When Elizabeth Kline wrote this, she was a fifth-grade teacher in Prince George’s County, Maryland. A desire to integrate scientific concepts in a curriculum dominated by reading, writing, and mathematics motivated her to change the way she taught the mandated unit on the Moon. She invited her students to make a book. She documented their learning, continually assessing students understanding in the process. The excitement in the class was palpable as students used their creativity while they integrated science and literacy. The next year, when the unit began, her new students often consulted the book and enjoyed reading other fifth graders’ interpretation of the subject matter. In this chapter, Elizabeth describes the process by which she engaged her students in literacy learning in a science context.