This exploratory study describes the instructional strategies and related activities a Grade 1 teacher and I used to promote engagements with informational texts in one rural Jamaican primary school. Some of the instructional strategies and activities were bridging connections from the known to the unknown, reading aloud to increase content knowledge and expand vocabulary, and using directed look-backs to gather important facts. Multiple data sources such as field notes on observations; interviews with students, the teacher, and a school administrator; and students' work samples provided a variety of descriptive information of the students' science learning. Just as we creatively extend fictional narratives to encourage young students to explore, pretend read, and comprehend story structure, this investigation suggests that it would seem beneficial to provide similar opportunities to students in the primary grades to explore informational texts. (Contains 7 figures and 1 table.)