In this presentation, we will examine a reconceptualized Reading Rope for English Learners (ELs) that promotes both oral language and literacy development. We will explore evidence-based reading and language development strategies that promote increased achievement for ELs using the rope. Differentiated instruction based on data for both language and literacy is a critical component of meeting the needs of ELs. Teachers need to bolster oral language development instruction while simultaneously teaching foundational literacy skills to ELs. We will examine ways to differentiate reading instruction for individuals and groups of ELs. Teachers need explicit instruction on practical strategies to use to improve both the oral language and literacy development of ELs. Linguistic scaffolds and accommodation will be featured. Administrators and district and state leaders can help improve EL outcomes by championing evidence-based practices validated on ELs and staying abreast of the research.