In this commentary, the authors bring insights from their work on science-literacy integration at the elementary level to bear on the ongoing conversation about disciplinary literacy at the middle and secondary levels. In particular, the authors discuss what they have learned about inquiry, disciplinary reading strategies, and the role of text in disciplinary learning. The authors conclude that reading, writing, and language are best viewed as closely tied to inquiry and meaning-making in different disciplines, and, as such, are best positioned as a set of tools used to support student involvement in the unique practices of each discipline.