This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual connections to prior classroom discourse, prompted deep understanding of new concepts, and reinforced vocabulary. This article illustrates that it is possible to employ dialogic practices in read-alouds of English informational science texts in bilingual classrooms to strengthen both language/literacy and science instruction. (Contains 1 note.)