Students who struggle with vocabulary knowledge often see a decline in comprehension of content. Even students who receive strong reading instruction in the early elementary years may still experience the fourth-grade slump (Chall, 1983), which more often affects students from underserved populations. Many of those same students are also affected by the 30-million word gap (Hart & Risley, 2003), or the difference in the number of words heard by young children in homes from varying socioeconomic statuses. When working with culturally and linguistically diverse (CLD) students, it is important to provide opportunities for conversations that allow students to draw on their own cultural wealth (Au, 2000; González, Moll, & Amanti, 2006; Moje, McIntosh Ciechanowski, Kramer, Ellis, Carrillo, & Collazo, 2004; Yosso, 2005). In a recent pilot study, fifth-grade students engaged in Reciprocal Teaching (RT) (Palincsar & Brown, 1984) strategies to determine effective supports for English language learners (ELLs) when reading expository text. Multiple science lessons were developed and embedded with RT strategies. Two additional components were added to a lesson on mixtures and solutions: arts integration and literacy integration. This lesson further supported ELLs' comprehension of content material. Students in both classrooms had mixed levels of English proficiency, but all ELLs spoke Spanish as their first language. The use of RT supported students' active engagement in learning, vocabulary acquisition, and academic growth. Researchers' analysis of student-participants' assessments and engagement, across multiple lessons, demonstrated students had increased understanding of content, particularly students with higher English proficiency. However, a lesson on mixtures and solutions provided a more engaging learning environment and practical application of new content knowledge for students by adding literacy and arts integration; this lesson will be the focus of this article.