’t remember what is heard.
Can repeat back what is heard in
sequence from memory.
Implementation Guide
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Resources
Grade 1: Speaking and Listening
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Asks clarifying and probing Asks questions about key details. Asks questions. Does not ask questions.
questions about key details.
Implementation Guide
Answers questions about key Answers questions. Does not answer questions.
Answers clarifying and probing details.
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questions about key details. Sometimes requests more Does not request more
Requests more information to information. information.
Resources
Requests elaboration to further clear up confusion.
understanding.
Development Richly describes familiar people, Describes familiar people, places, Describes familiar people, places, Does not yet describe familiar
places, things, and events using things, and events using relevant things, and events with some people, places, things, and events
many relevant details. details. details. using details.
Provides examples when Provides examples when Says more when requested. Does not respond to requests.
speaking. requested.
Style Uses drawings to strengthen Uses drawings to add detail to Uses drawings when speaking. Does not use drawings.
spoken descriptions, spoken descriptions.
Expresses ideas and feelings. Does not express ideas and
Expresses ideas and feelings with Expresses ideas and feelings feelings.
clarity and expression. clearly.
Conventions Expresses clearly with effective Speaks audibly and clearly. Speaks audibly or clearly. Does not yet speak audibly and
volume. clearly.
Speaks in complete sentences. Sometimes speaks in complete
Speaks in complete and complex sentences. Does not yet speak in complete
sentences. sentences.
Alternates speaking and listening Speaks in conversations through Speaks in conversations. Does not speak in conversations.
in conversations through multiple multiple exchanges.
exchanges. Follows some agreed-upon rules Follows few, if any, agreed-upon
Follows most agreed-upon rules for conversations. rules for conversations.
Process Follows all agreed-upon rules for for conversations.
conversations. Sometimes responds to what Rarely, if ever, responds to what
Responds to what others say. others say. others say.
Responds directly to what others
say.
Eye contact and body language Eye contact and body language Tracks speakers. Sometimes tracks speakers.
demonstrate interest. demonstrate attention.
Listening Can repeat back what is heard. Doesn’t remember what is heard.
Can repeat back what is heard in Can repeat back what is heard in
sequence from memory. sequence.
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Grade 2: Speaking and Listening
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Asks clarifying and probing questions Asks questions about key details. Asks questions. Does not ask questions.
about key details. Answers questions about key details. Answers questions. Does not answer questions.
Answers clarifying and probing Requests more information to clear up Sometimes requests more Does not request more information.
questions about key details. confusion. information. Speaks off topic.
Requests elaboration to further Speaks on topic. Speaks about related ideas.
understanding.
Speaks on topic and prompts others
to do the same.
Development Reports thoroughly on topics and Reports on topics and texts using Reports on topics and texts using Does not yet report on topics and
texts using relevant and descriptive relevant and descriptive details. details. texts using details.
details. Recounts stories and experiences with Recounts stories and experiences with Does not recount stories and
Recounts stories and experiences with appropriate facts and relevant details. some facts and details. experiences.
appropriate facts and relevant details. Provides clarification when requested. Says more when requested. Does not respond to requests.
Anticipates and provides clarification
when speaking.
Style Uses drawings to strengthen spoken Uses drawings to add detail to spoken Uses drawings when speaking. Does not use drawings.
descriptions. descriptions. Expresses ideas and feelings. Does not express ideas and feelings.
Expresses ideas and feelings with Expresses ideas and feelings clearly. Use inflection to indicate questions or Does not yet use inflection.
clarity and expression. Varies inflection to express meaning. statements.
Varies inflection to express meaning
and engage audience.
Conventions Expresses clearly with effective Speaks audibly and clearly. Speaks audibly or clearly. Does not yet speak audibly and
volume. Speaks in coherent sentences. Speaks in complete sentences. clearly.
Speaks in coherent and complex Does not yet consistently speak in
sentences. complete sentences.
Alternates speaking and listening Speaks in conversations through Speaks in conversations. Does not yet speak in conversations.
in conversations through multiple multiple exchanges. Follows some agreed-upon rules for Follows few, if any, agreed-upon rules
exchanges. Follows most agreed-upon rules for conversations. for conversations.
Follows all agreed-upon rules for conversations. Sometimes links comments to Rarely, if ever, links comments to
Process conversations. Links comments to comments of comments of others. comments of others.
Links comments to comments of others. Sometimes uses kind words. Does not yet use kind words.
others effectively. Uses kind words.
Uses kind words and tone.
Eye contact and body language Eye contact and body language Tracks speakers. Sometimes tracks speakers.
demonstrate interest. demonstrate attention.
Implementation Guide
Can repeat back what is heard. Doesn’t yet remember what is heard.
Can repeat back what is heard in Can repeat back what is heard in Sometimes gives the speaker cues. Does not yet cue the speaker.
Listening sequence from memory. sequence.
Listens actively and cues the speaker Cues the speaker with gestures and/or
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Resources
with gestures and facial expressions. facial expressions.
Grade 3: Speaking and Listening
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Asks clarifying and probing Asks questions about main ideas Asks questions about key details. Does not yet ask questions about
questions about main ideas and and key details. key details.
Implementation Guide
key details. Answers questions about key
Answers questions about main details. Does not yet answer questions
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Answers clarifying and probing ideas and key details. about key details.
questions about main ideas and Sometimes requests more
Resources
key details. Requests more information to information. Does not request more
clear up confusion. information.
Requests elaboration to further Speaks about related ideas.
understanding. Speaks on topic. Speaks off topic.
Speaks on topic and prompts
others to do the same.
Development Reports thoroughly on topics Reports on topics and texts using Reports on topics and texts using Does not yet report on topics and
and texts using relevant and relevant and descriptive details. details. texts using details.
descriptive details.
Recounts stories and experiences Recounts stories and experiences Does not recount stories and
Recounts stories and experiences with appropriate facts and with some facts and details. experiences.
with appropriate facts and relevant details.
relevant details. Says more when requested. Does not respond to requests.
Provides clarification when
Anticipates and provides requested. Reads text for discussions. Does not prepare for discussions.
clarification when speaking.
Prepares in advance for
Prepares thoroughly in advance discussions.
for discussions and draws
extensively on that preparation.
Style Uses drawings to strengthen Uses drawings to add detail to Uses drawings when speaking. Does not use drawings.
spoken descriptions. spoken descriptions.
Expresses ideas and feelings. Does not express ideas and
Expresses ideas and feelings with Expresses ideas and feelings feelings.
clarity and expression. clearly. Use inflection to indicate
questions or statements. Does not yet use inflection.
Varies inflection to express Varies inflection to express
meaning and engage audience. meaning.
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Conventions Expresses clearly with effective Speaks audibly and clearly. Speaks audibly or clearly. Does not yet speak audibly or
volume. clearly.
Speaks in coherent sentences. Speaks in complete sentences.
Speaks in coherent and complex Does not yet speak in complete
sentences. Speaks at an understandable Sometimes speaks at an sentences.
pace. understandable pace.
Paces speech dynamically for Speaks too fast or too slow.
meaning.
Alternates speaking and listening Speaks in conversations through Speaks in conversations. Does not yet speak in
in conversations through multiple multiple exchanges. conversations.
exchanges. Follows some agreed-upon rules
Follows most agreed-upon rules for conversations. Follows few, if any, agreed-upon
Follows all agreed-upon rules for for conversations. rules for conversations.
conversations. Sometimes links comments to
Links comments to comments of comments of others. Rarely, if ever, links comments to
Links comments to comments of others. comments of others.
others effectively. Indicates agreement and/or
Process Agrees and disagrees respectfully. disagreement. Does not yet indicate agreement
Agrees and disagrees respectfully or disagreement.
and strategically. Contributions indicate Contributions indicate
engagement. compliance. Contributions do not yet indicate
Contributions indicate curiosity. compliance.
Creates engaging audio recordings Creates audio recordings of stories
Creates expressive and engaging of fluently read stories or poems.* or poems.* Does not yet create audio
audio recordings of fluently read recordings of stories or poems.*
stories or poems.*
Facial expressions and body Eye contact and body language Tracks speakers. Sometimes track speakers.
language demonstrate curiosity. demonstrate attention.
Can repeat back what is heard. Does not yet repeat back what is
Can repeat back what is heard in Can repeat back what is heard in heard.
sequence from memory. sequence. Sometimes gives the speaker
Listening
cues. Does not yet give the speaker
Listens actively and cues the Cues the speaker with gestures cues.
speaker with gestures and facial and/or facial expressions.
expressions.
Implementation Guide
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Resources
Grade 4: Speaking and Listening
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Poses clarifying and probing Poses clarifying questions about Poses questions about key details. Does not yet pose questions
questions about main ideas and main ideas and key details about key details.
Implementation Guide
Responds to questions about key
key details.
Responds to clarifying questions details. Does not yet respond to
Copyright © 2017 Great Minds®
Responds to clarifying and about main ideas and key details. questions about key details.
Sometimes requests more
probing questions about main
Resources
Requests more information to information. Does not request more
ideas and key details.
clear up confusion. information.
Sometimes connects information.
Requests elaboration to further
Organizes relevant and related Does not connect information.
understanding.
information.
Organizes relevant and related
information to strong effect.
Development Reports thoroughly on topics Reports on topics and texts using Reports on topics and texts using Does not yet report on topics and
and texts using relevant and relevant and descriptive details. details. texts using details.
descriptive details.
Recounts stories and experiences Recounts stories and experiences Does not recount stories and
Recounts stories and experiences with appropriate facts and with some facts and details. experiences.
with appropriate facts and relevant details.
Responds to points in Does not yet respond to points in
relevant details.
Responds to points and reasons in conversations. conversations.
Responds to and provides points conversations.
Tries to paraphrase what is read Does not yet paraphrase what is
and reasons in conversations.
Paraphrases what is read or heard. or heard. read or heard.
Precisely paraphrases what is read
Prepares in advance for Reads text for discussions. Does not prepare for discussions.
or heard.
discussions.
Prepares thoroughly in advance
for discussions and draws
extensively on that preparation.
Style Uses drawings to strengthen Uses drawings to add detail to Uses drawings when speaking. Does not use drawings.
spoken descriptions. spoken descriptions.
Expresses ideas and feelings. Does not express ideas and
Expresses ideas and feelings with Expresses ideas and feelings feelings.
Use inflection to indicate
clarity and expression. clearly.
questions or statements. Does not yet use inflection.
Varies inflection to express Varies inflection to express
Occasionally speaks formally. Does not yet speak formally.
meaning and engage audience meaning.
Varies formality of speech to Speaks formally in academic
context. conversations.
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153
Conventions Expresses clearly with effective Speaks audibly and clearly. Speaks audibly or clearly. Does not yet speak audibly or
volume. clearly.
Speaks in coherent sentences. Speaks in complete sentences.
Speaks in coherent and complex Does not yet speak in complete
Speaks at an understandable Sometimes speaks at an
sentences. sentences.
pace. understandable pace.
Paces speech dynamically for Speaks too fast or too slow.
meaning.
Comments contribute Comments contribute to Speaks in conversations. Does not yet speak in
significantly to discussion. discussion. conversations.
Follows agreed-upon rules for
Upholds norms for conversations Follows norms for conversations conversations or carries out roles. Follows few, if any, agreed-upon
for self and others and carries out and carries out roles. rules for conversations.
Sometimes links comments to
roles.
Links comments to comments of comments of others. Rarely, if ever, links comments to
Links comments to comments of others. comments of others.
Indicates agreement and/or
Process others effectively.
Agrees and disagrees respectfully. disagreement. Does not yet indicate agreement
Agrees and disagrees respectfully or disagreement.
Contributions indicate Contributions indicate
and strategically.
engagement. compliance. Contributions do not yet indicate
Contributions indicate curiosity. compliance.
Creates engaging audio recordings Creates audio recordings of stories
Creates expressive and engaging of fluently read stories or poems.* or poems.* Does not yet create audio
audio recordings of fluently read recordings of stories or poems.*
stories or poems.*
Facial expressions and body Eye contact and body language Tracks speakers. Sometimes track speakers.
language demonstrate curiosity. demonstrate attention.
Attentive in a structured Attentive in a structured
Attentive in a structured Attentive in a structured conversation for at least 20 conversation for less than 20
conversation for as long as conversation for at least 30 minutes. minutes.
Listening
needed. minutes.
Sometimes gives the speaker Does not yet give the speaker
Listens actively and cues the Cues the speaker with gestures cues. cues.
speaker with gestures and facial and/or facial expressions.
expressions.
Implementation Guide
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Resources
Grade 5: Speaking and Listening
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Poses clarifying and probing questions Poses clarifying questions that Poses clarifying questions. Does not yet pose questions.
that contribute to the discussion. contribute to the discussion.
Implementation Guide
Responds to clarifying questions. Does not yet respond to questions.
Responds to clarifying and probing Responds to clarifying questions that
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questions that contribute to the contribute to the discussion. Sometimes requests more Does not request more information.
discussion. information.
Does not connect information.
Resources
Requests more information to clear up
Requests elaboration to further confusion. Sometimes connects information.
Does not yet summarize what is read
understanding.
Organizes relevant and related Tries to summarize what is read or or heard.
Organizes relevant and related information. heard.
information to strong effect.
Summarizes what is read or heard
Precisely summarizes what is read or aloud.
heard aloud.
Development Reports thoroughly on topics and Reports on topics and texts using Reports on topics and texts using Does not yet report on topics and
texts using relevant and descriptive relevant and descriptive details. details. texts using details.
details.
Recounts stories and experiences with Recounts stories and experiences with Does not recount stories and
Recounts stories and experiences with appropriate facts and relevant details. some facts and details. experiences.
appropriate facts and relevant details.
Responds to points and reasons in Responds to points in conversations. Does not yet respond to points in
Responds to and provides points and conversations. conversations.
reasons in conversations. Reads text for discussions.
Prepares in advance for discussions. Does not prepare for discussions.
Prepares thoroughly in advance for Responds with some attention to
discussions and draws extensively on Logically orders contributions. logic. Does not yet use logic.
that preparation.
Logically and strategically orders
contributions.
Style Uses multimedia components to Uses multimedia components to add Uses multimedia components when Does not use multimedia
strengthen spoken descriptions. detail to spoken descriptions. speaking. components.
Chooses precise and meaningful Chooses strong words to express ideas Chooses words to express ideas and Word choice doesn’t yet enhance
words to express ideas and feelings and feelings clearly. feelings. expression.
clearly.
Adapts inflection, tone, and non- Adapts inflection, tone, or non-verbal Does not yet use inflection.
Optimally adapts inflection, tone, and verbal expression to audience and expression to audience or purpose.
non-verbal expression to audience purpose. Does not yet speak formally.
and purpose. Speaks formally in academic
Varies formality of speech to context. conversations. Does not yet adapt inflection, tone, or
Effectively varies formality of speech non-verbal expression to audience or
to context. purpose.
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155
Conventions Expresses clearly with effective Comments contribute to discussion. Speaks in conversations. Does not yet speak in conversations.
volume.
Follows norms for conversations and Follows agreed-upon rules for Follows few, if any, agreed-upon rules
Speaks in coherent and complex carries out roles. conversations or carries out roles. for conversations.
sentences.
Builds and elaborates on other’s Links comments to comments of Does not yet link comments to
Paces speech dynamically for comments. others. comments of others.
meaning.
Agrees and disagrees respectfully. Indicates agreement and/or Does not yet indicate agreement or
disagreement. disagreement.
Contributions indicate engagement.
Contributions indicate compliance. Contributions do not yet indicate
compliance.
FComments contribute significantly to Comments contribute to discussion. Speaks in conversations. Does not yet speak in conversations.
discussion.
Follows norms for conversations and Follows agreed-upon rules for Follows few, if any, agreed-upon rules
Upholds norms for conversations for carries out roles. conversations or carries out roles. for conversations.
self and others and carries out roles.
Builds and elaborates on other’s Links comments to comments of Does not yet link comments to
Builds and elaborates on other’s comments. others. comments of others.
Process comments and contributes positively
to a collaborative group process. Agrees and disagrees respectfully. Indicates agreement and/or Does not yet indicate agreement or
disagreement. disagreement.
Agrees and disagrees respectfully and Contributions indicate engagement.
strategically. Contributions indicate compliance. Contributions do not yet indicate
compliance.
Contributions indicate curiosity.
Facial expressions and body language Eye contact and body language Tracks speakers. Sometimes track speakers.
demonstrate curiosity. demonstrate attention.
Attentive in a structured conversation Attentive in a structured conversation
Attentive in a structured conversation Attentive in a structured conversation for at least 20 minutes. for less than 20 minutes.
for as long as needed. for at least 30 minutes.
Listening Sometimes gives the speaker cues. Does not yet give the speaker cues.
Listens actively and cues the speaker Cues the speaker with gestures and/or
with gestures and facial expressions. facial expressions.
Implementation Guide
Copyright © 2017 Great Minds®
Resources
Grade 6: Speaking and Listening
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Poses clarifying and probing questions Poses clarifying questions that Poses clarifying questions. Does not yet pose questions.
that contribute to the discussion. contribute to the discussion.
Implementation Guide
Responds to clarifying questions. Does not yet respond to questions.
Responds to clarifying and probing Responds to clarifying questions that
Copyright © 2017 Great Minds®
Sometimes requests more Does not request more information.
questions that contribute to the contribute to the discussion.
information.
discussion. Does not connect information.
Resources
Requests more information to clear up
Sometimes connects information.
Requests elaboration to further confusion. Does not yet present information
understanding. Presents information connected to connected to the topic of study.
Organizes relevant and related
the topic of study.
Organizes relevant and related information.
information to strong effect.
Interprets information and connects it
Effectively interprets information and to the topic of discussion.
connects it to the topic of discussion.
Development Presents strong claims and findings Presents claims and findings using Presents claims and some details. Does not yet present claims.
using pertinent descriptions, facts, and pertinent descriptions, facts, and
Responds to points in conversations. Does not recount stories and
details. details.
experiences.
Prepares in advance for discussions.
Responds to and provides points and Responds to points and reasons in
Does not yet respond to points in
reasons in conversations. conversations. Responds with some attention to
conversations.
logic.
Prepares thoroughly in advance for Prepares in advance for discussions
Does not prepare for discussions.
discussions and draws extensively on and draws on evidence from that
evidence from that preparation. preparation. Does not yet use logic.
Logically and strategically orders Logically orders contributions.
contributions.
Style Uses multimedia components to Uses multimedia components to add Uses multimedia components when Does not use multimedia
strengthen spoken descriptions. detail to spoken descriptions. speaking. components.
Chooses precise and meaningful Chooses strong words to express ideas Chooses words to express ideas and Word choice doesn’t yet enhance
words to express ideas and feelings and feelings clearly. feelings. expression.
clearly.
Adapts inflection, tone, and non- Adapts inflection, tone, or non-verbal Does not yet use inflection.
Optimally adapts inflection, tone, and verbal expression to audience and expression to audience or purpose.
Does not yet speak formally.
non-verbal expression to audience purpose.
Speaks formally in academic
and purpose. Does not yet adapt inflection, tone, or
Varies formality of speech to context. conversations.
non-verbal expression to audience or
Effectively varies formality of speech
purpose.
to context.
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157
Conventions Expresses clearly with effective Speaks audibly and clearly. Speaks audibly or clearly. Does not yet speak audibly or clearly.
volume.
Speaks in coherent sentences. Speaks in complete sentences. Does not yet speak in complete
Speaks in coherent and complex sentences.
Speaks at an understandable pace. Sometimes speaks at an
sentences.
understandable pace. Speaks too fast or too slow.
Uses appropriate eye contact.
Paces speech dynamically for
Occasionally makes eye contact. Does not yet make eye contact.
meaning. Pronounces words clearly.
Occasionally pronounces words Rarely, if ever, pronounces words
Uses effective eye contact.
clearly. clearly.
Pronounces words clearly and
accurately.
Comments effectively balance Comments balance questions Contributes both questions and Does not yet contribute both
questions and statements that and statements that contribute to statements in conversations. questions and statements in
contribute significantly to discussion. discussion. conversations.
Follows rules for collegial discussions
Upholds rules for collegial discussions Follows rules for collegial discussions or defines individual roles. Follows few, if any, agreed-upon rules
for self and others and carries out and defines individual roles. for conversations.
Sets goals or deadlines.
defined individual roles.
Sets goals and deadlines. Does not yet set goals or deadlines.
Links comments to comments of
Sets specific and effective goals and
Builds and elaborates on other’s others. Does not yet link comments to
deadlines.
Process comments. comments of others.
Agrees and disagrees respectfully.
Builds and elaborates on other’s
Agrees and disagrees respectfully and Does not yet indicate agreement or
comments and contributes positively Contributions indicate compliance.
strategically. disagreement.
to a collaborative group process.
Contributions indicate engagement. Contributions do not yet indicate
Agrees and disagrees respectfully
compliance.
and strategically, using knowledge of
common categories of disagreements.
Contributions indicate curiosity.
Facial expressions and body language Eye contact and body language Tracks speakers. Sometimes track speakers.
demonstrate curiosity. demonstrate attention.
Attentive in a structured conversation Attentive in a structured conversation
Attentive in a structured conversation Attentive in a structured conversation for at least 20 minutes. for less than 20 minutes.
for as long as needed. for at least 30 minutes.
Listening Sometimes gives the speaker cues. Does not yet give the speaker cues.
Listens actively and cues the speaker Cues the speaker with gestures and/or
Reflects or paraphrases to consider Does not yet reflect or paraphrase to
with gestures and facial expressions. facial expressions.
multiple perspectives. consider multiple perspectives.
Reflects and paraphrases strategically Reflects and paraphrases to consider
Implementation Guide
to consider multiple perspectives. multiple perspectives.
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Resources
Grade 7: Speaking and Listening
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Poses probing questions that elicit Poses questions that elicit elaboration. Poses clarifying questions. Does not yet pose questions.
elaboration.
Implementation Guide
Responds to questions with relevant Responds to clarifying questions. Does not yet respond to questions.
Responds to questions with relevant observations.
Copyright © 2017 Great Minds®
and coherent observations and ideas. Sometimes requests more Does not request more information.
Requests more information to clear up information.
Does not connect information.
Resources
Requests elaboration to further confusion.
understanding. Sometimes connects information.
Organizes relevant and related Does not yet present information
Organizes relevant and related information. Interprets information and connects it connected to the topic of study.
information to strong effect. to the topic of study.
Analyzes information and connects it
Effectively analyzes information and to the topic of discussion.
connects it to the topic of discussion.
Development Coherently and effectively presents Coherently presents claims and Presents claims and findings using Does not yet present claims.
claims and findings emphasizing findings emphasizing salient points. pertinent descriptions, facts, and
salient points. details. Does not prepare for discussions.
Prepares in advance for discussions
Prepares thoroughly in advance for and draws on evidence from that Prepares in advance for discussions. Does not yet use logic.
discussions and draws extensively on preparation.
Responds with some attention to Does not yet respond to other’s
evidence from that preparation.
Logically orders contributions. logic. reasoning.
Logically and strategically orders
Evaluates the soundness of others’ Responds to others’ reasoning. Does not yet acknowledge new ideas.
contributions.
reasoning.
Effectively and strategically evaluates Acknowledges new ideas.
the soundness of others’ reasoning. Modifies own views in response to
new, stronger ideas.
Effectively reflects on and modifies
own views in response to new,
stronger ideas.
Style Uses multimedia components to Uses multimedia components to add Uses multimedia components when Does not use multimedia
strengthen spoken descriptions. detail to spoken descriptions. speaking. components.
Chooses precise and meaningful Chooses strong words to express ideas Chooses words to express ideas and Word choice doesn’t yet enhance
words to express ideas and feelings and feelings clearly. feelings. expression.
clearly.
Adapts inflection, tone, and non- Adapts inflection, tone, or non-verbal Does not yet use inflection.
Optimally adapts inflection, tone, and verbal expression to audience and expression to audience or purpose.
non-verbal expression to audience purpose. Does not yet speak formally.
and purpose. Speaks formally in academic
Varies formality of speech to context. conversations. Does not yet adapt inflection, tone, or
Effectively varies formality of speech non-verbal expression to audience or
to context. purpose.
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159
Conventions Expresses clearly with effective Speaks audibly and clearly. Speaks audibly or clearly. Does not yet speak audibly or clearly.
volume.
Speaks in coherent sentences. Speaks in complete sentences. Does not yet speak in complete
Speaks in coherent and complex sentences.
sentences. Speaks at an understandable pace. Sometimes speaks at an
understandable pace. Speaks too fast or too slow.
Paces speech dynamically for Uses appropriate eye contact.
meaning. Occasionally makes eye contact. Does not yet make eye contact.
Pronounces words clearly.
Uses effective eye contact. Occasionally pronounces words Rarely, if ever, pronounces words
clearly. clearly.
Pronounces words clearly and
accurately.
Comments effectively balance Comments balance questions Contributes both questions and Does not yet contribute both
questions and statements that and statements that contribute to statements in conversations. questions and statements in
contribute significantly to discussion. discussion. conversations.
Follows rules for collegial discussions
Upholds rules for collegial discussions Follows rules for collegial discussions or defines individual roles. Follows few, if any, agreed-upon rules
for self and others and carries out and defines individual roles. for conversations.
defined individual roles. Sets goals or deadlines.
Sets goals and deadlines. Does not yet set goals or deadlines.
Sets specific and effective goals and Links comments to comments of
deadlines. Builds and elaborates on other’s others. Does not yet link comments to
comments. comments of others.
Process Builds and elaborates on other’s Agrees and disagrees respectfully.
comments and contributes positively Agrees and disagrees respectfully and Does not yet indicate agreement or
strategically. Contributions indicate compliance. disagreement.
to a collaborative group process.
Contributions indicate engagement. Acknowledges when the discussion is Contributions do not yet indicate
Agrees and disagrees respectfully
off topic. compliance.
and strategically, using knowledge of
Brings the discussion back on topic.
common categories of disagreements.
Does not yet acknowledge when the
Contributions indicate curiosity. discussion is off topic.
Routinely and adeptly brings the
discussion back on topic.
Facial expressions and body language Eye contact and body language Tracks speakers. Sometimes track speakers.
demonstrate curiosity. demonstrate attention.
Attentive in a structured conversation Attentive in a structured conversation
Attentive in a structured conversation Attentive in a structured conversation for at least 20 minutes. for less than 20 minutes.
for as long as needed. for at least 30 minutes.
Listening Sometimes gives the speaker cues. Does not yet give the speaker cues.
Listens actively and cues the speaker Cues the speaker with gestures and/or
with gestures and facial expressions. facial expressions. Reflects or paraphrases to consider Does not yet reflect or paraphrase to
Implementation Guide
multiple perspectives. consider multiple perspectives.
Reflects and paraphrases strategically Reflects and paraphrases to consider
to consider multiple perspectives. multiple perspectives.
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Resources
Grade 8: Speaking and Listening
4 (Exceeds Expectations) 3 (Meets Expectations) 2 (Partially Meets Expectations) 1 (Does Not Yet Meet Expectations)
Structure Poses probing questions that connect Poses questions that connect the Poses questions. Does not yet pose questions.
the ideas of several speakers. ideas of several speakers. Responds to questions with relevant Does not yet respond to questions.
Implementation Guide
Adeptly responds to questions and Responds to questions and comments observations. Does not connect relevant
Copyright © 2017 Great Minds®
comments with relevant evidence. with relevant evidence. Sometimes connects relevant information.
Organizes relevant and related well- Organizes relevant and related well- information. Does not yet analyze information
Resources
chosen details to strong effect. chosen details. Analyzes information and connects it connected to the topic of study.
Effectively analyzes the purpose of Analyzes the purpose of information to the topic of study.
information presented. presented.
Development Coherently and effectively presents Coherently presents claims and Presents claims and findings using Does not yet present claims.
claims and findings emphasizing findings emphasizing salient points. pertinent descriptions, facts, and Does not prepare for discussions.
salient points. details.
Prepares in advance for discussions Does not yet use logic.
Prepares thoroughly in advance for and draws on evidence from that Prepares in advance for discussions.
discussions and draws extensively on preparation. Does not yet respond to other’s
Responds with some attention to
evidence from that preparation. reasoning.
Logically orders contributions. logic.
Logically and strategically orders Does not yet acknowledge new ideas.
Evaluates the soundness and validity Responds to others’ reasoning.
contributions. Does not yet acknowledge the
of others’ reasoning. Acknowledges new ideas.
Effectively and strategically evaluates motives behind presentations.
Modifies own views in response to
the soundness and validity of others’ Acknowledges the motives behind
new, stronger ideas.
reasoning. presentations.
Analyzes the motives behind
Effectively reflects on and modifies presentations.
own views in response to new,
stronger ideas.
Effectively analyzes the motives
behind presentations.
Style Uses multimedia components to Uses multimedia components to Uses multimedia components when Does not use multimedia
strengthen and add interest to spoken add detail and interest to spoken speaking. components.
descriptions. descriptions. Chooses words to express ideas and Word choice doesn’t yet enhance
Chooses precise and meaningful Chooses strong words to express ideas feelings. expression.
words to express ideas and feelings and feelings clearly. Adapts inflection, tone, or non-verbal Does not yet use inflection.
clearly. Adapts inflection, tone, and non- expression to audience or purpose. Does not yet speak formally.
Optimally adapts inflection, tone, and verbal expression to audience and Speaks formally in academic
non-verbal expression to audience purpose. Does not yet adapt inflection, tone, or
conversations.
and purpose. non-verbal expression to audience or
Varies formality of speech to context. purpose.
Effectively varies formality of speech
to context.
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Conventions Expresses clearly with effective Speaks audibly and clearly. Speaks audibly or clearly. Does not yet speak audibly or clearly.
volume. Speaks in coherent sentences. Speaks in complete sentences. Does not yet speak in complete
Speaks in coherent and complex sentences.
Speaks at an understandable pace. Sometimes speaks at an
sentences. understandable pace. Speaks too fast or too slow.
Uses appropriate eye contact.
Paces speech dynamically for Occasionally makes eye contact. Does not yet make eye contact.
meaning. Pronounces words clearly.
Occasionally pronounces words Rarely, if ever, pronounces words
Uses effective eye contact. clearly. clearly.
Pronounces words clearly and
accurately.
Comments effectively balance Comments balance questions Contributes both questions and Does not yet contribute both
questions and statements that and statements that contribute to statements in conversations. questions and statements in
contribute significantly to discussion. discussion. conversations.
Follows rules for collegial discussions
Upholds rules for collegial discussions Follows rules for collegial discussions or defines individual roles. Follows few, if any, agreed-upon rules
for self and others and carries out and defines individual roles. for conversations.
Sets goals or deadlines.
defined individual roles. Sets goals and deadlines. Does not yet set goals or deadlines.
Links comments to comments of
Sets specific and effective goals and Builds and elaborates on other’s others. Does not yet link comments to
deadlines. comments. comments of others.
Agrees and disagrees respectfully.
Process Builds and elaborates on other’s Agrees and disagrees respectfully and Does not yet indicate agreement or
comments and contributes positively Acknowledges when the discussion is
strategically. disagreement.
to a collaborative group process. off topic.
Identifies and refocuses irrelevant and Does not yet acknowledge when the
Agrees and disagrees respectfully off-topic discussion. discussion is off topic.
and strategically, using knowledge of
common categories of disagreements.
Routinely and adeptly identifies and
refocuses irrelevant and off-topic
discussion.
Facial expressions and body language Eye contact and body language Tracks speakers. Sometimes track speakers.
demonstrate curiosity. demonstrate attention. Attentive in a structured conversation Attentive in a structured conversation
Attentive in a structured conversation Attentive in a structured conversation for at least 20 minutes. for less than 20 minutes.
for as long as needed. for at least 30 minutes. Sometimes gives the speaker cues. Does not yet give the speaker cues.
Listening
Listens actively and cues the speaker Cues the speaker with gestures and/or Reflects or paraphrases to consider Does not yet reflect or paraphrase to
with gestures and facial expressions. facial expressions. multiple perspectives. consider multiple perspectives.
Reflects and paraphrases strategically Reflects and paraphrases to consider
to consider multiple perspectives. multiple perspectives.
Implementation Guide
Copyright © 2017 Great Minds®
Resources
Implementation Guide Resources
PARENT TIP SHEETS
This section contains an example of a Parent Tip Sheet. Parent Tips Sheets for each module can be accessed through
the Great Minds website. Additionally, Parent Tip Sheets for Modules 2–4 are located in the Student Edition of each
module.
For more information about Parent Tip Sheets, see the Sharing Wit & Wisdom with Families section of the “Getting
Started” chapter.
WIT & WISDOM PARENT TIP SHEET
WHAT IS MY GRADE 1 STUDENT LEARNING IN MODULE 1?
Wit & Wisdom is our English curriculum. It builds knowledge of key topics in history, science, and literature through
the study of excellent texts. By reading and responding to stories and nonfiction texts, we will build knowledge of
the following topics:
Module 1: A World of Books
Module 2: Creature Features
Module 3: Powerful Forces
Module 4: Cinderella Stories
In this first module, A World of Books, we will study the power of books and libraries around the world. Some people
have climbed mountains just to find books. Others have trekked to libraries on boats or even on elephants. In this
module, we will ask the question: How do books—and the knowledge they bring—change lives around the world?
OUR CLASS WILL READ THESE BOOKS:
Picture Books (Informational)
Museum ABC, The Metropolitan Museum of Art
My Librarian Is a Camel, Margriet Ruurs
Picture Books (Literary)
Tomás and the Library Lady, Pat Mora and Raul Colon
Waiting for the Biblioburro, Monica Brown and John Parra
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Implementation Guide Resources
That Book Woman, Heather Henson and David Small
Green Eggs and Ham, Dr. Seuss
OUR CLASS WILL WATCH THESE VIDEOS:
“Biblioburro: The Donkey Library,” Ebonne Ruffins, CNN
“Pack Horse Librarians,” SLIS Storytelling
OUR CLASS WILL EXAMINE THIS PAINTING:
The Midnight Ride of Paul Revere, Grant Wood
OUR CLASS WILL ASK THESE QUESTIONS:
How do library books change life for Tomás?
How does the Biblioburro change life for Ana?
How do people around the world get books?
How does the packhorse librarian change life for Cal?
How do books change my life?
QUESTIONS TO ASK AT HOME:
As you read with your Grade 1 student, ask:
What do you notice and wonder?
BOOKS TO READ AT HOME:
Poppleton, Cynthia Rylant
Rain School, James Rumford
Library Lion, Michelle Knudsen
Abe Lincoln: The Boy Who Loved Books, Kay Winters
Thank You, Mr. Falker, Patricia Polacco
Wild about Books, Judy Sierra
The Library, Sarah Stewart
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Implementation Guide Resources
PLACES YOU CAN VISIT TO TALK ABOUT BOOKS:
Visit the local library together. Ask the librarian:
What is the history of the library?
When was the library built?
Who built the library?
How many people visit the library each year?
What programs does the library offer?
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Implementation Guide Resources
SUGGESTED MATERIALS LISTS FOR MODULES 1 AND 2
This is a suggested purchase list of materials for the first two modules based on what is listed in the module lessons.
There may be some items that need to be purchased for later modules that are not listed here.
There are some items (e.g., a magician’s hat, bouncy balls, cups, etc.) that may be in the materials list in a specific
lesson but are not listed here as classroom supplies.
Kindergarten Materials Description/Use Suggested per Classroom or Student
Chart paper Used for teachers to create charts for specific lessons and to 4 pads
display around the classroom as reference for students
Sticky notes An assortment of colors and sizes needed 4 pads per student
In some lessons, different colors used to indicate different items
Sentence strips 3 packs
Scissors 1 per student
Glue sticks 3 per student
Construction paper 3 packs, multicolored
World map 1 map
Index cards Small (3” x 5”) and large (at least 4” x 6”) sizes needed 2 packs per student
Used to make flash cards and for writing/ drawing responses
(larger size for younger students)
Journal/notebook Blank primary journals that include open space for drawing and 4 per student
large lines for writing
Used for Response Journals
Map of the United 1 map
States
Talking chips Little tokens that students give back when they speak in a 1 set
Socratic Seminar
Could be a commonly used math manipulative
White computer paper Used for drawing 2 packs
Markers Variety of colors 1 box per student
Crayons 1 box per student
String 1 roll
Sticky flags Used to mark sentences, words, or pictures in books 2 packs
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Whiteboards 1 per student
Dry-erase markers 5 boxes
Audio recording device Used to record students speaking so teachers and students can 1 per classroom
(e.g., cell phone, voice listen to recordings
recorder)
Grade 1 Materials Description/Use Suggested per Classroom or Student
Chart paper Used for teachers to create charts for specific lessons and to 4 pads
display around the classroom as reference for students
Sticky notes An assortment of colors and sizes needed 3 pads per student
In some lessons, different colors used to indicate different items
Sticky flags Used to mark sentences, words, or pictures in books 2 packs
Journals/notebooks*** Use either composition books, or binders with dividers Composition books:
For this grade, two separate journals needed
Story Stones Teachers label stones with different story elements so students 8 per student
can put the stones in order and retell a story in the correct order. OR
Binder/dividers:
1 per student
World map 5 stones per student
Sentence strips 1 map
Colored pencils 3 packs
Crayons 1 pack per student
Whiteboards 1 per student
Dry-erase markers 5 boxes
Index cards Small (3” x 5”) and large (at least 4” x 6”) sizes needed 1 pack per student
Grade 2 Materials Description/Use Suggested per Classroom or Student
Chart paper Used for teachers to create charts for specific lessons and to 4 pads
display around the classroom as reference for students
Sticky notes An assortment of colors and sizes needed 4 pads per student
In some lessons, different colors used to indicate different items
Crayons 1 box of 12 per student
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Implementation Guide Resources
Journals/notebooks*** Use either composition books, or binders with dividers Composition books:
8 per student
For this grade, two separate journals needed OR
Binder/dividers:
1 per student
Markers Variety of colors 1 box per student
Sentence strips 3 packs
Highlighters Variety of colors needed 2 per student
Story Stones Teachers label stones with different story elements so students 5 stones per student
can put the stones in order and retell a story in the correct order.
Index cards Variety of colors needed 2 packs per student
Small (3” x 5”) and large (at least 4” x 6”) sizes needed
Colored pencils 1 set per student
Whiteboards 1 per student
Sticky flags 2 packs
Map of the United 1 map
States
Plastic sheet protectors 2 packs
Scissors 1 pair per student
Tape 1 roll
Grade 3 Materials Description/Use Suggested per Classroom or Student
Chart paper Used for teachers to create charts for specific lessons and to 4 pads
display around the classroom as reference for students
Index cards Small (3” x 5”) and large (at least 4” x 6”) sizes needed 2 packs per student
Highlighters Variety of colors needed 2 per student
Dictionary Online or print 1 per student
Sentence strips 3 packs
Markers Variety of colors 1 box per student
Crayons 1 box per student
Colored pencils 1 box per student
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Implementation Guide Resources
Sticky notes An assortment of colors and sizes needed 4 pads per student
In some lessons, different colors used to indicate different items
White computer paper 2 packs
Journals/notebooks*** Use either composition books, or binders with dividers Composition books:
12 per student
For this grade, three separate journals needed OR
Binder/dividers:
1 per student
Colored paper 1 pack
Glue sticks 1 per student
Grade 4 Materials Description/Use Suggested per Classroom or Student
Chart paper Used for teachers to create charts for specific lessons and to 4 pads
display around the classroom as reference for students
Large pocket chart 1 per classroom
Index cards Small (3” x 5”) and large (at least 4” x 6”) sizes needed 3 packs per student
Computer paper 2 packs
Markers Variety of colors 1 box per student
Highlighters Variety of colors needed 2 per student
Colored pencils 1 pack per student
Sticky notes An assortment of colors and sizes needed 4 packs per student
In some lessons, different colors used to indicate different items
Glue sticks 2 per student
Sticky flags 2 packs
Construction paper 2 packs
Sentence strips 2 packs
Clipboard 2 per classroom
Journals/notebooks*** Use either composition books, or binders with dividers Composition books:
12 per student
For this grade, three separate journals needed OR
Binder/dividers:
1 per student
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Implementation Guide Resources
Ruler 1 per student
Glue sticks 1 per student
Masking tape 1 roll
Grade 5 Materials Description/Use Suggested per Classroom or Student
Chart paper Used for teachers to create charts for specific lessons and to 4 pads
display around the classroom as reference for students
Dictionary Online or print 1 per student
Colored pencils 1 pack per student
Highlighters Variety of colors needed 2 per student
Index cards 3 packs per student
Red pencils or pens 2 per student
Sticky notes An assortment of colors and sizes needed 6 pads per student
In some lessons, different colors used to indicate different items
Dot stickers 1 pack
Glue sticks 1 per student
Journals/notebooks*** Use either composition books, or binders with dividers Composition books:
12 per student
For this grade, three separate journals needed OR
Binder/dividers:
1 per student
Sticky flags 2 packs
Whiteboards 1 per student
Dry-erase markers 5 boxes
Grade 6 Materials Description/Use Suggested per Classroom or Student
Chart paper Used for teachers to create charts for specific lessons and to 4 pads
display around the classroom as reference for students
Markers Variety of colors 1 box per student
Highlighters Variety of colors 1 pack per student
Colored pencils 1 pack per student
Index cards 2 packs per student
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Implementation Guide Resources
Journals/notebooks*** Use either composition books, or binders with dividers Composition books:
12 per student
For this grade, three separate journals needed OR
Binder/dividers:
1 per student
Grade 7 Materials Description/Use Suggested per Classroom or Student
Chart paper Used for teachers to create charts for specific lessons and to 4 pads
display around the classroom as reference for students
Journals/notebooks*** Use either composition books, or binders with dividers Composition books: 12 per student
OR
For this grade, three separate journals needed Binder/dividers:
1 per student
Index cards 2 packs per student
Sticky notes An assortment of colors and sizes needed 4 packs per student
In some lessons, different colors used to indicate different items
Dictionary Online or print 1 per student
Thesaurus Online or print 1 per student
Grade 8 Materials Description/Use Suggested per Classroom or Student
Chart paper Used for teachers to create charts for specific lessons and to 4 pads
display around the classroom as reference for students
Journals/notebooks*** Use either composition books, or binders with dividers Composition books:
12 per student
For this grade, three separate journals needed OR
Binder/dividers:
1 per student
Markers Variety of colors 1 box per student
Sticky notes An assortment of colors and sizes needed 4 packs per student
In some lessons, different colors used to indicate different items
Index cards Variety of colors 3 packs per student
Colored pencils 1 pack per student
Highlighters Variety of colors 2 per student
***Schools have some choices with student journals. They might use separate composition books for each journal, or a three-ring binder with dividers
to hold all the journal types. If they use composition books, students will likely go through multiple Response Journals in the year—an estimate of one
composition book per module.
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Implementation Guide Resources
Multimedia recording Students will record themselves reciting a poem and will need to Varies depending on chosen recording
equipment be able to play it back on some sort of electronic device option
Yard stick 1 per classroom
Masking tape 1 roll
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Implementation Guide Resources
BACKGROUND READING
Foundational Sources
Adler, Mortimer Jerome, and Charles Lincoln Van Doren. How to Read a Book. Touchstone, 1972.
The Vermont Writing Collaborative. Writing for Understanding: Using Backward Design to Help All Students Write
Effectively. Authentic Education, 2008.
Articles and Reports
Adams, Marilyn Jager. “Advancing Our Students’ Language and Literacy: The Challenge of Complex Texts.” American
Educator, vol. 34, no. 4, 2010, pp. 3–53. American Federation of Teachers, http://witeng.link/0135. Accessed
27 June 2016.
Cain, Katie, and Jane Oakhill. “Matthew Effects in Young Readers: Reading Comprehension and Reading Experience
Aid Vocabulary Development.” Journal of Learning Disabilities, vol. 44, no. 5, 2011, pp. 431–443,
http://witenglink/0618. Accessed 27 June 2016.
Cunningham, Anne E., and Keith E. Stanovich. “What Reading Does for the Mind.” American Educator, 1998, pp. 1–8.
American Federation of Teachers, http://witeng.link/0136. Accessed 27 June 2016. PDF.
Fisher, Douglas, and Nancy Frey. “Close Reading in Elementary Schools.” The Reading Teacher, vol. 66, no. 3, 2012,
pp. 179–188. American Reading Company, http://witeng.link/0137. Accessed 27 June 2016. PDF.
Graham, Steve, and Dolores Perin. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle
and High Schools—A Report to Carnegie Corporation of New York. Alliance for Excellent Education, Carnegie
Corporation of New York, 2007, http://witeng.link/0138. Accessed 27 June 2016. PDF.
Griffith, Lorraine. “Great Content, Good Questions, and Sufficient Time Spark Curiosity.” ASCD Express, vol. 11, no.
17: Encouraging Curious Minds, 12 May 2016. ASCD, http://witeng.link/0139. Accessed 27 June 2016.
Griffith, Lorraine Wiebe, and Timothy V. Rasinski. “A Focus on Fluency: How One Teacher Incorporated Fluency with
Her Reading Curriculum.” The Reading Teacher, vol. 58, no. 2, 2004, pp. 126–137, http://witeng.link/0619.
Accessed 27 June 2016. PDF.
Hirsch, E. D. Jr. “Building Knowledge: The Case for Bringing Content into the Language Arts Block and for a
Knowledge-Rich Curriculum Core for All Children.” American Educator, vol. 30, no. 2, 2006. American
Federation of Teachers, http://witeng.link/0132. Accessed 27 June 2016.
Hochman, Judith. “Academic Writing Is Not a Throwback to the 1950’s.” The Atlantic, Atlantic Media Company, 26
Sept. 2012, http://witeng.link/0140. Accessed 27 June 2016.
Liben, David. “Vocabulary and the Common Core.” Achieve the Core, Student Achievement Partners, 18 July 2014,
http://witeng.link/0141. Accessed 28 June 2016.
172
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Implementation Guide Resources
Pearson, P. David, and David Liben. “The Progression of Reading Comprehension.” Achieve the Core, Student
Achievement Partners, 13 Aug. 2013, http://witeng.link/0134. Accessed 28 June 2016.
Shanahan, Timothy. “Letting the Text Take Center Stage: How the Common Core State Standards Will Transform
English Language Arts Instruction.” American Educator, vol. 37, no. 3, 2013, pp. 4–11. American Federation of
Teachers, http://witeng.link/0142. Accessed 28 June 2016. PDF.
Stanovich, Keith E. “Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of
Literacy.” Reading Research Quarterly, vol. 21, no. 4. 1986, pp. 360–407, http://witeng.link/0143. Accessed 28
June 2016. PDF.
Tyre, Peg. “The Writing Revolution.” The Atlantic, Atlantic Media Company, Oct. 2012, http://witeng.link/0144.
Accessed 28 June 2016.
Vermont Writing Collaborative, Student Achievement Partners, and CCSSO. In Common: Effective Writing for
All Students—Collection of All Informative/Explanatory Samples, K–12. Achieve the Core, Student
Achievement Partners, http://witeng.link/0145. Accessed 28 June 2016. PDF.
Books
Adams, Marilyn Jager. Beginning to Read: Thinking and Learning about Print. MIT Press, 1990.
Adler, Mortimer Jerome. How to Speak, How to Listen. Simon & Schuster, 1997.
Beck, Isabel L., and Margaret G. McKeown. Improving Comprehension with Questioning the Author: A Fresh and
Expanded View of a Powerful Approach. Scholastic, 2006.
Beck, Isabel L., et al. Bringing Words to Life: Robust Vocabulary Instruction. 2nd ed, Guilford, 2013.
Beers, G. Kylene, and Robert E. Probst. Notice & Note: Strategies for Close Reading. Heinenmann, 2013.
Benjamin, Amy, and Joan Berger. Teaching Grammar: What Really Works. Eye on Education, 2010.
Delpit, Lisa. Other People’s Children: Cultural Conflict in the Classroom. The New Press, 2006.
Ebbers, Susan M. Vocabulary through Morphemes. 2nd ed, Cambium Learning Sopris, 2011.
Fish, Stanley Eugene. How to Write a Sentence: And How to Read One. Harper, 2011.
Frey, Nancy, and Douglas Fisher. Checking for Understanding: Formative Assessment Techniques for Your
Classroom. 2nd ed, ASCD, 2014.
Frey, Nancy, and Douglas Fisher. Rigorous Reading: 5 Access Points for Comprehending Complex Texts. Corwin,
2013.
Frey, Nancy, and Douglas Fisher. The Formative Assessment Action Plan: Practical Steps to More Successful
Teaching and Learning. ASCD, 2011.
173 Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4–12. Stenhouse, 2004.
Copyright © 2017 Great Minds®
Implementation Guide Works Cited
WORKS CITED
ACT. Reading Between the Lines: What the ACT Reveals about College Readiness in Reading. ACT, 2006, Web.
Accessed 1 Aug. 2016. PDF.
Adams, Marilyn Jager. “Advancing Our Students’ Language and Literacy: The Challenge of Complex Texts.” American
Educator, vol. 34, no. 4, 2011, pp. 3-11.
Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classic Guide to Intelligent Reading.
Touchstone, 1972.
Anderson, Richard, and Peter Freebody. “Vocabulary Knowledge.” Comprehension and Teaching: Research Reviews.
Edited by John T. Guthrie, International Reading Association, 1981, pp. 77-117.
Boyles, Nancy. “Closing in on Close Reading.” Educational Leadership, vol. 70, no. 4, 2012–2013, pp. 36-41.
Chall, Jeanne S., and Vicki A. Jacobs. “The Classic Study on Poor Children’s Fourth-Grade Slump.” American Educator,
vol. 27, no. 1, 2003, Web. Accessed 1 Aug. 2016.
Ebbers, Susan M., and Carolyn A. Denton. “A Root Awakening: Vocabulary Instruction for Older Students with
Reading Difficulties.” Learning Disabilities Research and Practice, vol. 23, no. 2, 2008, pp. 90-102.
Feitelson, Dina, et al. “Effects of Listening to Series Stories on First Graders’ Comprehension and Use of Language.”
Research in the Teaching of English, vol. 20, no. 4, 1986, pp. 339-356.
Fountas, Irene C., and Gay Su Pinnell. “Guided Reading: The Romance and the Reality.” The Reading Teacher, vol. 66,
no. 4, 2012, pp. 268-84.
Frey, Nancy, and Douglas B. Fisher. Rigorous Reading: 5 Access Points for Comprehending Complex Texts.
Corwin, 2013.
Graham, Steve, and Dolores Perin. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle
and High Schools: A Report to Carnegie Corporation of New York. Alliance for Excellent Education, Carnegie
Corporation of New York, 2007, http://witeng.link/0138. Accessed 1 Aug. 2016. PDF.
Hawkins, Joey, et al. Writing for Understanding: Using Backward Design to Help All Students Write Effectively.
Authentic Education, 2008.
Jones, Barbara, et al. Supporting Students in Close Reading. The Regents of the University of California, Feb. 2015,
Web. Accessed 1 Aug. 2016. PDF.
Liben, David. “Framework for Preparing, Implementing and Assessing Close Reading Lessons.” Achieve the Core,
Student Achievement Partners, 20 May 2015. Web. 1 Aug. 2016.
Miller, George A., and Patricia M. Gildea. “How Children Learn Words.” Scientific American, vol. 257, no. 3, 1987,
pp. 94-99.
175
Copyright © 2017 Great Minds®
Introduction
Nagy, William E., and Judith A. Scott. “Vocabulary Processes.” Handbook of Reading Research, Volume III. Edited by
Michael L. Kamil, et al, Lawrence Erlbaum Associates, 2000, pp. 269-284.
National Governors Association Center for Best Practices and Council of Chief State School Officers. “Appendix A:
Research Supporting Key Elements of the Standards, Glossary of Key Terms.” Common Core State Standards
for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, NGA
Center and CCSSO, 2010, Web. Accessed 1 Aug. 2016. PDF.
National Governors Association Center for Best Practices and Council of Chief State School Officers. Common Core
State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical
Subjects. NGA Center and CCSSO, 2010, Web. Accessed 1 Aug. 2016. PDF.
National Research Council. How People Learn: Brain, Mind, Experience, and School: Expanded Edition. The National
Academies Press, 2000.
Partnership for Assessment of Readiness for College and Careers. “Structure of the Model Content Frameworks for
ELA/Literacy.” PARCC, Web. Accessed 1 Aug. 2016.
Pearson, P. David, and David Liben. “The Progression of Reading Comprehension.” Achieve the Core, Student
Achievement Partners, 13 Aug. 2013, Web. Accessed 1 Aug. 2016.
Rasinski, Timothy. The Fluent Reader. Scholastic, 2003.
Ramsden, Neil. “Mini Matrix-Maker.” Word Building and Spelling Experiments in English Morphology, 10 Jan. 2013,
http://witeng.link/0617.
Shanahan, Timothy. “Letting the Text Take Center Stage: How the Common Core State Standards Will Transform
English Language Arts Instruction.” American Educator, vol. 37, no. 3, 201, pp. 4-11.
Stanovich, Keith E. “Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of
Literacy.” Reading Research Quarterly, vol. 21, no. 4, 1986, pp. 360-407.
Willingham, Daniel T. “How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning and
Thinking.” American Educator, vol. 30, no. 1, 2006, Web. Accessed 1 Aug. 2016.
176
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WIT & WISDOM™ Implementation Guide
CREDITS
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted
material. If any owner of copyrighted material is not acknowledged herein, please contact Great
Minds® for proper acknowledgment in all future editions and reprints of this module.
All images are used under license from Shutterstock.com unless otherwise noted.
For updated credit information, please visit http://witeng.link/credits.
Copyright © 2017 Great Minds®
Implementation Guide WIT & WISDOM™
ACKNOWLEDGMENTS
Great Minds® Staff
The following writers, editors, reviewers, and support staff contributed to the development of this
curriculum.
Ann Brigham, Lauren Chapalee, Sara Clarke, Emily Climer, Lorraine Griffith, Emily Gula, Sarah Henchey,
Trish Huerster, Stephanie Kane-Mainier, Lior Klirs, Liz Manolis, Andrea Minich, Lynne Munson, Marya
Myers, Rachel Rooney, Aaron Schifrin, Danielle Shylit, Rachel Stack, Sarah Turnage, Michelle Warner,
Amy Wierzbicki, Margaret Wilson, and Sarah Woodard.
Colleagues and Contributors
We are grateful for the many educators, writers, and subject-matter experts who made this program
possible.
David Abel, Robin Agurkis, Elizabeth Bailey, Julianne Barto, Amy Benjamin, Andrew Biemiller, Charlotte
Boucher, Sheila Byrd-Carmichael, Jessica Carloni, Eric Carey, Janine Cody, Rebecca Cohen, Elaine
Collins, Tequila Cornelious, Beverly Davis, Matt Davis, Thomas Easterling, Jeanette Edelstein, Kristy Ellis,
Moira Clarkin Evans, Charles Fischer, Marty Gephart, Kath Gibbs, Natalie Goldstein, Christina Gonzalez,
Mamie Goodson, Nora Graham, Lindsay Griffith, Brenna Haffner, Joanna Hawkins, Elizabeth Haydel,
Steve Hettleman, Cara Hoppe, Ashley Hymel, Carol Jago, Jennifer Johnson, Mason Judy, Gail Kearns,
Shelly Knupp, Sarah Kushner, Shannon Last, Suzanne Lauchaire, Diana Leddy, David Liben, Farren
Liben, Jennifer Marin, Susannah Maynard, Cathy McGath, Emily McKean, Jane Miller, Rebecca Moore,
Cathy Newton, Turi Nilsson, Julie Norris, Galemarie Ola, Michelle Palmieri, Meredith Phillips, Shilpa
Raman, Tonya Romayne, Emmet Rosenfeld, Jennifer Ruppel, Mike Russoniello, Deborah Samley, Casey
Schultz, Renee Simpson, Rebecca Sklepovich, Amelia Swabb, Kim Taylor, Vicki Taylor, Melissa Thomson,
Lindsay Tomlinson, Melissa Vail, Keenan Walsh, Julia Wasson, Lynn Welch, Yvonne Guerrero Welch,
Emily Whyte, Lynn Woods, and Rachel Zindler.
Early Adopters
The following early adopters provided invaluable insight and guidance for Wit & Wisdom:
Bourbonnais School District 53 • Bourbonnais, IL
Coney Island Prep Middle School • Brooklyn, NY
Gate City Charter School for the Arts • Merrimack, NH
Hebrew Academy for Special Children • Brooklyn, NY
Paris Independent Schools • Paris, KY
Saydel Community School District • Saydel, IA
Strive Collegiate Academy • Nashville, TN
Valiente College Preparatory Charter School • South Gate, CA
Voyageur Academy • Detroit, MI
Design Direction provided by Alton Creative, Inc.
Project management support, production design, and copyediting services provided by ScribeConcepts.com
Copyediting services provided by Fine Lines Editing
Product management support provided by Sandhill Consulting
Copyright © 2017 Great Minds®
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