Low-income and dual language learners (DLLs) need efficacious oral language interventions to close their academic achievement gaps compared with their peers from higher SES and monolingual backgrounds. The purpose of the study is to examine the effects of story time language intervention that uses embodied principles through drama-based instruction (DBI). We hypothesize that including DBI strategies during story time will result in greater significant positive effects for the intervention group than the attentional control group (traditional shared book reading). We predict that the DLLs will show greater storytelling and comprehension gains than their monolingual peers. Further, we hypothesize that children in DBI will demonstrate greater emotional knowledge and the teachers participating in DBI will use more DBI strategies after observing the intervention.