Activity 1 asks students to read and sort the words big, bigger, biggest (and similar sets like small/smaller/smallest; tall/taller/tallest) and to color or write the correct word beneath the matching picture. The introduction models big, bigger, and biggest with concrete objects so students connect the -er and -est forms to greater degrees. The student activity pages require students to identify and use the comparative and superlative forms when matching words to images.

The Facts and Definitions state that the suffix "-less" means "without" and "-ful" means "full of." In Activity 4 students are asked to listen for vocabulary in the story, guess meanings from context, then the teacher underlines "less" in "priceless" and "ful" in "dreadful" and explains those endings as suffixes with examples. Students then match given definitions to words and are prompted to consider how the suffix changes word meaning (e.g., fearless = without fear, beautiful = full of beauty).

Activity 3.1 explicitly teaches adding s to make a word show more than one (spell cat, then add s to spell cats) and asks students to use numbers (one dog, three dogs) to connect the suffix to meaning. Activity 3.2 has students write plural forms to match pictures, requiring them to identify quantity and produce the -s plural (answer key lists dogs, pigs, etc.). The Skills list explicitly states that students will "Form regular plural nouns orally by adding s or es," reinforcing that students practice using the plural suffix as a meaning marker.

The Rules Review asks the child to explain the "add s" rule and then gives a set of words to sort and glue onto a page titled Add s rule (cats, pigs, camps, frogs, etc.). The Student Activity Pages include an explicit Add s rule column with example words for practice. The lesson also includes reading and dictation tasks that contain plural nouns (e.g., "The cats sang a long song."), providing opportunities to read and write words with the -s suffix.

The Alphabet Soup activity explicitly tells students they can "add s to some words to show more than one of something," prompting students to form plural words. The lesson includes many word-building tasks in which students change or add ending letters to make new words (for example, spelling words with different ending blends and asking students to create plural forms).

The materials explicitly list "Adding s to show more than one" as a review item and include plural words (e.g., flags) in spelling and word-building activities. Word-building cards and activities include the sequence "ing" (and other endings like "ing, ink, ong") and students are asked to build and read words that contain these endings in multiple activities. Students write and read words that contain these suffixes during dictation and word-building games.

Students practice adding the suffix -s to words and read the changed forms (e.g., adding s to "bat" → "bats" and "like" → "likes") during the laminated writing sheet and handwriting activities. Students are asked explicitly what is different about "like" and "likes" and told that adding s shows more than one for nouns and is applied to silent-e words (games, likes). Multiple activities (writing words, Alphabet Soup, and the spelling test) require students to add -s and read or spell the resulting words.

The lesson has an explicit activity where students add the lowercase letter s to the end of 'other' and say the new word 'others,' calling attention to how many words (including sight words) can have an s at the end. Students are asked to read sight words and use each sight word in a sentence, which can include plural forms. The Fill in the Blanks and word-building activities require students to alter words by adding letter pairs, showing attention to how small additions change words.

Students are explicitly reminded that they can add s to some words to show more than one (Alphabet Soup activity) and are encouraged to spell plural forms (examples given: colds, folds). The word list and student-created words include plural forms and -s endings (colds, folds, gifts), and students are asked to read and write those words. Activities have students build, spell, and read word forms that include an added -s.

Students are explicitly prompted to notice that "pies" is "pie" with an s at the end in Activity 3.1, demonstrating the plural suffix. The curriculum includes plural and plural-like forms in readers and word lists (e.g., cakes, skates, games, trains), which students locate and write during Reader Review activities. The sight word list includes "called," an -ed form, so students encounter at least one inflected form during practice.

Students are told that "made" is the past-tense form of "make" and read example sentences showing past vs. present meaning. Students are prompted to add an -s to some words to show more than one and are given opportunities in the Alphabet Soup activity to spell and read plural forms (e.g., laws, claws, laws). Students practice reading and writing words that include these inflectional endings during dictation, spelling activities, and when creating words from letter sets.

The lesson explicitly lists "Adding s to show more than one" in the skills to assess and instruct. In Activity 1.2 students read a word list and answer "Which words include s to show more than one?" with specific examples (plants, gems, rings), so students identify the -s ending as indicating plurality. The optional compound-words activity has students break and read parts of compounds (e.g., starlight → star + light), which gives students practice in analyzing word parts.