This study provides an in-depth examination of how a second-grade teacher used interactive read-alouds of informational texts to engage her students across four disciplines--science, math, social studies, and language arts. Data included ten semi-structured interviews with a Midwestern public school second-grade teacher as well as nine semi-structured interviews with each of six focal students (totaling 54 interviews), and seven whole class observations of interactive read aloud events. The teacher's planning and enactment materials were also collected. Qualitative content analyses were conducted to investigate how the teacher selected, planned, enacted, and reflected on the conduct of interactive read-alouds with texts from a range of disciplines. Data analyses also focused on students' recall and responses to different types of informational texts. From examination of classroom observations, teacher interviews and teaching materials, four themes emerged. These themes were: (a) building comprehension across interactive read-alouds, (b) the discipline-specific nature of text instruction, (c) the relationship between text features and the teacher's instructional decisions and, (d) promoting engagement with texts. Also, analyses of the student interviews showed a range of responses to the texts, though the math-related text which had a highly appealing focus on the growth of a real baby tiger, was engaging to all the focal children. The findings indicated the teacher's practices during interactive read-alouds across the four disciplines supported the comprehension skills of the second-grade students. Though the teacher enacted the interactive read-alouds with the four informational texts (math, science, social studies, and language arts) in basically the same way, she applied some discrete methodologies related to the texts' content. For example, for the math text, she focused on mathematical concepts (graphs, numbers) while for language arts, she focused on using sensory/emotional perceptions to read and write poems. During her instruction, she focused on the text features of the different four content areas to promote students' understanding of the content. The children's and teacher's background knowledge and interest in the texts' content appeared to impact their engagement in the lessons, and, though to a lesser extent, the students' recall of ideas from the texts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]