The lesson defines a syllable and models syllable division (e.g., "Syllable -- a part of a word that contains a vowel sound" and the example "wonderful = won - der - ful = 3 beats or syllables"). Students are instructed to mark the number of syllables above each word in the line "The butterfly felt freezing winds," and the parent answer key provides the expected syllable counts for that line. Students also read stanzas aloud to notice meter and rhythm, which involves spoken segmentation of multisyllabic words.

Students are prompted to consider relationships and patterns between words and syllables and are given explicit instruction on the haiku 5-7-5 syllable pattern. The student activity page labels each haiku line with its expected syllable count and provides an example haiku, and students are asked to write their own haiku following the syllable pattern. The curriculum also asks students to identify syllabic structure in poems when finding haiku in the reading selection.

The Parent Plan lists a skill to "Locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries," which prompts students to find pronunciations and word derivations. In Activity 1 students use a dictionary to write definitions, read the sentences in the book where the words appear, and practice producing multisyllabic vocabulary words aloud in the vocabulary-cube game. Parents are also instructed to have children read the zoo plaque aloud and review vocabulary definitions, providing additional opportunities to read and pronounce multisyllabic words in context.

The lesson's Skills list explicitly tells students to "Use word identification strategies appropriately and automatically when encountering unknown words" and to "Infer word meanings from roots, prefixes, and suffixes to assist comprehension." In Activity 1 students read underlined vocabulary in context, write definitions using context, and then look up each word in the dictionary. The vocabulary set includes multisyllabic items such as "outrageous," giving students opportunities to encounter longer words in context.

Students are asked to complete vocabulary cubes that include a side for the root word and any prefix or suffix, and parent notes list root + suffix forms for several target words (e.g., jostling: root jostle, suffix -ing). Students must use a dictionary and thesaurus to clarify meanings and study aspects of each word, and they practice the words in sentences and games that present them in context. Students read the chapters containing the target words and then use the words in written and oral activities (journal entry, vocabulary game).

Students are asked to study a list of Greek and Latin root words (aqua, bio, cam, gen, geo, hab, hydr, nat, terr, vor) with meanings and examples and to record words containing each root and use them in sentences on the "Natural Root Words" activity page. The Parent Plan and Skills section explicitly direct students to know common roots and affixes, infer word meanings from taught roots/prefixes/suffixes, and use this knowledge to analyze complex words. Students also read pages of the book and answer comprehension questions, which provides context in which vocabulary knowledge could be applied.

Students are given a Prefixes activity that lists common prefixes with meanings and asks them to underline prefixes in words (e.g., remove, misbehave, disappear) and to fill or write sentences using words with those prefixes. The Parent Plan and Skills statements explicitly direct students to know common roots and affixes and to infer word meanings from taught roots, prefixes, and suffixes to decode words. The Wrapping Up and Parent Plan sections instruct students to review prefix definitions and provide examples of words containing those prefixes.

The lesson explicitly teaches suffixes (definitions and meanings) and provides a Student Activity Page that asks students to underline suffixes in given words and write a summary using words that contain the listed suffixes. The Parent Plan skills state that students should know common roots and affixes and infer word meanings from taught roots, prefixes, and suffixes to decode words in text.

Students are asked to underline prefixes, suffixes, and roots in a paragraph (Activity 1 Part A) and to write meanings of multisyllabic words (postponement, insightful, uninhabitable, precede, plentiful) using knowledge of prefixes, suffixes, and roots in context (Activity 1 Part B). The Parent Plan explicitly lists knowing common roots and affixes derived from Greek and Latin and using that knowledge to analyze the meaning of complex words, and asks students to review prefixes and suffixes and provide examples.

Students are asked to make a chart recording and defining three prefixes, three suffixes, and three root words and to include a test (Activity 1). Students create a memory game with prefixes, suffixes, and root words and match related cards (Activity 2). Students read a passage from the book to find words containing prefixes, suffixes, and roots and provide definitions (Activity 3). The parent plan explicitly lists knowing common roots and affixes and inferring word meanings from roots, prefixes, and suffixes to decode words.

Students read the first two chapters of The Witch of Blackbird Pond, encountering vocabulary words such as disembark, quenched, impression, nonplussed, frippery, impulse, infectious, and conspicuous. Students are directed to review definitions on the Vocabulary page and to use each vocabulary word in a sentence about the first two chapters, and they answer comprehension questions about the text. The lesson includes a Vocabulary student activity page with word definitions and writing lines for students to produce sentences using each multisyllabic word.

The Skills section explicitly lists knowing common roots and affixes and using structural analysis to identify root words with prefixes and suffixes. Activity 3 (Vocabulary) has students match multisyllabic words (e.g., automaton, artificial, horologist, decrepit, disheveled, agitated) to meanings and Part B directs students to circle prefixes/suffixes (-ial, -ist, -ed, auto-) and match them to meanings. Part C asks students to produce other words containing those prefixes/suffixes, reinforcing morphological analysis.

Students record sentences from the text that contain target vocabulary, use context clues and the meanings of prefixes and suffixes to guess word meanings, and then look up the actual definitions to verify their guesses. Students are explicitly asked to use knowledge of prefixes and suffixes (and common roots) to analyze the meanings of complex words. Students organize vocabulary entries for words such as dredge, armoire, divert, enveloped, celestial, rediscovered, and sizeable and reflect on their guessed versus actual definitions.

Students are asked to complete multiple activities focused on prefixes and suffixes, including creating a chart listing each prefix/suffix, its meaning, and examples, designing a game to remember prefixes/suffixes, and writing sentences using their meanings. The plan instructs students to review the meanings of prefixes and suffixes learned in earlier lessons and to use structural analysis to identify root words with prefixes and suffixes. The Parent Plan skills explicitly include knowing common roots and affixes derived from Greek and Latin and using this knowledge to analyze meanings of complex words.

Students read Chapters 1 and 2 of The Ballad of Lucy Whipple, encountering the lesson vocabulary (boarder, imminent, ravine, arithmetic, ballad, outlaw). Students complete a vocabulary matching activity and play a Picture Vocabulary Game that requires them to identify and discuss word meanings. The lesson also instructs students to use reference aids (dictionary, web links) to clarify meanings and usage.

Students are asked to identify prefixes and suffixes on the "Vocabulary Prefixes and Suffixes" page, circle affixes, and guess word meanings based on those affixes before looking up the actual definitions. A vocabulary table presents multisyllabic words (e.g., indignantly, inadvertently, judiciously, inexorable, vulnerable) with example sentences so students can infer meanings in context and then record the actual meanings. The Parent Plan and Skills section explicitly mention determining meanings of derivatives by applying knowledge of root words and affixes.

Students review an "Adding -ed and -ing to Verbs" page that presents a spelling rule and an exceptions table (e.g., double final consonant for consonant+vowel+consonant with a stressed syllable, drop final -e, change -ie to -y). Students complete multiple fill-in-the-blank activities and sentence-quote exercises requiring them to add -ed or -ing to verbs in context. The activities include contextualized sentences and quotes where students must form correct inflected verb forms (e.g., twisting -> twisted, lie -> lying).

Students are given a list of multisyllabic vocabulary words (e.g., trepidation, imperceptible, annihilate) to learn and review. Students complete a Vocabulary Crossword that requires them to identify and write those words from clues (an out-of-context decoding/recall task). Parents are instructed to have students read vocabulary words aloud, locate pronunciations and derivations, and use each word in a sentence, which involves practicing pronunciation and some morphological awareness.

Students edit a paragraph focusing specifically on plurals and verbs with -ed and -ing endings, correcting misspellings such as "offerred" to "offered," "takeing" to "taking," and "tryd" to "tried." Students are directed to pay attention to consistent verb tenses and to rewrite the paragraph with corrections, which requires them to apply knowledge of inflectional morphology and orthographic patterns. The editing activity prompts students to adjust suffixes and spelling patterns (e.g., doubling consonants, dropping/keeping silent e) when forming past and progressive verb forms.

Students locate listed multisyllabic vocabulary words in the text (Activity 3), copy the sentences containing those words, and look up their definitions to determine meaning from context. The Parent Plan skills explicitly ask students to locate meanings, pronunciations, and derivations of unfamiliar words using dictionaries. The participles activity points out morphological endings (e.g., -ing, -ed, -en) and has students identify and produce participles, giving some attention to word forms.