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Literacy Literacy Creativity


  • pg 1
Creativity in the Classroom
         Basic Skills

With thanks to Pie Corbett
   Creativity in the Classroom
• Alphabet game – say a word beginning
  with „A‟, next person says a word
  beginning with „B‟, etc.
• Say a word and make a sentence –
  CRISP – Charlie reads individual stories
• Explode a word – Rhyming words, first
  letter patterns, synonyms, name it, art,
  facts, memories.
• Crossing the river
• 10 things to do with a…crescent moon – a
  smile, bridge, skipping rope, etc.
• Innovate on a sign – On discovery of a fire
  press alarm – on discovery of a donkey
  give a carrot.

(Jumpstart books by Pie Corbett)
                Basic Skills
 Exercise grammar rather than grammar

• Connective Game – CT starts a story and then
  hold up a connective card – child suggests next
  event – then CT carries on the story – hold up a
  connective card, etc.
• Gita ran home because…she wanted to see the
  cat – She wanted to see the cat because it was
  fluffy – It was fluffy because…
• Make a sentence – give one word (dog),
  or two (shark jelly) or three (zebra
  humbug because) – write a sentence
  with these words.
• Boring sentences to improve – The cat
  went along the wall.
• Sentence doctor – He runned down the
  lain the men was behind him.
• Finish – give them a fragment to finish –
  The old king…..     ……..and laughed.
  ……across the lake because……
• Join – The cart stopped. The hobbit got
  down. (Connective either in the middle, or
  at the beginning)
• Compare – show sentences or paragraphs
  – put them in order worst to best.
• Make a speech sandwich –
  Speech – how is it said? – what are they doing?
  Listener action – add any background
  information – listener replies.

 “My singers are by far the best,” said Simon
 smugly as he smiled at the camera.
  Louis laughed, knowing what Simon was like.
  “You are lucky that Jedward have been voted
 off,” he replied sarcastically.
• Drop in – adjectives, adverbs, clauses –
  Brian drove his car to Bradford.
  Brian drove his shiny car to Bradford.
  Brian carefully drove his car to Bradford.
  Brian, who was tired, drove his car to
  Brian, chewing a toffee, drove…
  Brian, disgusted by his family, drove…
• Which one? wos woz was waz
• Picture it – because – look at it – chant it – move
  to it – write it – look at own writing – check!
• Speedwrite – how many times can you write a
  word in 30 seconds?
• Shannon‟s game – like hangman but without the
  execution – give first sound to encourage
  thinking of spelling patterns.
• Rhyme it – train, wheel, bone, light, soap, etc.
           Creative Poetry
• Use poetry as a vehicle for narrative.
• Rhyming is very hard – it is much better to
  write poems based on our observations or
  to play with language.
• List poems can build confidence – start
  with a noun, than an adjective, then a verb
  and off we go!
        Playing with Language
•   In this magical bag I found…
•   I dreamed…
•   In the clouds I saw…
•   Through the window I saw…
•   I wish I was…
         I want to paint…
A clapped out cockroach coughing
A confusing clock as quiet as a corpse
•   Branch
•   Trees
•   Snow
•   Mist
•   Hills
The bare branch reaches out like lightning
Tangled trees tremble
Silent snow suffocates
Mist shrouds the valley
In the distance the hills wait patiently
 …as a vehicle for narrative
Horatio looked around the clearing. A bare
branch reached out from a tree like
lightning. Tangled trees trembled as the
silent snow suffocated everything around
him. Mist shrouded the valley and in the
distance the hills waited patiently,
           Shared Writing
• We need to teach them to write! And write
• Put up an image – carry out a short shared
  writing session, then give them some time
  to write their own.
• Never waste a good idea – magpie from
  authors, the teacher, each other.
• Cautiously, Horatio crept into the darkened
  chamber. Drab curtains twitched…was
  something hiding there? Horatio held his
  breath. Splintered moonlight pierced the
  silent shadows. Behind him, a clock beat
  to the rhythm of his thudding heart.

• What have we taught? Alliteration,
  suspense, empty words, pulling the reader
  in, describing sounds, etc.
• Flabbergasted, Horatio stared out at the
  ruined city. Towering skyscrapers leaned
  like a tiger‟s broken teeth…what had
  caused this carnage? Horatio shivered
  with fear. An ancient sun disappeared
  over the desperate horizon. In the
  distance, drums were beating in time with
  Horatio‟s racing heart.
       Shared Writing Checklist
• Generate lots of ideas – the first idea is not always the
• Do lots!
• Talk about it – articulate the process
• Make it fun
• Keep rereading it to test if it works
• Magpie
• Value everyone‟s ideas but do not accept everything
• Have an effective stimulus
• Do enough (paragraph)
• Pace
               What next?
• Try out some of the creative
  games/activities with your class.
• Use your basic skills sessions to explore
  the word and sentence activities (2 or 3
  days a week) and for short shared
  writing/creative writing activities (2 or 3
  days a week).

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