This study describes one kindergarten classroom in which informational books and other nonfiction resources were used in the context of a long-term scientific study. Children became proficient in locating information and interpreting content-specific textual features in the process of making sense of their scientific observations and sharing them in a collaborative community. In turn, they expressed their growing knowledge through informational writing and visual representations. The evolving social dynamics of the classroom played a key role in the children's learning. (Contains 5 figures.)