The program described in this paper makes beginning reading an activity in which children could use all of their cognitive and affective abilities to experience the images and ideas within the piece. The introduction points out that children can become actively involved in reading by writing poetry because they are creating the reading material that will be the most meaningful to them, since it is actually a part of them. Suggestions for the ideal physical arrangement of the classroom and poetry accessibility are also included in this section of the paper. The second section is a model of a classroom schedule, incorporating reading and writing poetry, that provides four times throughout the day when the following poetry activities would be used: (1) drawing/writing, (2) working with words, (3) listening, and (4) lessons in the areas of science or the family. Sample poems and suggestions for student activities for each of those areas are provided. (DF)