English Language Learners (ELLs) in the U.S. have recently received growing attention in educational research because of their struggle in academic performance, especially after the launch of the Common Core State Standards (CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests in English language regardless of their proficiency level in reading. Despite increased focus and resources of implementing STEM (Science, Technology, Engineering, and Math) curriculum in K-12 education, there is a strong evidence that ELL students do not attain commensurate performance when compared to their native English-speaking peers. The integration of Art into STEM disciplines has evolved STEM into STEAM. Lately, there has been much discussion in the educational field that the acronym STEAM should be further evolved into STREAM by integrating Reading. The purpose of this study is to investigate the efficacy of integrating STEM and Reading curriculum in K-12 education to reduce the achievement gap between ELL and non-ELL students. Practical classroom strategies for classroom teaching and instruction are discussed.