Children will look at each other’s pocket stories.
Some children will notice punctuation and word placement.
Teachers of older or more experienced children may wish to write
the original sentence on the pocket themselves in order to cre-
ate a clear model, but have the children print the duplicate
words to go into the pocket.
Comments & Questions to Extend Thinking
Tell me about your picture. I’ll write your words on this pocket.
Can you find the word on your pocket that matches this word?
Look at the word “I.” It’s a letter and a word.
Comments & Questions to Encourage Phonetic
Listen to the sound this word starts with. What letter do you think
I need to write?
What sounds do you hear in this word?
Can you find another word in your sentence that starts with
the same sound as this word? (Clearly pronounce the initial
Integrated Curriculum Activities
Put paper folded into pockets in the art or writing areas. Children
may wish to continue creating pocket stories.
Share the pocket stories at group time. Children are often interest-
ed in hearing what their friends have written.
Create a group pocket story. Children can collaborate on a group
mural and dictate a short story about it. The teacher can fold up
a pocket at the bottom and create word cards for matching.
Writing Explorations 89