In a previous column (Maloch & Bomer, 2013), we worked through some of the varying (and shifting) names and definitions that researchers have used for informational texts, as well as the terms used by standards authors. We argued that unclear terms and definitions cause trouble for teachers and other educators and that it is important to be as clear as possible about how we are defining informational texts and what boundaries we are setting for the work we review. Here, we use Duke’s (2000) definition of informational texts—“text written with the primary purpose of conveying information about the natural and social world (typically from someone presumed to be more knowledgeable on the subject to someone presumed to be less so) and having particular text features to accomplish this purpose”(p. 205)—and review primarily the research that considers informational texts, as defined in this way. We also focus here on the research that has been done specifically within early schooling contexts; for now, we must leave some important research on disciplinary literacies in the background, though we think readers would profit from giving that research some attention.(See, for example, Moje, Ciechanowski, Kramer, Ellis, Carrillo, & Collazo, 2004; Shanahan & Shanahan, 2008; Shanahan, Shanahan, & Misischia, 2011.) What we will foreground in the rest of this column is a set of imperatives that have been derived