The Skills section uses the words "responsible and irresponsible," showing students will encounter a prefixed word form. Students also read and discuss text (title, story read-aloud, and vocabulary in activities), which exposes them to word meanings in context.

The Pledge activity page presents the word "indivisible" with an immediate parenthetical explanation: "indivisible (America cannot be split into parts)." The Pledge page description states that explanations appear in smaller font beneath primary phrases, indicating students read word-level glosses for terms like "indivisible." This provides a direct instance where a prefixed word's meaning is clarified for students.

The lesson uses the word "recycled" in Activity 3 when asking, "Why do we not run out of water on Earth? Can you describe how water is recycled?" This requires students to talk about the process of recycling water and exposes them to a word formed with the prefix re-. No other explicit word-formation or prefix instruction appears in the text.

Students encounter and use multiple words formed with the prefix re- (for example, reuse, recycle, recyclable, replant) in titles, explanations, and activities (Activities 1–4, Making Paper, Is It Recyclable?). The skills list explicitly includes that students will "Select and use new vocabulary in speech and writing (LA)," and Activity 8 asks students to produce a poster or poem using environmental vocabulary. Students also sort and label items as recyclable or trash and write sentences explaining recycling, which requires using prefixed words in context.

Students encounter and use words formed with the prefix re- (reuse, reusing, reusable) in Activity 3 and Activity 4 and in the activity title "Reusable." In Activity 4 students pull items from a trash bag and are asked to think of ways the items can be reused, and Activity 3 tells students reusing things helps keep land and oceans clean, placing re- words in a meaningful context. The activities require students to generate and apply the concept of doing something again (reusing) in practical tasks.

Students read sentences from The Miraculous Journey of Edward Tulane and choose among definitions for underlined vocabulary words, then write the correct definition beside each word. The vocabulary list includes the word "disappoint," and students are asked to confirm meaning using sentence-level context and to use each vocabulary word correctly in their own sentences. The activities require rereading sentences with substituted definitions to see which fits, which practices determining word meaning from context.

The vocabulary list explicitly defines the prefix "Pre-" as meaning "before" and gives the example "prehistoric." Students are directed to read the Chronology Vocabulary box and to use each vocabulary word in a sentence, and they complete a fill-in-the-blank activity using the listed vocabulary words. The facts/definitions section also lists both the base word "historic" and the prefixed form example "prehistoric," providing a visible relationship between base and prefixed words.

The lesson's Skills list explicitly states that students will "Decode words with common prefixes and suffixes." Students also practice word-formation tasks such as creating compound two-syllable words (bookcase, sailboat) and working with suffixes (er/est word search, plurals, words ending in -ed/-ing). Multiple activities require students to combine word parts (Build-a-Word, Magic Hat letter blends) and read newly formed words aloud.

Students break words into base words and endings (for example underlining "care" in "careful" and identifying "life" and "boat" in "lifeboat"). Students assemble words from parts in the Building Silent e Syllable Words activity (e.g., con + crete, mis + ___) and practice dividing words between base and ending. The lesson also points out that if a syllable ends in a silent e the division should occur between the base word and its ending.

Students watch a video and cut out prefix cards and base-word cards, then read base words and add prefixes (re, un, pre, mis, dis) to create and read new words (e.g., redo, undo, reread, preread). Students complete a "Prefix Meanings" page matching prefixes to meanings and choose the best meaning for words like prepay, rebuild, misjudge, dishonest, and unpack. On the "Adding Prefixes" and "Prefixes and Base Words" pages, students write new words formed by adding prefixes (e.g., reheat/preheat, mistrust/distrust) and write the meaning based on the prefix they selected. Students also find words with prefixes in the text (e.g., recall, remember, unwrap, overeat) and answer what the prefixes mean in context.

In Activity 4.3 students cut out prefix, suffix, and base-word cards and are asked to tell what each prefix means (pre = before, un = not, dis = opposite of, mis = wrong, re = do again). Students use the prefix cards to build new words from base words, record the words, pronounce them, and the instructor is instructed to point to a word the student made and ask what the word means. The activity explicitly prompts students to make words with prefixes (and to explain meanings) and to make multiple words including challenges with both prefixes and suffixes.