Disciplinary literacy skills are essential for building knowledge in science and engineering, and teaching such literacy skills is a shared responsibility of middle school science and English language arts (ELA) teachers (NGSS Lead States 2013). However, in many US schools, this is not well recognized, and little instructional collaboration between these disciplines occurs (Rhodes and Feder 2014). Even more disconcerting is that approximately 65% of US eighth-grade students are not proficient in reading (NCES 2019), and diverse learners (eg., English language learners [ELLs], those with disabilities or from socioeconomically disadvantaged backgrounds) are especially at risk of not acquiring the skills needed for science learning. So, how do we better prepare our students? In this article, we describe new resources based on research and practice for teaching disciplinary literacy skills (Krajcik and Sutherland 2010; Pearson, Moje, and Greenleaf 2010; Rhodes and Feder 2014; Student Achievement Partners 2011; Common Core State Standards for English Language Arts [CCSS-ELA] 2017). Reports from teachers and assessments of their students provide evidence of enhanced instructional collaborations and improved learners’ STEM literacy skills (Juergensen et al. 2020; see teacher comments and student noticings in Supplemental Online Material).