Activity 2 directs students to cut out vocabulary cards, sort them, circle any prefixes or suffixes, and underline root words, with an explicit explanation of what prefixes and suffixes are. Students are asked to read the vocabulary words in context, locate definitions in a dictionary, record meanings on the cards, and underline suffixes in words. The Skills list also tells students to use word reference materials (e.g., dictionary, glossary) to confirm decoding skills and verify spelling.

Students are asked to pronounce each vocabulary word and shown how to use the dictionary to find the correct pronunciation, and the Skills list explicitly includes using word reference materials to confirm decoding skills. Students locate vocabulary in context, write the sentence from the book, record dictionary definitions, and write new sentences and illustrations for each word (Vocabulary Mini-Book). The vocabulary set includes multisyllabic items (e.g., petticoats, whetstone, sumac) that students read and practice both in and out of context.

Students are taught explicit spelling rules for adding the inflectional suffixes -ed and -ing (remove final e; double final consonant for CVC one-syllable verbs; double final consonant when stress is on the last syllable of two-syllable verbs). The lesson has students practice these rules with word lists and activity pages (examples: dance, skip, prefer, admit, commit) and uses clapping and stress identification to mark syllables. The activities require students to produce the spelled forms (e.g., admitted, admitting) and to manipulate index cards to form correct spellings.

Students are asked to identify root words, prefixes, and suffixes (Skills) and to complete vocabulary webs that include fields for root word and prefix/suffix. The directions require students to find each word in context, look it up in a dictionary, choose the definition and part of speech, and record root/affix information. The provided answer keys explicitly list root words and suffixes (e.g., neglect + ed, bellow + ing, abrupt + ly), showing students practice analyzing word morphology.

The lesson's Skills list includes "Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words," and Activity 2 has students write vocabulary words on note cards, look up definitions in an online dictionary, and record meanings. Activity 2 also instructs students to "drop endings such as -ed and -ing," which addresses recognition of common inflectional endings. The provided vocabulary items include several multisyllabic words (e.g., inquisitive, dominions, fraternizing) that students are asked to read and define.

The lesson includes a "Rules for Plurals" activity in which students preview pluralization rules (add -s, add -es for endings s/z/ch/sh/x, change -y to -ies, etc.) and write examples beside each rule. Students are directed to apply those rules to make listed words plural (wardrobe, echo, spy, witch, owl, branch, city, fox, glass). The activity also asks students to find one example from the book that fits each plural rule, connecting morphology to text examples.

The skills section tells students to "Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words," which directs students to consult references for decoding. Activity 3 has students create a picture dictionary and a vocabulary cube for words such as ventured, treachery, vile, perish, and cinema, requiring them to write definitions and use the words in sentences. The vocabulary cube activity asks students to roll a cube and use the landed word verbally and in writing, giving practice reading target words in and out of context.

Students match listed vocabulary words (aghast, cloak, vanish, petrified, dexterity, ingenuity, flinch, brooch) with their definitions and paste them into their journals. Students complete a fill-in-the-blank paragraph using those vocabulary words and write an original paragraph that must include the vocabulary, providing practice reading the words in context and producing them out of context. Students are directed to use beginners' dictionaries, glossaries, and technology to determine word meanings and confirm pronunciations.

Students are given a targeted vocabulary list that includes multisyllabic words (e.g., imploringly, gingerly, massive, spindly) and are asked to read, spell, and match those words to definitions via a crossword or to create their own crossword. Students also encounter these words in the text chapters they read and in activity pages where they must write and use the vocabulary. The activities require students to read and write the multisyllabic vocabulary in and out of the immediate narrative context.

Students are asked to use word-reference materials (dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words. Students read the first two chapters and locate Japanese vocabulary (kimono, tatami, oba chan, furoshiki, O Bon, kokeshi), record the sentence containing each word, illustrate each word, and arrange entries alphabetically to make a picture dictionary. Directions state students will identify the meaning of terms by reading them in context.

Students are asked to recognize the number of syllables in a word and to discuss syllable counts (Skills). Students count syllables in haiku lines and are instructed that haiku lines follow a 5-7-5 syllable pattern, then read poems aloud paying attention to syllables. The Student Activity Page gives syllable structure, examples, and spaces for students to write haiku, reinforcing practice with syllabication.

Students encounter a set of multisyllabic vocabulary words (wasteland, juvenile, systematic, excess, precipice, preposterous, venom) and are asked to manipulate them physically (cut, fold, glue) and place them in alphabetical order. Students write synonyms or antonyms for each word and are asked to use each word orally in a sentence; the lesson also asks students to read the vocabulary words aloud during the wrap-up. These activities require students to read the target words both in isolation and in spoken context.

Students are asked to "Know the meaning of simple prefixes and suffixes" in the Skills section, and Activity 3 provides a table of common prefixes and suffixes with examples. Students complete a fill-in-the-blank exercise that requires them to add prefixes or suffixes to root words (e.g., regain, predestined, repetition) and the activity includes model answers. The Student Activity Page for Prefixes and Suffixes directs students to modify root words and consider spelling changes, prompting morphological manipulation.

The lesson explicitly lists skills to "Identify multisyllabic words by using common syllable patterns" and to "Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words." Activity 2 has students make vocabulary cards where they record each word's sentence from the book, definition, number of syllables, part of speech, and root, and the materials review common suffixes (-ed, -ing, -s, -es, -ly, -ness). Student activity pages require students to write the root word and number of syllables for multisyllabic vocabulary taken from the chapters they read (context).

Students are asked to "apply structural analysis to words (i.e., prefixes, suffixes, and syllables)" and to identify root words, prefixes/suffixes, part of speech, and number of syllables for vocabulary entries. Activity pages require students to record syllable counts and analyze morphology for words such as abandoned, furrowed, preferred, desperately, and recessed. Students locate the vocabulary in sentence contexts and in a word-search (out-of-context) reinforcing identification of the multisyllabic words.

The lesson lists a skill to "Increase vocabulary through word study" and asks students to write scientific vocabulary words (DNA, control, steroids, injections, breakthrough, mutation, inspecting, laboratory) on note cards with definitions. Students fill those words into a dialogue and/or compose their own dialogue, which requires reading and using multisyllabic words both in isolation (on cards) and in context (in the dialog).