As teachers of science, we need to keep in mind that thought and language are intricately related. Linguistic approximations, errors, and misses may be useful windows into our children’s developing thoughts and conceptions. Fostering more differentiated language and helping our children appreciate this sophistication may lead them to increased conceptual understanding. Conversely, fostering conceptual understanding may lead students to increased language sophistication. Information books, even the ones critiqued in this article, can play an important role in this learning.