While the metaphor of students bringing linguistic, cultural, and community resources to classrooms abounds in mathematics education research with non dominant students, teachers seem not to benefit from such metaphoric language as most of them struggle to figure out how such resources can be used during mathematics instruction. This paper urges a revision of this metaphor by proposing a new perspective on resources. The revised perspective is illustrated with an interaction with a third grade English learner working on a volume problem. During this interaction, the student and the interviewer recognized resources that did not pre-date the interaction but instead shared and sustained the life of the interaction. Revising this metaphor is important for helping teachers build common resources with English learners. [For the complete proceedings, see ED584443.]