In this article the author describes SQUiNK, a useful tool in interacting with text for all children and at varying levels and abilities. Initially the author sought to address the needs of readers with strong skills by more fully engaging them with expository text. But through the introduction to a strategy for addressing the needs of "all" readers for "all types" of text, she saw how eagerly and successfully children took to SQUiNK and learned. The second-graders, regardless of their reading level, no longer had to rely exclusively on her to remind them to think and read at the same time. Using the easy-to-remember (and fun-to-say) SQUiNK acronym, they reminded themselves, and their classmates, to use their "s"chema, ask "qu"estions, draw "i"nferences or conclusions, and notice their "n"ew "k"nowledge.