Plastic Sleeves

Clear Pockets, Sheet Protectors, Dry Erase Pockets, Overlays

UDL 4.1

Plastic sleeves are clear pockets in which one can slip pages into for student practice. They allow students to easily write and change responses using erasable markers. Plastic sleeves offer students a format to easily update, edit and revise work based on teacher feedback and new understanding. The sleeves can be used with practice problems, particularly those with multiple steps. They can also be an efficient tool for facilitating guided practice with resources intended for manipulation, such as a graphic organizer, graph or coordinate grid. Because students can quickly revise their responses with little effort, student anxiety is often reduced with the use of plastic sleeves and erasable markers.

Implementation Tips

Make Your Own Sleeve
Page protectors make great plastic sleeves. They are widely available and can be purchased in bulk online or at office supply stores.
Marker Choice
Wet overhead markers do not smudge as easily as dry erase markers and allow for greater precision. They may be the best choice when the writing needs to be neat, such as when practicing printing letters.
Make Your Own Erasers
Felt squares work well for erasing the dry erase marker from the plastic sleeves.
Make Your Own Dry Erase Pocket Blog
Check out [[|this idea]] for making your own reusable dry erase pockets from one mom's blog, A Little Pinch of Perfect.


Lower Elementary
During reading groups, the teacher can provide students with a blank t-chart inside a plastic sleeve for a phonics lesson. When learning digraphs, the teacher can label the categories sh and ch. Then, as the teacher says a word with one of these sounds, students write the word in the corresponding column.
Upper Elementary
Teachers can provide students a pre-printed coordinate plane inside of a plastic sleeve. The teacher can then facilitate student practice plotting coordinates in the proper quadrant of the grid.
Middle School
Teachers can use plastic sleeves to help guide students through annotating challenging texts during close reading. For example, the teacher might distribute the opening page of a new chapter book inside a plastic sleeve. Then students can use an erasable marker to cite textual evidence, draw inferences and jot down any questions or thoughts that emerge.
High School
High school geometry teachers can use plastic sleeves when working on proofs with students. The page inside the sleeve can contain the problem and plenty of blank space for students to work through their proofs. Or, as an introduction to proofs or a scaffold, the page can include all of the statements for a proof, with space for students to work through the supporting reasons.

Related Strategies