The lesson explicitly teaches that adjectives ending in -er are comparative and adjectives ending in -est are superlative, and it provides example transformations (e.g., sweet → sweeter → sweetest). Students are asked to generate comparative and superlative forms from given adjectives and to include regular, comparative, and/or superlative adjectives in a self‑made book title. The Skills list also includes "Form and use comparative and superlative adjectives and adverbs," indicating practice in producing and using these ending rules in writing.

Students are asked to write a list of spelling words five times each and practice them over several days (Activity 2). Students are then asked to spell the words independently as the teacher dictates, providing focused practice on correct word spelling. The Skills section explicitly lists that students should 'Practice the correct spelling of words.'

The lesson requires students to "attend to spelling, mechanics, and format" and to use editing to check conventions, and the Self-Editing Checklist explicitly asks "Are there any words that are misspelled?". Students are directed to read their drafts aloud, revise, and may "use a beginning dictionary if needed for spelling errors.". The activities include a spelling-focused editing step and final-copy production where students must correct and produce correctly spelled words.

The lesson includes Activity 3: Spelling Words with a list of target words (blind, mistake, deaf, temper, alone, discover). Students are instructed to record the words in a journal, write each word three times, look up unknown words in the dictionary, and use each word in an oral sentence. These tasks require students to practice spelling and to produce words in written form.

Students complete vocabulary pages that ask them to record the number of syllables for each target word and to write the word and the sentence that contains it. The answer key explicitly lists syllable counts for words (e.g., mishap: 2, specialist: 3, disappointment: 4, accomplishment: 4). Students also spell names and decode messages using the ASL alphabet, identifying letters in words.

Students are asked to label places on a map and paste events next to the labels, which requires them to write place names (e.g., Alabama, Cambridge, Montclair). Students are prompted to write and copy bio poems about Helen and themselves, filling in descriptive words and phrases and copying a sample poem. The skills section lists increasing oral and written vocabulary by listening, discussing, and composing texts, which implies students will produce written words during activities.

Students complete a vocabulary page by recording each target word in the sentence where it fits (hammock, fortunate, mango, hollow, approach). Students write and use those vocabulary words in their own island short story, recording the story as they tell it. Students also record words/feelings in a journal activity, which involves writing vocabulary or descriptive words in context.

Students are asked to edit for appropriate grammar, spelling, and punctuation and to use a beginning dictionary or other reference materials to check and correct spelling errors. The editing rubric explicitly evaluates whether all words are spelled correctly and directs students to think about spelling during revision. The lesson instructs students to focus on spelling common words correctly and allows looking up harder words during the editing process.

Students are instructed in Activity 5 to add "s" or "es" to make plural forms and to write the plural forms of given words (knight -> knights, pig -> pigs, princess -> princesses, church -> churches, castle -> castles). Students are asked to identify words that do not fit the rule, look up their plural forms in a dictionary (ox -> oxen, sheep -> sheep, goose -> geese, mouse -> mice), and then use three plural forms in sentences. In Activity 2 students write sentences for vocabulary words, giving additional opportunities to spell and use target words in context.

The editing rubric asks students to look closely at spelling and to check whether plural words are spelled correctly. The rubric prompts students to verify capitalization of proper nouns and sentence beginnings and correct end punctuation. Directions encourage students to look up harder words in a dictionary or to be given the correct spelling if they ask.

The lesson explicitly states that most adverbs end in "-ly" and gives examples (quickly, softly, well). It explains how to form comparative and superlative adverbs by adding more/most for -ly adverbs and -er/-est for adverbs that don't end in -ly. The Option 2 activity asks students to write adverbs for given verbs and to use comparative and superlative forms in sentences, prompting application of these ending rules.

Students are asked to write a diamante poem that explicitly requires three -ing words for the subject (line 3) and three -ing words for the antonym (line 5), so they must produce words with the -ing ending. Students also must choose and write nouns and adjectives for the poem, which requires selecting correct word forms for meaning and line placement. The student activity page provides lines labeled for Poppy and Mr. Ocax, prompting students to produce specific word types in writing.

Students locate vocabulary words in the text and write them into a crossword puzzle, which requires them to spell each target word. Students also write summaries in their journals and copy dialogue lines (character name: quote), which requires producing written words from the text. The wrap-up asks students to use each vocabulary word in a sentence, giving them additional opportunities to write the words in context.

Students are given explicit definitions of prefixes and suffixes and instructed to add them to base words (Activity 2). Students complete targeted exercises (8 sentence items) that require selecting and writing correct prefixes/suffixes (e.g., soft___ -> softly, __appeared -> disappeared) and are asked to locate those formed words in the chapters. Students are prompted to write a word with "-ly" and a word with "re-" and use each in a sentence, and earlier skills list recognition of inflections such as -s, -es, -ed, and -ing.

Students are taught explicit ending rules for adding -ed and -ing, including doubling the final consonant for single vowel + single consonant verbs and dropping a final -e before adding the suffix. Students practice applying these rules on a student activity page with examples (stop → stopping/stopped; phone → phoning/phoned) and fill-in items for base words (walk, dance, step, cram, etc.). Students also write sentences using -ing and -ed forms and check the spelling of those words aloud.

The paragraph rubric explicitly requires students to include two words with -ed, two words with -ing, and two or more words with prefixes or suffixes other than -ed or -ing, which asks students to produce words containing meaningful word parts. The editing directions ask students to read aloud, look for misspelled words, and use a beginning dictionary or other reference materials to check and correct spelling. The student activity pages prompt students to select vocabulary from a previous lesson and combine sentences using conjunctions, providing opportunities to write and revise word forms in context.

The Language Think-Tac-Toe includes explicit tasks focused on prefixes, suffixes, and ending rules: students are asked to add "ing" to three verbs and "ed" to three verbs, to write examples of two prefixes and three suffixes and record their meanings, and to record the two rules for adding "ed" or "ing" to a base verb. These activities require students to manipulate word endings and to identify meaningful word parts. The prefix/suffix tasks directly engage students with spelling generalizations and meaningful word parts.

The lesson explicitly tells students that for words ending in -ed, -ing, or -ly they can look up the base word to determine the meaning. In Activity 4 students record vocabulary words, identify words with endings, write the base word below each inflected form, locate the words in the text, and then use each word in a sentence or write it in their journal. The vocabulary practice requires students to manipulate and sort word forms on note cards (identify endings, write base forms, alphabetize).

The lesson explicitly states that many adverbs end in -ly and explains how comparative and superlative adverbs are formed (using more/most or -er/-est). Students are asked to add adverbs to sentences, fill in missing adverbs, and circle adverbs in sentences, which requires them to write and recognize words with the -ly ending. The advanced option has students rewrite sentences adding adverbs and identify comparative/superlative forms, reinforcing ending-rule generalizations in writing.

The Vocabulary Webs activity asks students to look up vocabulary words and explicitly fill a box for the base word, and the instructions state, "Remind your child that a base word is the word after the ending is dropped." The activity pages for words (e.g., vendors, immaculately, dilapidated) include a labeled "Base word" field for students to complete. The provided answer key shows base words (vendor, immaculate, dilapidate), demonstrating that students identify meaningful word parts and endings.

Activity 2 directs students to find hyphenated compound words in the text and to identify what words are joined. The activity also asks students to notice patterns in how words are split at line breaks and explicitly reminds them that words must be split between syllables, giving an example ("wi-ndow"). The dash/hyphen discussion has students distinguish hyphens from dashes and consider hyphen use in compound words and end-of-line division.

The lesson explicitly lists the skill "Identify multisyllabic words by using common syllable patterns" and Activity 2 reviews the concept of syllables, has students count syllables in multisyllabic words, and requires writing quinzaine poems with strict syllable counts (7-5-3). Students are instructed to read sample poems and count syllables in each line and then compose two poems that meet the syllable-pattern constraints.

Students are asked to edit and revise their drafts by reading them multiple times using an Editing and Revising Rubric that specifically includes a "Check Spelling" section asking whether common words are spelled correctly and whether harder words were looked up. The directions invite students to use a beginning dictionary and/or other reference material to check and correct spelling errors. The skills list includes "Use editing to check and confirm correct use of conventions," which frames student editing actions around spelling and other conventions.

Students are taught the ending rule for regular past-tense verbs (add -ed) and the rule to drop a final -e before adding -ed, and they are asked to write verbs and form their past-tense forms. Students complete an Irregular Verbs page where they choose the correct past-tense form and write sentences using past-tense verbs from a provided list. Students also practice adding -s to verbs for third-person singular and adding -s to nouns to form plurals in Subject/Verb Agreement activities.

The Skills section states students will "Write with more proficient spelling of inflectional endings, including plurals and verb tenses." Activity 3 discusses adding "-ed" for past tense and notes irregular verb pairs (run/ran, sing/sang). The tense worksheets require students to write correct verb forms (past, present, future) and compose sentences using those verb forms.