Finding materials that engage adult learners in meaningful ways is an irksome task, especially when the academic needs of a beginning literacy classroom are incredibly diverse. Off-the-shelf curriculum often fails to meet instructional needs as the materials are either too simple or too disconnected from targeted learning goals. As a result, teachers find themselves in the search for worthwhile materials that engage learners in deep investigations of text while addressing mastery of College and Career Readiness (CCRS) content standards. In this instructional practice analysis, the author, a beginning level literacy teacher with the Minnesota Department of Corrections, explores the method of teaching single-sentence MicroNovels with the purpose of promoting beginning literacy students' access to and deeper understanding of print text.