Maxine Greene, whom we admire for her philosophical wisdom on education, wrote, “If it weren’t for Jo March in Little Women, I wouldn’t be where I am today” (Greene, 1995, p. 91). Imagine Greene saying that to a classroom of students. Imagine you had not read Louisa May Alcott’s Little Women (1869/1997). Would you want Greene to tell you about Jo March? Would you want her to explain how one book, Little Women, and one character, Jo March, could have a profound effect on her life? Can you imagine that after Greene told you more about her reading of this book that you might choose to read it yourself (motivation)? As a reader you might learn about how a more experienced reader thinks about the text as it relates to his or her life (text-to-life and life-to-text connections). You might hear that Greene has reread Little Women throughout her life and why she did so (reading to learn and remember). Greene might read you selections from the book to explain how she has made sense of the story (comprehension and interpretation) or to talk about how some turn of phrase Alcott wrote was poignant, poetic, or prosodic (author’s craft). Greene might speculate about a word and its connotations in 1869 when Alcott published the book (vocabulary). We can only imagine what students might have learned about reading from hearing Greene talk about Jo March and Little Women.