["The Reading Teacher, Volume 80, Issue 2, September/October 2026. ", "\nABSTRACT\nElementary students frequently encounter diagrams and flowcharts in science texts, yet many engage with them only at a surface level. They can identify labels or colors but struggle to understand how visual features work together to convey meaning. This article introduces multiple visual literacy strategies that teachers can model through think‐alouds to help both native English speakers and multilingual students interpret and integrate information from scientific diagrams. Drawing on classroom‐based examples from grades 3–5, the article provides ready‐to‐use lesson plans, teacher scripts, and student artifacts that demonstrate how these strategies, such as interpreting graphics, connecting graphics to text, and making inferential descriptions, can be embedded within existing science instruction. These examples offer teachers concrete tools to help students read diagrams as meaning‐making systems, fostering both science understanding and visual literacy.\n"]