In the past few decades, research has shown interactive read alouds to have enormous benefits for developing readers and should be included as an important component of reading instruction. Yet, many teachers do not utilize interactive read alouds in their literacy instruction. This is due in part to various curricular constraints and the pressures of high stakes tests. In this case study of an urban, Title I second-grade class of Black and Latina/o students, we found that a teacher-led interactive read aloud of the book "Wonder" fostered a sense of community and empathy, increased engagement and motivation to read, and helped students develop deeper comprehension skills. The inclusion of all students in the read aloud ritual helped to develop a strong community of readers and identities in the students as competent literate beings, regardless of their reading levels.