Alliterative Poetry
Simple Phrases
A. Angels are Adorable; acorns are amazing.
B. Beautiful bluebells; brown bread; big blue balloons; blind as a bat.
C. Comfortable cushions; cold chips, creamy custard; coffee coloured cups.
D. Dancing dolls.
E. Easter eggs
F. Floating feathers; frilly frocks.
G. Green grapes/glass.
H. Hot horse-radish
I. Indigo Ink
J. Jumping jellybeans
K. Kittens in the kitchen; kitchen kettle; cuddles and kisses.
L. Loud laughing; lovely lemon lollies, long laces.
M. Messy mud.
N. Night nurse
O. Organic oats; orange ovals.
P. Pretty pink pyjamas; pinch of pepper; purple pepper pot.
Q. Quarrelsome queens
R. Ruby red roses.
S. Slow snails; slippery snakes; slimy slugs; square sandwiches; spicy sausages, small shiny silver sequins; sweetly singing songs.
T. Tall trees; train travel; toilet tissue; ten tiny toes; Today time travels towards tomorrow.
U. Unbelievable unicorns.
V. Violet velvet.
W. Whistling winds, white wool; wonderful warm water. Weaving with willow.
X. Xmas xxxs
Y. Yellow yokes. Yellow yoyo. Yummy yoghurt.
Z. Zigzag zips.

Alliterative Prose
This type of creative prose is presented with the same initial letter or letters at the beginning of every, or nearly every, word. The chosen letter need not necessarily be presenting the same auditory sound or spelling pattern. In the example: An adventurous ape asked an angry alligator to go along on his acrobatic aeroplane activities! ; the vowel ‘a’ is phonically presenting its short sound (an), its long sound (ape), a new vowel sound (asked) and a new vowel consonant blend (aeroplane)
In the example -The train trundled through the tunnel then turned towards the town; the ‘t’ is phonically representing a new sound th and a consonant blend (tr).
Alliterative structure can accommodate and encourage creative language activity across a wide range of age and ability. The letter ‘s’ gives a wide range of creative possibilities when creating prose that is focused on words beginning with ‘s’ and ‘s’ consonant blends. The following are examples written by the author when working within the theme of alliterative poetry combined with art, consonant blends and/or alliterative writing.
The strong stream sometimes sends secret stories to the softly swimming silent swans.

Suddenly a silver stallion streaked across the soft shimmering sand, sprang over the surging stream and stood in stillness…. then snorted and stomped into the stormy summer sea.

Alliterative Auditory Memory Games- for all ages and levels of ability.
Simple recall [listen then accurately repeat the phrase or sentence.
The ‘Listen& Repeat’ Memory Game
In this game each player takes a turn repeat the previous alliterative phrase. Each player can on their turn either:
a) Simply repeat exactly what the previous player said word for word, or
b) Repeat what the previous player said with an additional word, or
c) If the previous player knowingly or unknowingly missed out a word/words the next player can reinstated the missing word/words, or
d) Reinstate a missing word/s into the expanding alliterative phrased.

In this game the players are asked as a group or as individuals (on a turn taking basis), to repeat the sentence presented. An initial simple phrase is gradually expanded into a more and more challenging ‘Listen and Repeat’ memory game. The list of alliterative sentences presented below can be shortened and used as shown in the example below:-

‘The boys built boxes.’ This short sentence is then extended as a stage by stage process that increases the level of the ‘Listen and Repeat’ task as illustrated:-
The boys built boxes
The boys built bird boxes
The big boys built bird boxes.
The big boys built bird boxes for the birds.
Brian and the big boys built bird boxes for the birds.
Brian and the big boys built bird boxes for the baby birds.
Brian and the big boys built nests boxes for the birds. .
Thus the short simple task of memory and repetition gets progressively more difficult, line by line, as the presenter reads or adds on the additional words. The other players can repeat the sentence either individually as each player takes their turn, or together as a group.

Special noteAll the games presented in this section can include the following options of response for each individual player.  Simply repeat what the previous player said as best you can! Ideally word for word,  If the previous player knowingly or unknowingly missed/changed one or more words the next player can reinstated the missing/changed word/s,  Also if a player adds a suitable alliterative word or phrase of their own it can be integrated into the progress of the game.

This simple game may facilitate and encourage the following:-
I. Auditory identification of alliterative sounds.
II. Identification and exploration of alliterative language.
III. Aesthetic appreciation of alliterative language formatting.
IV. A desire to create alliterative language.
V. Accurate imitative language recall.
VI. Mastery of a ‘tongue twister’ style of challenge presented in some of the more complex sentences.
VII. Meaningful recital from working memory.
VIII. Identification of different initial spelling patterns.
The author has also created an ever expanding alphabetical resource of alliterative prose and phrases (listed below) that can be used to support alliterative games and activities.

An extensive list of alliterative prose Forthe ‘Listen, Repeat & Extend’word games based on alliterative prose.
a. Aunt Anna admired an army of ants as they advancing across her allotment and arrived at an apple in her apron. They ate almost all the apple then, after their adventures, the army of ants returned to the anthill.
Active and amusing alphabet activities for accelerated learning
Amusing ant activities. Ant activities are always amusing.
b. Bright blue bricks, big black boxes and beautiful brown beads.
Brian and the big boys built bird boxes for the beautiful baby birds.
Baby birds have big broad beaks.
The big bossy/bad boys broke baby Ben’s bright blue bucket.
Bert bought Ben’s baby brother a big blue ball. It bounced behind the barn and into a blossoming blackberry bush. Then Ben bounced the ball back to Bert and Bert batted the ball into a bright blue bucket.
c. Can Carol carefully catch the colourful caterpillars climbing the cabbages/cauliflowers.
A caterpillar crawled onto my collar and carefully climbed on to my chin.
Columns of crawling caterpillars crept calmly onto my chair
The cloth is caught on the cupboard.
The clock chimes call the congregation and cheerful children to come to church.
Carol carefully caught a carton of cream; can you carefully catch a carton of cream?
Camilla clumsily caught her cotton cardigan on the catch of the corner of the coat cupboard.
The curious caterpillar crawled across the carrots and cautiously crept around the cat. Then the curious caterpillar climbed carefully over Clive’s coat and curled up in the cabbages.
There was once a clever cow called Comfrey. She could canter in circles and climb the compost heap. Comfrey cow could chase the crows. She would carefully catch the children by their coats when they came to collect the calves. The children cared for Comfrey and came to feed her clover, carrots and cow-cake. Comfrey cared about the children and she gave them lots of creamy milk to make into cream cakes and cheddar cheese.
d. The digger dropped down into the deep dirty ditch.
Dad drove his digger down the duel carriageway!
David’s dog Donald was digging. Donald dug up a dirty dish and a dainty dolls dress.
Day-dreaming donkeys are dreadfully dopy and delightfully dozy.
e. Edward and Elizabeth were excitedly examining their enormous Easter eggs.
Early Easter morning Edward and Elizabeth were excitedly eating an enormous Easter egg with extreme enthusiasm.
The eaglets emerged from the eagles’ eggs.
Eddie elephant was extremely enthusiastic and easily excited when he enjoyed his exercise in the elephant enclosure
f. First find a funnel then fill the flask fast.
Fresh farm fruit is full of flavour.
Fairies fly freely over the field to find their frog friends.
Funny frogs flip flopped over the frozen fields.
Finding firewood in the forest.
g. Gorgeous green grass grows behind/beside the glossy golden garden gate.
Gretta goat greedily gobbles up the green grass.
Gretta the grumpy goat grabbed the girls green grapes and greedily gobbled them up.
The giggling girls are going to give granddad a gorgeous gooseberry pie and grandma is going to give the girls great big glasses of green grape juice.
Granddad grows gorgeous (giant) golden gooseberries.
h. A huge hairy hamster is happily hiding in Harry’s hammock. Herbert the hairy hamster has to hid from the hens if he has his home in the in the hen house
i. Ice is in ice-cream. Ice is incredibly cold like ice-cream
j. John jogged over to Join Jumping Jack and Jolly Jim.
Jolly jellyfish juggling jumping Jelly beans.
John jumped for joy when Jane justifiably judged his pictures as jolly and wonderful.
Judy has just learnt to juggle and John has just joined the judo club.
James jogged Jack who spilt a jug of jelly jam over his June’s jacket.
Jack jumped the jigsaw and Jill juggled with jars of jelly jam.
k. This is the King’s key to the kingdom. A kind kid kept the kittens in a kennel. The kangaroo kept kicking the kitchen kettle.
Can you keep the kite up in the clouds? Kim came to camp with cute kittens carried in a cosy cotton cloth. The kind children continuously kissed and cuddled the cute kittens.
l. Lots of lovely lemon lollies on a large long lorry.
Lilly loves liking lovely lemon and lime lollies.
m. Magic man made many musical mermaids.
Mischievous monkeys made a magnificent/massive mess at the market on Monday.
My mother makes mouth-watering mince pies and her mother made marvellous marmalade.
n. Nanny never saw naughty Nick taking her knitting needles/nuts/newspaper/nightdress/night cap/notebook/napkins/nails.
Nana never saw naughty Nick put nasty nails and nettles in the nursery.
o. Oliver is only one and he only eats organic oats.
p. Peter planted pretty purple pansies in a pink pot.
Mr. Popper’s penguins playfully performed to please the people. [A Book and a Film]……
Polly put her pink petticoat and purple parrot in Pasty’s pram.
Pat pegged her pretty purple patterned pyjamas up with pink pegs.
Peter’s present from Polly was pretty pink and purple pansies planted in a plastic pot.
A proud peacock fell profoundly in love with a pigeon. The peacock persistently performed his presentation of love for the pigeon, but the pretty pigeon only pecked at the poor peacock. The peacock presented his fanned tail of precious peacock feathers and pranced politely around the pigeon. Then Polly parrot said it was pathetic for a peacock to perform to a pigeon because he should only present his performance to a peahen. Perhaps said the pony the peacock will have the power to persuade the pigeon to pretend she likes his performance, but the pretty pigeon was only prepared to accept a pigeon partner.
q. Question the question to qualify the request. We quickly and quietly queued to see the queen. Quails run quickly.
r. Ruby red roses are rather romantic.
s. Studying sea shells on the sea shore. Slugs and snails have slippery trails.
Sammy the scarecrow is made of sweet smelling straw and dressed in stripped shorts and a spotty shirt with silver sequins to scare the seagulls. Sammy has a sunhat and sunglasses to shade him from the strong summer sunshine and a strong stick to scare the seagulls off of the seeds. After the spring and summer Sammy is stored safely in the shed where he sings sweet songs to the silent spiders and the small sleepy snails.
t. Today time travels towards tomorrow. Time ticks through the todays and the tomorrows, and trickles timelessly through my thoughts.
Today a tall man gave Tom and Toby two tickets for the theatre; they thought it was a terrific treat.
The train trundled through the tunnel then turned towards the town.
Tina tries to touch the tall tree tops.
The troublesome teenagers tickled the timid tortoise.
Ten tourists travelled on a train to see a tremendously tall tower. They tried to see the turrets on the top of the tall tower through their telescopes. Then they had tea and truffles on the train and talked about the tremendously tall tower with tall tree trucks beside of the train track and then the train travelled through a tunnel so they stopped their talking and tried to think brave thoughts.
u. Upside down umbrellas are useless.
v. The violets in the vase are violet and they have velvet leaves. Violets have velvet leaves.
w. We are wondering whether/when Walter will win the wonderful waterproof watch?
William watched the wonderful Wagtails washing in the waterfall while he was wading in the water in his waterproof white wellingtons.
x. EXtremelyeXcitingeXamples of eXperientialeXperience encourage eXtraeXploration and eXtendedeXperimentation.
y. Your yellow yoyos came yesterday.
Yellow yolk makes yellow chicks. Yoghurt is yummy.
The young youth yelled “Yes, you can have my yellow yacht.”
z. The zebras at the zoo/in Zimbabwe zoomed around the zebra zone in zigzag patterns.
Zoe’s zebra has a zigzag zip/has zigzag stripes.

Initiating a phrase or sentence that begins with each of the letters of a persons name. This

Any word can be chosen for this creative activity, however, the author introduces this theme with the task of communicating about oneself using the letters of one’s name to initiate each line. The author uses a set of large wooden capital and lowercase letters placed in a vertical line to present the initial letter sound for each letter of the chosen name or word. Once the initial letter sound has been identified the rest of the phrase can be presented as an auditory game of using the listen, remember and repeat approach to encourage active participation.
Writing about one’s mother or father, or sister of brother, best friend or a favourite pet can also be awell-motivated activity which may produces interesting expressive language and unusual personal perspectives. For some this simple introduction to initiating descriptive communication can be a useful reflective experience.

The following examples illustrate some results when this activity is explored as an incentive for writting poetry and prose.
For those who cannot write and/or spell well enough to record their thoughts a scribe can help them to achieve the task, indeed a neutral person acting as scribe can be supportive to anyone because it encourages the mind to focus on creative aspects of communication that might otherwise be missed during the process of writing.
The system of writing down what a person says is a classic form of support for those learning to read and write. It can help the learner to read by reading what they have previously spoken, and to write by copying out a correct transcript of their own spoken communication.