The Spelling activity explicitly instructs students to practice spelling target words and explains that adding an "s" to the end of a word means more than one (plural). Students are asked to think of other words to add an "s" to and to decide whether each sentence needs an "s" on the end of the word when filling in the worksheet. The spelling list and sentence-fill task give students repeated practice applying the -s suffix to base words.

Students practice spelling and reading a list of words (flag, diverse, action, honest, caring, help) by writing each word five times, using each in a sentence, and reading the sentences aloud. The word list includes examples that contain common suffixes ("action" with -tion and "caring" with -ing), providing students with incidental exposure to affixed words.

The Diamante Poem activity explicitly asks students to generate action words ending in -ing and gives examples (e.g., "Eating, crawling, growing" and "Flying, fluttering, landing"), which highlights the -ing suffix. The lesson learning goals include "Use words that name and words that tell action" and "Select and use new vocabulary in speech and writing," which directs students to produce and use words with the -ing ending in writing and speech.

Students are instructed to "Use -s, -es, -ed, and -ing correctly" and to circle the verb form that works best in each sentence, giving direct practice with common suffixes. The Science Sentences activity includes examples and practice items (e.g., Jake races / raced / racing; Lauren pushed / pushing / pushes) that require students to identify and apply -s, -ed, and -ing endings. The lesson explains that plural nouns usually have "-s" or "-es" and asks students to circle plural and singular nouns (examples: horses, cats, flowers, paints, bikes).

Students read an explicit definition stating that reflexive pronouns end in "-self" or "-selves." Students match base pronouns to their reflexive forms via a provided list (e.g., I → myself, they → themselves) and complete fill-in-the-blank sentences using the correct reflexive pronoun. Students also practice by reading each base pronoun and saying the accompanying reflexive pronoun during review.

The lesson explicitly explains that most past-tense verbs are formed by adding the suffix "-ed" and that some verbs are irregular and do not end in "-ed." Students are asked to produce past-tense forms (e.g., completing blanks like "My uncle ______ (drive)") and to generate sentences using regular and irregular past-tense verbs. The activities include a Part II matching task with irregular verb pairs (stand/stood, give/gave, make/made, drink/drank) and prompts to insert verbs into the sentence "Yesterday, I __________."

Students are taught that plural nouns are usually formed by adding "-s" and that nouns ending in -ch, -sh, -s, -x, or -z take "-es"; examples and practice (dog→dogs, box→boxes, kiss→kisses) are provided. Students complete an "Irregular Plural Nouns" activity page in which they fill in plural forms (mice, geese, teeth, feet) and write sentences using plural forms (women, deer). The lesson explicitly directs students to write the plural form for each noun and to use plural forms in their own sentences.

The materials explicitly define the prefix pre-: "Pre- means 'before' (for example, 'prehistoric')." Students are directed to read the Chronology Vocabulary box and to use each vocabulary word in a sentence, and the Student Activity Page asks students to insert the correct vocabulary word into sentences. The primary/secondary sources and timeline activities require reading and using vocabulary terms related to chronology.

Students are asked to identify and read words that end with an s (Activity 1.3 asks which word ends with an s showing more than one: "years") and are told they can add s to some words to show more than one during the Magic Hat word-building activity. The lesson includes the -ing word family (ang, ing, ong, ung) and has students read and sort forms such as sang, sing, song, sung (Activity 2.2). Word-building examples and lists include inflected/plural forms (e.g., swims, twigs, twins, rings) that students spell and read aloud.

The skills list explicitly includes "Decode words with common prefixes and suffixes," indicating an intended focus. In Activity 2.2 (Word Building), students are asked to spell both "group" and "groups," requiring them to produce and read a word with the plural -s suffix. Several reader and word-hunt activities include plural or inflected forms (e.g., "meets," "groups," "shouts") that students write or read in context.

Students read and sound out singular and plural words aloud (Shared Reading, Building Plurals, Reader activities) and are asked to point to letters and blends as they read. Students sort words into "add s" and "add es" groups, sort the es words by their final letters (sh, ch, s, x), and write plural forms by adding s or es on worksheets. Students read, write, and say plural forms (e.g., couches, foxes, glasses) and complete activities that require identifying singular forms and decoding the plural suffix endings.

Students sort and read words that form plurals by adding -s or -es (Activity 1.2) and locate such plurals in a reader, saying the plural endings aloud. They learn and apply the rule change y to i and add es (e.g., fry → fries) through paired sorting, highlighting the letter before y, watching a video, and gluing singular/plural pairs (Activity 2.1–2.2). They learn and apply the rule change f/fe to v and add es (e.g., knife → knives) by cutting, pairing, reading, and playing a matching memory game (Activity 3.1–3.2), and they practice irregular/no-rule plurals with matching and reading (Activity 4.1).

Students read, decode, and sort verbs with the suffixes -ing and -ed in multiple activities (Sorting ing Words, Sorting ed Words, Sounds of ed) where they match inflected forms to base words and place words into columns by spelling pattern. Students identify and write base words from sentences (Base Words page), complete an ING and ED word search, and fill in sentences with correct -ing or -ed forms (Adding ing and ed). Students also practice reading aloud these inflected forms and attend to the three pronunciations of -ed when sorting by /t/, /d/, and /id/ sounds.

Multiple activities require students to read, say, and write adjectives with the suffixes -er and -est (e.g., Sorting er Words, Sorting est Words, Comparing Two Things, Missing Words). Students match base words with their -er and -est forms, fill in blanks with comparative adjectives, and read aloud words such as drier, shier, fuzzier, sillier, easiest, noisiest, and dirtier while the teacher models covering the ending to combine sounds. The materials explicitly teach spelling-change rules for adding -er/-est (just add -er/-est; drop final e and add -er/-est; double the last consonant and add -er/-est; change final y to i before adding -er/-est).

Students are prompted to cover the suffix "-ful" in the word "colorful" and read the base word "color" first. They are asked to read and analyze "ever," then decode "forever" and "wherever," with an explicit note that the silent e in "where" is dropped when combined. The wrap-up asks students to generate compound/derived words that end with "self" and start or end with "out," encouraging manipulation of word parts.

Students practice decoding and pronouncing base words and their suffixed forms (puppy → puppies; baby → babies; funny → funnier) and are asked to read and say words with added endings (-s/-es, -ed, -er, -est). Students split two-syllable words ending in y into syllables, underline vowels (including y as a vowel), and read aloud forms such as droopy/droopier and cozy/cozied. Students also complete written activities that require spelling and producing the correct suffixed forms (bodies, hurried, rainier, muddiest).

Students are taught to recognize base words with endings when the lesson models underlining the base in careful and explaining that 'ful' is an attached ending. Students practice dividing words that contain endings (careful, useful, grateful, pavement) and are told to divide between the base word and its ending when a silent e syllable occurs in the first syllable. Students build and read words by combining parts (e.g., mis + take = mistake, div + ide = divide) on the word-building page and sort/cut words into columns based on whether the silent-e syllable is in the first or second syllable.

Students read and sort many multi-syllable words (e.g., renew, toybox, snowpants, seafood) during word-sorting, cut-and-read, and text-search activities. Students divide words into syllables using the Weasel/Lion rules and underline or highlight vowel teams and letter groups (for example underlining igh, ea, or ew) as part of decoding practice. The Finding Words in the Text and Word Sorting activities require students to locate and read compound or multi-part words in context.

Students are taught to cover common endings (es, ed, ing, er, est) and then pronounce the base word before adding the ending back (Activity 4.3). They read and decode multisyllable words that include suffixes (companies, multiplied, angrier, trickiest) and discuss how endings like -ed can sound /t/, /d/, or /id/. The lesson also directs students to apply rules for added endings (for example, changing y to i) when decoding and reading longer words.

Students add suffixes to base words and read the resulting words aloud (Activity 1.2, Activity 5.2). Students match suffixes to meanings and choose word meanings based on suffixes (Activity 2.2 Suffix Meanings). Students locate and read words with a suffix in connected text and complete fill-in-the-blank and spelling activities that require applying suffix rules (Activity 4.2 Finding Words in the Text; Activity 4.3 Suffix Spelling; multiple Student Activity Pages).

Students cut out prefix and base-word cards, add prefixes (re, un, pre, mis, dis) to bases, and read the new words aloud (Activity 1.2). Students use a cover-up strategy to read words by removing a prefix or suffix (covering "re" in remember and "ing" in evening) to decode the base and then add the affix back (Activity 1.3). Students match prefixes to meanings and select the best meaning for prefixed words (Activity 2.2), search the text to find words with prefixes (Finding Words in the Text), and complete an "Adding Prefixes" page where they form prefixed words and write their meanings. On Day 5 students identify whether words have prefixes, suffixes, or both and split words into prefix|base|suffix in a table, underlining the affixes and reading the parts aloud.

Activity 1.3 tells students that the suffix -tion usually makes the /shun/ sound and has them read the sight word "question." The teacher directs the student to cover the -ent in "different," read "differ," then add the -ent ending, which practices decoding with a suffix. The lesson's Skills list also explicitly includes "Decode words with common prefixes and suffixes."

Activity 4.3 has students cut out prefix, suffix, and base-word cards, tell the meanings of each affix (pre, un, dis, mis, re; ful, less, ly, able, y), and then use the cards to build words that include prefixes or suffixes. Students are asked to record the words they build, pronounce each word, and be asked what each built word means. The activity explicitly reviews spelling-change rules when adding suffixes (drop final e, change y to i) and challenges students to make words with both prefixes and suffixes.