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Sixth-grade students who had been identified as gifted and talented participated in a literacy intervention designed and implemented by the first author as part of an action research project. These students were meeting the grade-level standards in literacy, so the project aimed to push their vocabulary knowledge further in order to prepare them for the complex vocabulary they encounter in their independent reading and assigned content units. This daily intervention directly taught students the origins and histories of words and word parts from Latin, Greek, Germanic, and French languages, introduced morphemic analysis strategies, and gave them techniques to analyze the words’ meanings based on that information. Content-specific vocabulary, as well as general vocabulary knowledge of the participating students increased significantly. Throughout the intervention, students’ confidence in vocabulary knowledge improved, and they gained a deeper understanding of the nuances of language as their ability to apply this knowledge in other contexts grew and facilitated better understanding of the words they read.