Inferential comprehension requires both emotional intelligence and cognitive skills, however instructional comprehension strategies typically underemphasize the emotional contribution. This article documents an intervention used by diverse third grade students which centers on teaching story comprehension through character perspective-taking (i.e., Theory of Mind). The intervention guides readers to identify the feelings and thoughts of two characters engaged in a conflict, and then analyze how their internal state drive their actions. As an alternative to a traditional story map, the authors created the graphic organizer, CHAMP: Chart for Multiple Perspectives. Additional topics include selecting authentic children's literature to support perspective-taking, employing the use of text evidence, and strategies for teaching emotional vocabulary. Implications for academic and social-emotional learning (e.g., empathy), cross-curricular extensions, and alignment to curricular standards are noted.