This article explores how Ms. Ford, a first-grade teacher, integrated literary tools to engage students in higher-level thinking and meaning making. Through the use of teacher talk, eliciting responses, asking for clarity, and expanding on student responses, she utilized discourse to support students in making meaning. Ms. Ford's first-grade students engaged in a guided exploration to observe how light travels through objects. The lesson connected to the opening read-aloud, activating students' prior knowledge and opening up the class discussion about shadows and light. Throughout the lesson, Ms. Ford infused reading and writing strategies to enhance students' ability to read and write about science. It is important to note these strategies are not limited to Ms. Ford's science instruction but are used across content areas.