The number of English Language Learners (ELLs) continues to increase nationwide. Early elementary teachers are tasked in laying a foundation of reading, and ELLs face a gap in their literacy journey compared to their English speaking peers. The research question for this project was: how does explicit vocabulary instruction lead English language learners in early elementary ages to become proficient readers? The literature review focuses on vocabulary instruction, proficient readers, ELLs, and professional development. It discusses research with ELLs in the classroom and in reading instruction. Within the extensive world of literacy, explicit vocabulary instruction has been shown to have positive benefits with ELLs and guides them to become proficient readers. The project for this capstone was professional development (PD) created for teachers of ELLs. The PD walks through research and background of ELLs and vocabulary instruction, gives examples, and provides opportunities to create and implement for their individual classrooms
