Though learning content in a second language (L2) requires additional time, students in immersion classes are expected to keep up with the curricular pace of traditional classes. One possible way to secure sufficient time for both language and science content learning is to integrate language arts instruction with core curricular content. This action research study investigated the effectiveness of purposefully integrating literacy instruction with the Utah Core Standards for science with 53 fourth-grade French partial immersion students in Utah. The purpose of this study was to discover how such a model might affect students' French reading skills, science knowledge, and attitudes about their immersion experience. Findings revealed statistically significant differences between pre- and post-tests on some measures of student performance, and yielded pedagogical implications regarding the development of reading fluency, science proficiency, and student engagement.