In this article, the authors outline an instructional model that can be used to optimize science and language learning in the classroom. The authors have developed the 5R instructional model (Weinburgh & Silva, 2010) to support teachers as they integrate academic language into content instruction. The model combines five strategies already familiar to teachers helping English language learners (ELLs) understand and begin to use academic language. With thoughtful planning, four of the strategies--"replace," "reveal," "repeat," and "reposition"--are utilized by the teacher as opportunities emerge within the lesson, and are context-anchored. The fifth strategy--"reload"--can be used by teachers to reinforce language introduced in previous lessons, and is context reflective. Having used the 5R Instructional Model with ELL students, the authors believe that it is a powerful teaching tool that can benefit not only ELLs but all students. They believe using this model helps students develop the academic and transitional language necessary to engage in the specialist discourse of the sciences. (Contains 2 figures.)