The Parent Plan skills list explicitly states students will "Infer word meanings from roots, prefixes, and suffixes to assist comprehension." Activity 1 has students read vocabulary in context and write definitions, then look up dictionary definitions, giving some opportunity to consider word structure. The vocabulary set includes words with recognizable morphemes (e.g., "mental," "outrageous"), which could be analyzed for roots or suffixes.

The vocabulary-cube activity requires students to write the root word and any prefix or suffix on one face of each cube and to use a dictionary and thesaurus to research word information. The parent guide gives sample root and suffix breakdowns for several words (e.g., jostling: root jostle; suffix -ing; blustery: root bluster; suffix -y; maneuvered: root maneuver; suffix -ed). The wrap-up asks students to identify word information on the cube faces when rolled, reinforcing attention to root/affix information during practice.

Students are given an explicit list of common roots and meanings (aqua, bio, carn/cam, gen, geo, hab, hydr, nat, terr, vor) in the "Things to Know" section and on the Natural Root Words activity page. Students are instructed to match each root with its meaning, select a word that contains each root, and write sentences using those words. Parents are prompted to review the roots with students and check that students used words correctly, reinforcing application of roots to word meaning.

Students are given a boxed list of prefixes and meanings (mis-, dis-, in-, re-, un-, pre-) and asked to review their definitions. Students are instructed to underline prefixes in given words (remove, misbehave, disappear, etc.), think of another word with the same prefix, and either fill in sentences with prefixed words or create their own sentences using those prefixes. Students are prompted to say each prefix, give its meaning, and provide an example word during review and parent discussion.

The lesson explicitly lists common suffixes and their meanings (e.g., -en, -er, -ful, -ly, -ment, -ness, -y) in the Things to Know section. Activity 1 asks students to underline suffixes in given words and to write a summary using words that contain each listed suffix. The Parent Plan skills statement names roots and affixes derived from Greek and Latin and says to use this knowledge to analyze word meaning.

The Parent Plan explicitly states students will "know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words." Activity 1 asks students to underline prefixes, suffixes, and roots in a paragraph (Part A) and to write meanings of given words using their knowledge of prefixes, suffixes, and roots without a dictionary (Part B). The Things to Know section defines "ornithologist," providing an example of a word with Greek/Latin roots that students can analyze, and the wrap-up directs students to review the prefixes, suffixes, and roots and their meanings.

The Parent Plan Skills section explicitly states students will "Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words." The Think-Tac-Toe activities require students to make a chart of three prefixes, three suffixes, and three roots and include a test, create a memory game matching affixes/roots to definitions, and read a passage to find words containing prefixes, suffixes, and roots and provide definitions. These tasks ask students to identify, define, and apply roots and affixes to word meanings.

The lesson includes a skills goal to "Increase reading and writing vocabulary through word study" and provides a Vocabulary Picture Dictionary activity in which students write each vocabulary word and its definition, draw a picture, add unfamiliar words, and review them daily. A specific list of vocabulary words (malicious, drudgery, forfeit, reconcile, arrogance, mockery, quizzical, exquisite) is provided for students to learn and use in sentences.

Students are given a Things to Know list of specific affixes (de-, -ial, -ed, auto-, -ist) and vocabulary words that contain them. In Activity 3 (Vocabulary), students match word meanings (Part A), circle the prefixes and suffixes in those words and match each affix to its meaning (Part B), and produce other words that contain each affix (Part C). The Parent Plan skills explicitly state that students should "know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meanings of complex words."

The Student Activity Page instructs students to record sentences containing target words, guess meanings based on context clues and the meanings of the prefixes and suffixes, and then verify with a dictionary. The Parent Plan skills explicitly state that students should "know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meanings of complex words." The Parent Plan also tells parents to check how closely children used context clues along with knowledge of prefixes and suffixes to guess definitions.

Students choose a Prefixes & Suffixes activity that requires them to create a chart listing each prefix/suffix, their meaning, and examples, design a game to remember prefixes and suffixes, or write sentences using the meanings. The Parent Plan skills explicitly state students will "Use structural analysis to identify root words with prefixes and suffixes" and "Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meanings of complex words." The lesson also directs students to "Review the meanings of the prefixes and suffixes you learned in Lesson 1 and Lesson 5," indicating explicit review and application.

Students are asked to identify prefixes and suffixes (Activity 3) by circling them and guessing word meanings based on those affixes before checking a dictionary. The Skills section states students will "Determine meanings of derivatives by applying knowledge of the meanings of root words ... and affixes such as dis-, pre-, and -un." The vocabulary pages list affixes with meanings (in-, en-, -like, -able) and provide target words for students to analyze and record guessed and actual meanings.

Students are given a targeted vocabulary list (trepidation, dais, temporal, resilience, talisman, sadist, arrogance, annihilate, ominous, imperceptible) and complete a vocabulary crossword that requires matching those words to definitions. The Parent Plan lists the skill "Locate the meanings, pronunciations, and derivations of unfamiliar words," which directs students to work with word origins. The word bank and crossword include words that contain Latin/Greek-derived affixes and roots (e.g., imperceptible, temporal, translucent, misconception, annihilate), exposing students to morphology.