In today's inclusive classrooms, teachers are challenged to incorporate a variety of instructional activities designed to support learning for all--including children who are English Language Learners (ELLs). In science lessons at the early childhood level, ELLs not only must learn science concepts, but also the vocabulary essential for mastering those concepts. Teachers, therefore, must develop and implement science lessons designed to ensure success and mastery for both English-language proficient children and the ELLs involved in the same lessons. Making curriculum connections, the authors share strategies for incorporating a variety of instructional activities designed to support learning for all--including children who are English Language Learners. The article includes a description of three lessons from a second-grade science unit on barn owls.