This journal article in The Reading Teacher describes oral storytelling as a classroom approach to advancing diverse students’ reading and writing skills and as a way to foster social-emotional development. The authors provide research-based strategies that teachers can implement to bring oral storytelling into their classrooms and teach aspects of reading and writing without text. The authors recommend that educators teach using retelling, then generalize to personal and fictional generations; model simple stories and increase their complexity over time; teach story grammar before complex sentences and vocabulary; use visuals when possible, but phase them out over time; use effective and efficient prompts to individualize; promote generative language, not memorization; and extend storytelling into classroom routines and beyond the classroom.