Theory and research have demonstrated the importance of teacher scaffolding to facilitate effective classroom conversations during shared book reading. When teachers scaffold conversations, young students can develop language skills more quickly. The authors describe a scaffolding framework and findings from research on how open-ended questions provide the first step in facilitating extended conversations that adjust scaffolding upward and downward to match student responses. The authors then outline suggestions for how teachers can scaffold conversations during shared book reading. [For the Grantee Submission, see ED607696.]