Meeting Standards: Incorporating Creative Instructional Strategies in the Secondary and Adult ESL Classroom

1. Meeting Standards: Incorporating Creative Instructional Strategies in the Secondary and Adult ESL Classroom ARKTESOLFall Conference10-15-09 Freddie Bowles, University of Arkansas Lisa Carmack, University of Central Arkansas

2. AGENDA Introductions • Lisa: Creativity in the classroom • Freddie: Connection to standards • Lisa: Strategy Adaptations • Freddie: Strategy Implementation Think, Pair, Share Discussion

3. Creativity in the Classroom Creativity is crucial to the ability • to synthesize • to paraphrase ideas while avoiding plagiarism, and • to facilitate true communication. • Creativity • fosters fluency, flexibility, originality, and • allows for elaboration.

4. Connection to Standards: PreK-12 English Language Proficiency Standards Why? To ensure that all students have access to high quality instruction by • defining the range of competence within academic content areas • providing a clear and consistent basis for assessment • serving as the basis for accountability systems

5. Connection to Standards: PreK-12 English Language Proficiency Standards How? Three aspects:

6. Connection to Standards: PreK-12 English Language Proficiency Standards Which ones? Standard One: English language learners communicate for social, intercultural, and instructional purposes within the setting Standards Two-Five: ELLs communicate information, ideas, and concepts necessary for academic success in the areas of language arts (2), mathematics (3), science (4), and social studies (5).

7. Connection to Standards:Pathwise Domains • Pathwise Domain A: Organizing Content Knowledge for Student Learning A1, A4, A5 • Pathwise Domain B: Creating an Environment for Student Learning B1, B2 • Pathwise Domain C: Teaching for Student Learning C2, C3, C4 • Pathwise Domain D: Teacher Professionalism D1, D2, D3, D4

8. Strategy Adaptations • BioPoems: Who Am I? • Picture Prompts: Using magazine photos to speak and write • Fruitful Stories: Writing about ideas from Mango Street and Cool Salsa

9. Student BioPoem FANNY short, quick, smart, kind daughter of México who loves cooking, dancing, and talking on the phone who is afraid of tests, policemen, and snakes who wants to see her diploma, the beach, and her hometown again resident of Jalisco and Dallas, but neither one FERNANDEZ

10. Student “Fruitful Story” • My grandmother has a plum tree behind her home. It is part of the garden my grandfather began a long time before. Every year we eat the fruits from it. My grandmother says the fruits are so delicious. We can to taste China when we eat the fruits and remember our homeland. I see the plum tree in my brain and taste its sweet on my tongue when I remember my family, and I miss my grandmother more and more.

11. Strategy Implementation From Sandra Cisneros’ House on Mango Street For an Intermediate Reading Class Chapter—My Name Assignment: What’s in a name? http://corndancer.com/vox/planet/welcomeiep.html Chapter: Louie, His Cousin & His Other Cousin Assignment: A free verse poem about the Cadillac Chapter: Hairs Assignment: A found poem using the chapter itself

12. Found Poem Hair Like a broom Up in the air Or Thick and straight Or Slippery Like fur. But Mama’s Hair Like little rosettes Like little candy circles Like the warm smell of bread.

13. Think, Pair, Share Directions: • Think about one creative assignment you’ve given. • Pair up with someone, preferable someone from another school. • Share your idea with your partner.

14. Discussion Let’s talk! Share your ideas. Discuss. Ask questions.

15. Thanks for coming! You can contact us at • Freddie Bowlesfbowles@uark.edu http://corndancer.com/vox/gnosis/gno_now.html • Lisa Carmacklcarmack@uca.edu