This manuscript describes an early childhood educator working collaboratively with a speech language pathologist and using an augmentative and alternative (AAC) device (iPad™ application) to label target vocabulary during shared book reading as an inclusive practice. The child throughout the vignettes includes a young boy identified with autism spectrum disorder who has limited verbal communication. The focus of this manuscript is using traditional wh- questions within level one of dialogic reading paired with an AAC device during shared book reading sessions. Step-by-step procedures that can be used widely including adaptations and considerations for individualizing instructions are provided. Resources and additional supports are discussed.