Poetry should be an integral part of children's learning in elementary school. This article explains the classroom structures and routines through which third-grade students in an inner-city school became familiar with poetic language and learned to appreciate the artistry of poetry. Most of the students were struggling readers. Reading poetry challenged them in terms of attending to the reading process, understanding concepts presented in the poems, and learning to read aloud so that listeners could also make meaning of the poem. The article includes descriptions of lessons on elements of poetry and poetic language, making meaning of poetry, imagery, and symbolism. The authors conclude with considerations in choosing poems, including students' reading abilities, integration with other disciplines, and the poetry curriculum itself. (Contains 1 figure.)