Since the "Next Generation Science Standards" (NGSS) were released, K-12 science teachers have been figuring out how to extend related learning opportunities to all students, including multilingual learners (MLLs) who are new to speaking English. Elementary schools often prioritize math and English language arts, the subjects that are the primary focus of state testing, and may consequently pull students out of science for English language development. When MLLs are in the mainstream classroom, teachers may wonder how to support them in expansive forms of scientific sensemaking, including science practices (Bang et al. 2017). Without time and support to develop new pedagogical approaches, teachers may continue to use traditional strategies like structured language exercises, which often do not promote sensemaking. In this article, they demonstrate how the NGSS offer a new opportunity to see language development and science learning as mutually supportive, an approach that has the potential to support equity in science learning for MLLs (Reigh and Miller 2020). They present a sample activity structure for introducing phenomena that allows students to "simultaneously" develop language and engage in scientific sensemaking.