This article reports on the usage of Interactive read-alouds to help students decode science diagrams and other visual information. Three short vignettes are featured from a second-grade teacher, illustrating the research-based recommendations for introducing students to the graphics of science within an authentic classroom activity--the interactive read-aloud. Given the increased number of visuals found in informational texts, particularly in science, it is critical for teachers to help children understand the role that visual information plays in the comprehension of text. While pointing at graphics is a start, through the use of read-alouds, teachers can support children's visual literacy strategies by spending time explicitly modeling how to approach reading graphics using think-alouds. Teachers are expert at both the content of a class and the processes of learning. By modeling their learning and inquiry skills, they can provide motivation and frameworks for students to follow. Observing students' interpretations, engagement, and questions in regards to science graphics can serve as an informal measure of the group's learning. Such learning opportunities demonstrate problem-solving strategies and interpretative skills specific to the reading of science. Read-alouds afford teachers the opportunity to talk through both the text and graphics, providing an engaging and authentic learning experience to learn the skills needed for the successful comprehension of science texts.