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Informational texts are vital to be introduced at a young age. Nell Duke’s study showed that at early ages, teachers spend only around 3.2 minutes in informational texts (Laureate Education, 2014b). When students get to the upper grades where informational texts are utilized more, if the student hasn’t been exposed and taught how to read andinterpret informational texts and text structure, the students will begin to slip more behind (Laureate Education, 2014b). When children are given a text that has many charts, graphs, and illustrations and haven’t been explicitly taught how to read these charts, graphs, and illustrations, they won’t even look at them (Laureate Education, 2014a).As a second grade teacher, I realize that deliberate text selection is imperative to move students forward. Our school is blessed with two book rooms with leveled readers from levels pre-A to level V, however with this many books to choose from, I must be deliberate when I pick out texts for my students to read. Cervetti & Hiebert point out that prior knowledge helps students decode and make sense of an informational text (2015). With that prior knowledge, students will be able to make more sense of new information and how it is presented.