This article discusses two strategies to improve reading outcomes for middle and high school adolescents with emotional and behavioral disorders (EBD). The first is providing secondary students a choice of accessible, engaging activities to more actively engage them during reading instruction and foster intrinsic motivation to engage in literacy activities (Guthrie & Klauda, 2014). When implementing choice in the classroom, teachers need to (1) decide what choices align with intended student outcomes; (2) create and review the menu of choices as lessons are planned; (3) explain the menu options to students; and (4) solicit feedback from students to be sure that the options are motivating (Kern & State, 2009). When teachers are designing the menu, they need to consider several important factors, including the appropriateness of the instructional procedure for the material, the research base for the instructional procedure, and the provision of reinforcement for student goal attainment. The second strategy is using story maps--graphic organizers used specifically for narrative text--to enhance students' text comprehension by activating background knowledge (e.g., reviewing notes taken on the graphic organizer from a previous day's lesson), drawing attention to key standards-based story elements during reading (e.g., plot, story sequence, key details, character traits), serving as a guide to promote teacher questioning, and facilitating text summarization (Dexter & Hughes, 2011). This article provides steps for teacher preparation and implementation of each of these strategies and discusses how to build students' independence so ultimately they can use these tools on their own to monitor and enhance their narrative text comprehension.