Communication and collaboration are essential components of 21st-century learning skills. In response, national standards have increased attention on these competencies through rigorous speaking and listening requirements. Mastery of these standards is contingent on academic oral language development. Oral language not only is the foundation for communication and collaboration skills, but also plays a prominent role in students' academic achievement. For students with disabilities, these standards pose specific challenges as they are often characterized as having poor oral language skills. The challenges are further compounded for students who are also learning English. Effective language instruction for students who are learning English includes multiple opportunities for lengthy interactions and incorporates instructional scaffolds to support language delays students with disabilities may have. This article presents an instructional sequence to scaffold academic conversations for students with disabilities who are learning English, leading toward grade-level speaking standards.