This study examined the effects of expository text read-alouds on first grade English Language Learners' listening comprehension and book choice selection. All students in the study received ELL pull out services from a certified EL teacher. Five schools participated in the study. One school, the experimental group, received expository text read-alouds over the course of four weeks. The remaining four schools did not receive this intervention. The study found that there was no significant difference on students' listening comprehension. However, there was an overall significant difference found in the students' text selection from their pre- and post-test book selection. This evidence suggests that exposure to expository text in the lower elementary grades could contribute to students choosing expository text.