Teachers may feel uncertain about how to ensure that all students, including students with identified disabilities, those at risk for learning disabilities, and English learners, achieve the Common Core State Standards (CCSS) in vocabulary. At the same time, they are also searching for practical, concrete ideas for incorporating the CCSS in the classroom and for using parent volunteers or instructional assistants to provide additional support to these students. This article describes four activities that include language-rich interactions that can be implemented to support vocabulary acquisition. Across several studies, these types of activities resulted in improved outcomes of all students, including students with reading or language disabilities (Coyne, Capazzoli, Ware, & Loftus, 2010; Cuticcelli et al., 2014). A checklist is provided in Figure 6 that teachers can use to identify and address the vocabulary needs of students with identified disabilities, those at risk for learning disabilities, and English learners.