The SMILE Writing Program is built upon the sound principles of multi-sensory learning which are well-supported by research. Provided at right are links to numerous independent articles that further explore the various methodologies employed by the SMILE program.
Select a page from below to learn more about the SMILE program, and its methodologies.
Contact us today to learn how you can implement the SMILE Writing Program in your school.
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Curriculum that Maximizes Learning for ALL students
SMILE Writing curriculum includes the components needed to maximize learning for ALL students (ESOL, ESE, and mainstream). This article, published by the Association for Supervision and Curriculum Development (ASCD), supports the framework of SMILE Writing.
Click here: Maximizing Learning in Inclusive Classrooms // by Rick Allen |
SMILE Writing Rap
Do you remember the Schoolhouse Rock ® series that helped students learn math ( Three is a Magic Number ), science ( The Energy Blues ), grammar ( Conjunction Junction ), and history ( I'm Just a Bill )? In similar fashion, the SMILE Writing Rap was created to help students remember the skills for narrative and expository writing. Because it is in a format that is engaging to students, they will be more likely to remember the skills presented in daily lessons.
Click here: Music and learning |
Specific Feedback
When students receive feedback from teachers, it must be specific and meaningful. A red circle around words does not provide any information for the student. Through the use of SMILE Rubrics and Checklists, students know what can be done to improve the writing piece.
Click here: SPECIFIC FEEDBACK |
Gardner's Multiple Intelligences
The application of Dr. Howard Gardner's work can help engage all students if we consider each student's "intelligence." SMILE lessons incorporate each of these in order to meet the needs of all learners.
• Linguistic: intelligence using spoken and written words
• Logical-Mathematical: intelligence using numbers and reasoning
• Visual: intelligence of understanding pictures, images, and space
• Musical: intelligence of understanding musical elements and forms
• Bodily-Kinesthetic: intelligence of using the entire body
• Interpersonal: intelligence of social understanding
• Intrapersonal: intelligence of self-knowledge
Click here: Journal of Accelerated Learning and Teaching CONTENTS |
Checklists for Self-Evaluation
Self-evaluation is a powerful method for students as they step back and evaluate their own work. SMILE Checklists enable students to monitor their own progress, while providing valuable information to teachers.
Click here: SELF-EVALUATION |
Vygotsky's Social Constructivist Theory
The acquisition of literacy requires students to:
• be social
• integrate oral and written communication
• be engaged in learning
SMILE Writing Curriculum engages students through multi-sensory lessons as they work with others as they develop as writers.
Click here: Vygotsky |
Characteristics of Successful Urban Schools
A study of the "best practices" of urban schools indicates that there are several school-based factors that help to ensure success. These components are also embedded in the SMILE Writing Curriculum.
• Academically rigorous and challenging curriculum is provided to all students
• Regular assessment of student progress, with early intervention if problems emerge
• Instructional delivery is highly structured and interactive
• Instructional methods are used with a demonstrated capacity to accelerate achievement, especially for disadvantaged students
Click here: SUCCESSFUL URBAN SCHOOLS |
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