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The third part of the project was the reading stage. Before working with Tafari’s poems, getting my students to write their own poems was my final task. However, once they had finished their poems I realized my students’ poems could become a student-made reader. I grouped the poems according to the topic and level of difficulty and wrote reading activities for each of them focusing both on content and on form. I tried to avoid asking them questions that could be answered by reading the poem and instead I asked them subjective questions that encouraged creativity and thinking skills.

The children listen again. Ask them to put their left arm up whenever they hear the words: treasure, store, lid, secret box, cupboard, closet, and drawer. 3. The children pick a sheet of paper with the poem from the magic box. Go over the poem and invite the children to read it with you miming some actions. VARIATION 1 Give the class a copy of worksheet 3 with the big key on it and ask them to copy down the poem. They can colour the key and display their “keys” on the classroom walls/boards. VARIATION 2 Explain to the class what a visual poem is and ask them to create their own visual poems, building up a key with the poem’s words.

They made up their own text in groups of 3 or 4 people and the results were absolutely great, full of imagination, even humorous in some cases. There was no doubt that these astonishing writings were a consequence of working with L. Cooper’s story first. My students practiced the four skills and had fun at the same time! What a different outcome I would have obtained if, without any previous preparation, I had asked my students to write a fairy tale and an original one for the matter! (as sometimes we teachers tend to do).

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