The purpose of this article is to demonstrate how instruction for students from linguistically and culturally diverse families can be enhanced by the literacy practice of transformative read-alouds, which teachers can utilize to create a sense of community within the classroom for all children. Transformative readalouds are especially beneficial for refugee and immigrant students because they emphasize the use of peer connections and equitable instruction. The article discusses methods for creating transformative read-alouds and presents a vignette of a transactional read-aloud in an early childhood classroom. The use of oral language, drawing, and writing is also modeled.