The authors teach in an inner-city school where 74 percent of the students qualify for the free/reduced-price lunch program; 96 percent of the students are Hispanic, and 59 percent are learning English as their second language. Given that most of the children come from similar home environments, they set out to discover the difference between the children who read on their own and the ones who struggle. Every year, there are children in their class who amaze them with their abilities to narrate any story placed in front of them. They call these children storytellers. And every year there are children who stack books like blocks or play house instead of reading. When the children are asked to sit down and "read" in whatever way they can; this little boy gave a voice to all the off-task readers they ever taught. He really didn't have any idea what to do when he sat down with a book. Thus, the authors decided to look for a new way to share reading. Offering a literacy-rich classroom with engaging experiences wasn't enough; they had to walk the children through reading. In an effort to find a way to show all of the children--the storytellers and the book stackers-- what reading looks and sounds like and how exciting it can be, the authors adapted the think aloud approach described in Kibby (2005) to create their system.