Drawing from the theories of feminist new materialism, this article looks closely at the ways children and things, particularly fabric remnants, work together to coconstruct stories. The data presented are part of a yearlong ethnographic study in the multimodal literacy play work of three early childhood aged children from working poor families. The data were collected during summer enrichment and an after-school program at a community center in the Southeastern United States located in the children's neighborhood. Findings argue that children are more deeply and intellectually engaged when given access to a broader range of materials and opportunities to perform and participate in literacy practices.