Printable worksheet featuring the poem 'Ocean Breeze' designed to help students practice identifying alliteration.

Final Answer:
Alliteration is the repetition of the same starting sound in nearby words. In the poem, examples include:
- “Bright and soft” (both start with /b/ and /s/ — but better: “soft ocean breezes” → /s/)
Actually, let’s carefully find clear alliterations:

Looking at the poem:
- “Bright and soft” — *B*right, *s*oft → not same sound
- “Blow up above and bright blue skies” — *B*low, *b*right, *b*lue → “Blow”, “bright”, “blue” all start with /b/ → ✔
- “Whispering winds” — *W*hispering, *w*inds → ✔
- “Tiny green pellets, a beautiful coast” — *T*iny, *g*reen → no; *b*eautiful, *c*oast → no
- “Soft ocean breezes send scouts on the air” — *S*oft, *o*cean → no; *s*couts, *s*end → “scouts”, “send” both /s/ → ✔
- “Cringing thunderheads and laughing low” — *C*ringing, *t*hunderheads → no; *l*aughing, *l*ow → “laughing”, “low” → ✔
- “More too hot when a breeze cools the skin” — *M*ore, *t*oo → no
- “Savage bear down, but there’s water. Jump in!” — *S*avage, *b*ear → no
- “Slip off your shoes and get ready to soak.” — *S*lip, *s*hoes, *s*oak → “Slip”, “shoes”, “soak” → all start with /s/ sound (‘sh’ and ‘s’ are similar enough for poetic alliteration) → ✔
- “Back in the sunshine, your afternoon recedes.” — *B*ack, *s*unshine → no
- “High up above you’ll see seagulls in flight,” — *H*igh, *u*p → no; *s*eagulls, *s*ee? “see” and “seagulls” both /s/ → ✔
- “Dipping and diving and bobbing that night,” — *D*ipping, *d*iving, *d*bobbing → “Dipping”, “diving”, “bobbing” — wait, *bobbing* starts with /b/, not /d/. So only “Dipping” and “diving” → ✔
- “Sailing on breezes that coast through the sky,” — *S*ailing, *b*reezes → no; *c*oast, *s*ky → no
- “Looking for supper, an endless supply.” — *L*ooking, *s*upper? No; *e*ndless, *s*upply? No
- “Clutch the water, fly kites on the shore,” — *C*lutch, *w*ater → no; *f*ly, *k*ites? No
- “Breezes will blow sheets about every store.” — *B*reezes, *w*ill → no; *sheets*, *s*tore → “sheets”, “store” → both /s/ → ✔
- “Soon it is time to bid sandmen goodbyes,” — *S*oon, *i*t → no; *b*id, *s*andmen → no
- “Wait again when the breezes start to fly.” — *W*ait, *a*gain → no; *b*reezes, *f*ly? No

But the question says: *“Read the poem and underline the words that contribute to alliteration in it.”*
Since we can’t underline here, we list the alliterative word groups:

✔ “Blow”, “bright”, “blue”
✔ “Whispering”, “winds”
✔ “scouts”, “send”
✔ “laughing”, “low”
✔ “Slip”, “shoes”, “soak”
✔ “see”, “seagulls” (arguable — “see” and “seagulls” both /s/)
✔ “Dipping”, “diving”
✔ “sheets”, “store”

However, standard classroom expectation for such poems is to pick the clearest ones.

Most obvious and textbook-style alliterations in this poem:
- Whispering winds
- Blow up above and bright blue skies → *Blow, bright, blue*
- Soft ocean breezes send scouts on the air → *scouts, send* (close)
- Cringing thunderheads and laughing low → *laughing, low*
- Slip off your shoes and get ready to soak → *Slip, shoes, soak*
- Dipping and diving → *Dipping, diving*
- sheets...store

But since the instruction is to *underline the words*, and we must give only the final answer, and it's a homework where likely they expect the repeated initial sounds highlighted — and given typical grading, the strongest ones are:

Blow, bright, blue
Whispering, winds
Slip, shoes, soak
Dipping, diving
laughing, low
scouts, send
sheets, store

Yet the problem likely expects just listing the alliterative *pairs or groups* as they appear.

Since the user didn’t specify format, and “Final Answer” should be concise and correct — and this is a common elementary/middle school task — the expected answer is the list of alliterated words grouped.

But to follow instructions strictly: *Provide only the final correct answer.*

In such worksheets, the teacher usually expects the student to underline words like:
- Blow, bright, blue
- Whispering, winds
- Slip, shoes, soak
- Dipping, diving
- laughing, low
- scouts, send
- sheets, store

However, if only one line is to be chosen? No — the task says “the words that contribute to alliteration”.

Given all that, the cleanest final answer is:

Blow, bright, blue; Whispering, winds; Slip, shoes, soak; Dipping, diving; laughing, low; scouts, send; sheets, store

But to be precise and match typical expectations — let’s verify the poem text again (as given):

> Blow up above and bright blue skies.
→ Blow, bright, blue ✔

> Whispering winds up south in a sailboat.
→ Whispering, winds ✔

> Slip off your shoes and get ready to soak.
→ Slip, shoes, soak ✔ (all /s/ sound)

> Dipping and diving and bobbing that night,
→ Dipping, diving ✔ (bobbing breaks it)

> Cringing thunderheads and laughing low.
→ laughing, low ✔

> Soft ocean breezes send scouts on the air.
→ scouts, send ✔

> Breezes will blow sheets about every store.
→ sheets, store ✔

So final answer (as a list of alliterative word groups):

Blow, bright, blue; Whispering, winds; Slip, shoes, soak; Dipping, diving; laughing, low; send, scouts; sheets, store

Order doesn’t matter, but keep original order.

Let me compress into one line as final answer:

Final Answer:
Blow, bright, blue; Whispering, winds; Slip, shoes, soak; Dipping, diving; laughing, low; send, scouts; sheets, store