The lesson explicitly defines the prefix ante-: "The prefix ante- means 'before,' and the antecedent usually appears before the pronoun that refers to it." Students are asked to identify antecedents in sentences (underline pronouns and draw an arrow to its antecedent) and to improve sentences by replacing repeated nouns with pronouns, activities in which the term antecedent and the ante- prefix are used in context. The parent/answer key repeats antecedent identification, reinforcing the link between ante- and the meaning of antecedent.

The lesson explicitly explains that "The prefix in- means 'not,' so 'indefinite' means 'not definite.'" The text also identifies indefinite-pronoun forms (‑body, ‑one, ‑thing) and discusses how those morphological parts affect meaning and number. The student activity and answer key include corrections and explanations for sentences using words like "Anyone" and "Everyone," showing students work with words that contain these affixes.

Students are explicitly asked to notice that the word "expository" contains the word "expose" and to use that connection to remember that expository writing "exposes" or gives information. Students are asked to take notes in their journal recording each type of writing and its definition, which reinforces attention to word meaning in context.

The Skills section asks students to "identify common words or word parts from other languages that are used in written English" and gives examples such as phenomenon, charisma, chorus, passe, flora, fauna. Activity 1 lists many English words borrowed from other languages and requires students to use at least 10 borrowed or Lapine words in sentences or a poem, encouraging identification and use of words of various origins. The Parent Plan reiterates that students "explored the idea that the English language contains many words that originated in other languages" and directed students to consult the Lapine Glossary.

The lesson explicitly lists Latin roots and common suffixes (Things to Know) and includes a Student Activity Page titled "Latin Roots, Prefixes, and Suffixes" that asks students to write definitions for italicized words based on their components and the passage context. The Skills section names the target skill: using common Greek or Latin affixes and roots as clues to meaning. The Parent Plan instructs students to determine meanings using Latin roots, prefixes, and suffixes and to discuss how those roots inform word meanings.

Students review Latin roots and affixes and are prompted to use the meanings of these word parts plus sentence context to hypothesize word meanings and then look up dictionary definitions (Activity 1, Latin Roots and Affixes worksheet). Students work with specific roots (dolore, ducere, unda) and related words (indolent, condolence, educate, inundate, redundant, etc.), recording hypotheses and actual definitions. The Parent Plan skills statement explicitly lists using Greek or Latin affixes and roots as a clue to word meaning, reinforcing that students are to practice this strategy.

Students explicitly review seven Latin roots and their meanings in Activity 1 (dolere, ducere, lassus, plaudere, praecipit, prudencia, unda) and play a charades game that requires them to identify which root is being acted out. The charades rules let students earn an extra point by naming an English word that uses the root, and the Parent Plan lists English derivatives (e.g., indolence, applaud, precipitous, undulate). The Skills section also names the objective to use common Greek or Latin affixes and roots as clues to word meaning.

Students are asked to create and use flashcards that have Latin roots, prefixes, or suffixes on one side and meanings on the other, and a Student Activity Page titled "Latin Roots and Affixes" lists specific Latin roots and -ible. The Study Guide explicitly tells students to know the meanings of Latin roots, prefixes, and suffixes and to use them for determining meanings. A unit test section asks students to explain how English words connect to their Latin roots (example: undulate from unda), and matching/grid activities require students to pair affixes with their meanings.