Anyone who has spent time looking at science books with young children has no doubt experienced the endless questions that the information and visuals in the books can stimulate. Books prompt questions, which can lead to further reading about and investigation of science topics. Whether from a textbook or a nonfiction trade book, informational text can be the fuel that sparks curiosity about and interest in science, thus contributing to the development of scientific attitudes. As students read, they engage in processes common to science and literacy, such as predicting, generating questions, summarizing understandings, and using data to draw conclusions. In this article, the authors share three strategies that teachers can use to promote young children's successful interactions with informational science texts. These strategies are also useful for assessing students' science knowledge. (Contains 2 figures and 4 resources.)