Reading is critical for scientific thinking. It is a foundation for many of the skills in which scientists and engineers must be proficient, such as conducting research, developing informed conjectures, and engaging in reasoned argument (NRC 2012). Yet, students frequently find science reading difficult, time-consuming, and frustrating. Strategies they have used in other contexts, such as fiction reading, do not usually help in reading science content (Bazerman 1985). In response, the authors' physics professional learning community developed a simple tool to help students become better science readers. They call the strategy Vocabulary, Concept, Evidence, and Examples (VCEE). VCEE encourages students to use science inclusively, interacting with the text instead of regarding the text as separate from what scientists do. It follows James Gee's Discourse Analysis (2011), which suggests that all distinct groups have an in-language, a style, and artifacts special to their group. The in-language can include slang and technical jargon. Artifacts can include written texts, key words, tools of the trade, and symbols. Taken together, these elements form what Gee refers to as a Discourse. Examples of these groups include teachers, scientists, and street gangs. VCEE, an example of scientific Discourse, highlights the key methods scientists use while reading an article. It also reinforces the concepts in the reading. Basically, VCEE is a method of how scientists read selected material. The VCEE strategy is simple and quick, so students can complete the task with little effort beyond the reading itself. If used regularly, it should lead to a higher level of engagement in the classroom, as the students arrive better prepared to think and speak like scientists. It is aligned to the "Common Core State Standards" for science literacy and for reading informational texts.