The aim of this working paper is to identify research-supported strategies for reading and writing that can be integrated effectively to promote the development of biliterate academic literacy by English language learners (ELLs) in middle-school bilingual classrooms. The paper begins with a review of the theoretical foundations that highlight the learning needs of the adolescent ELLs at the middle school level. The reading and writing strategies selected for inclusion in this paper will provide a scaffold for these learning needs and will be presented in an integrated framework supporting one of the curricular areas for eighth grade ELLs in the school district where the author teaches. (Contains 1 table and 1 footnote.)