The purpose of this article is to provide background on integrating social-emotional learning (SEL) into classroom oral reading practices. The section that follows outlines some of the language and academic demands English learners (ELs) face at school. Another section considers the relationship between academic and social-emotional learning. The article concludes by providing educators with an action plan that applies these theories to practice, showing teachers how to weave SEL into existing pedagogy--specifically into the language arts curriculum. The overall goal is to increase students' English proficiency, academic performance, and sense of well-being in a coordinated manner.