Although the instructional strategy described in this article can be used to support all learners, the purpose of this article is to address the needs of students with learning disabilities, who are often several grade levels behind in reading comprehension. Specifically, this article explores how an explicitly taught instructional practice that integrates an evidence-based practice with technology impacts vocabulary acquisition for students with learning disabilities. In this article, the authors describe how technology tools in today's classrooms can provide an engaging and assistive digital spin on the Frayer model, which has been in use as a vocabulary development tool for over 50 years. In addition, this article also examines how co-teachers can collaboratively use universal design for learning (UDL) as they plan instruction in order to reduce barriers and address learner variability in an inclusive classroom setting.