Elementary teachers are challenged to maximize instructional time to cover standards in all content areas and to meet a wide variety of student needs including students who are not proficient in English. This action research looks at how one fourth-grade teacher improved achievement for English Language Learners by integrating social studies into the literacy block using a Project GLAD® unit and the school district Literacy Comprehension Frameworks. It describes the changes to the literacy instruction and examines the benefits to students, families, the teacher, and the school.