P reschool classrooms are dynamic and challenging places facilitated by a group of teachers and teaching assistants who are different in many ways from their elementary school peers. The call for efforts in prevention and early intervention in preschool must be answered with the needs of that workforce in mind. In this article, we share a practical tool to help teachers maximize the language and literacy benefits of shared storybook reading through planning and reflection. We begin by describing the audience we are targeting. Next we define shared storybook reading. We share our strategy for designing the tool. And finally we share the tool itself, along with some of the research that guided us, and how to use the tool for planning and reflecting on instruction.

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