Students are asked to identify adjectives on the book cover and to form comparative and superlative adjectives (Activity 2). The lesson explains that adjectives ending in -er are comparative and those ending in -est are superlative and asks students to convert base adjectives (e.g., sweet → sweeter → sweetest). The skills list explicitly includes "Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified."

Students are explicitly taught that many adverbs end in -ly and are asked to write and match adverbs (e.g., quickly, slowly, seriously) with verbs in activities. Students practice forming comparative and superlative adverbs by adding 'more'/'most' for -ly adverbs and by adding the endings -er and -est for adverbs that do not end in -ly (examples given: late -> later, latest; high -> higher, highest; soon -> sooner, soonest). Students produce sentences using the adverbs, reinforcing recognition of these suffixes in context.

The lesson explicitly defines prefix and suffix and provides a labeled list of prefixes (un-, pre-, re-, dis-) and suffixes (-ly, -less, -able, -ed, -ing) with meanings (e.g., un- (not), re- (again), -ly (like)). Students are asked to choose the correct prefix or suffix to complete eight sentences, locate the resulting words in the text, and use affixed words in original sentences (writing prompts). Additional practice includes a spoken prefix/suffix game, a scavenger hunt to find affixed words in print, and a wrap-up prompt asking students to explain the difference and give examples.

Students are asked to explain what prefixes and suffixes are and give examples. Students are explicitly taught the meanings of the suffixes -ing ("doing something") and -ed ("in the past") and practice adding -ed and -ing to base verbs with rules and examples. Students complete exercises converting base verbs to their -ing and -ed forms and read sentences that contrast present (-ing) and past (-ed) actions.

The paragraph rubric asks students to include two words with -ed and two words with -ing suffixes and to include two or more words with prefixes or suffixes other than -ed or -ing, so students must produce and use words that contain prefixes and suffixes in their writing. The organizer and editing steps require students to find and correct spelling of words (using a beginning dictionary), which supports students in locating affixed words within their own texts.

The Language Think-Tac-Toe includes a Prefixes and Suffixes column where students are asked to "write examples of two prefixes and three suffixes" and "record the meaning of each prefix and suffix," requiring identification and definition. The same section asks students to "add 'ing' to three verbs and add 'ed' to three verbs," which has students manipulate suffixes, and to "record the two rules for adding 'ed' or 'ing' to a base verb," which practices morphological rules. These tasks explicitly prompt students to produce examples and state meanings of affixes.

The lesson tells students that when looking up words that end in -ed, -ing, or -ly they should look up the base word to determine the definition. In Day 2 Activity 4 students are asked to say each vocabulary word aloud, record words on note cards, identify words with endings, and write the base word below each one. Students are directed to look up definitions of words they do not know, write definitions on the cards, and then use the words in sentences (Option 1 or 2). The provided vocabulary list includes words with prefixes and derivational suffixes (e.g., discarded, dejected, objectionable, unremitting, gullible, captivity).

The lesson explicitly tells students that adverbs usually end in -ly and gives multiple examples (e.g., "quickly," "softly," "quietly") and asks students to locate three adverbs in Charlotte's Web. Student activities require circling or adding adverbs that end in -ly and rewriting sentences to include adverbs. The lesson also explains comparative and superlative formation for -ly adverbs (using more/most).