This paper describes a practicum that incorporated semantic mapping, "rich" context clue instruction, and teacher modeling into a 12-week instructional program for 18 Chapter 1 fourth-grade students in rural Georgia who had shown deficiency in vocabulary knowledge with standardized test scores below the 50th percentile in the second and third grades. Comparison of the pre- and posttest results indicated improved vocabulary knowledge and context clue usage. Findings suggest that, although student attitudes demonstrated a positive change, a longer implementation period is needed to make substantial gains in this area. (Three tables of data are included; 25 references and 6 appendixes--including teacher-made pre- and posttests, a sample word list, and mid-implementation tests--are attached.) (PRA)