Increasing numbers of English-language learners and the challenge of supporting their learning in social studies and science brought together a group of urban literacy coaches and university faculty. This article describes the development and refinement of a partner reading routine, Partner Reading and Content, Too (PRC2). Partners with similar reading levels read short, informational texts that are part of a text set on the particular unit being studied. Students learn to preview and identify key features of the text and then read the text together sharing in reading orally, questioning and discussing, and then attend to important content vocabulary. Informal assessments used as pre- and post-tests help teachers and students monitor their fluency, conceptual understanding, and vocabulary. Results from classrooms provide evidence of the strength of PRC2 in supporting content literacy and of the impact on students' self-confidence and satisfaction. (Contains 5 figures and 1 table.)