Chapter 6 focuses on the third phase of the Literacy Approach to CLIL Planning, demonstrating how CLIL teachers can support young learners in developing disciplinary language. While scaffolding is essential to all aspects of CLIL, the current discussion focuses on L2 disciplinary language development, as it is a key component of disciplinary literacy. The discussion is guided by the Multimodalities/Entextualization Cycle (MEC), a three-step process that CLIL teachers can use to support the development of learners’ disciplinary language (Lin, 2015). Simen’s lesson plans are analyzed to illustrate how teachers can leverage multimodal resources and translanguaging to facilitate learner participation, enhance comprehension, and support the production of disciplinary language with explicit instruction informed by the Genre Egg Framework (Lin, 2012).