Students in middle school social studies classes are expected to learn content through text. Unfortunately, many students, particularly those with disabilities, struggle to comprehend grade-level texts (NCES, 2017). Implementing high-quality, text-based discussions is no easy task, yet it provides a way to support students with disabilities in the general education classroom. In this article, the authors provide a guide for content area teachers and special educators to initiate and maintain high-quality, text-based discussions during social studies instruction. When teachers incorporate these characteristics within text-reading routines, they provide (1) explicit instruction on "how" to engage in discussions about text, (2) support and scaffolding so that students with disabilities can successfully participate in those discussions, and (3) opportunities for higher-level thinking about text. The authors encourage educators to utilize the characteristics described in this article to support the reading comprehension and content learning of students with disabilities taught in general education social studies classrooms.