The use of teaching practices that involve intertextual relationship discovery in today's elementary classrooms is increasingly essential to the success of young learners of reading. Teachers must constantly strive to expand their perspective of how to incorporate the dialogue included in prior knowledge assessment. Teachers must also consider how the use of fiction and non-fiction text relate to each other when building young learner reader comprehension skills. This paper first briefly examines the premise of a universal approach to including prior knowledge as intertext. It then provides a case example of how prior knowledge is integral to an intertextual teaching practice.