Students are given a capitalization rule that explicitly names short conjunctions (like "and," "or," "but") and prepositions (like "in," "to," "for") and tells students these words are lowercased in titles. Students are asked to write the name of a song and a poem and to check that they capitalized the titles properly and enclosed them in quotation marks, which prompts students to identify such words in titles. The materials also list articles ("a," "an," "the") alongside conjunctions and prepositions as examples.

Activity 5 explicitly defines correlative conjunctions (either/or, neither/nor, both/and, not only/but also) and gives examples showing how they join subjects, verbs, and adjectives. Students are directed to complete a Correlative Conjunctions page where they underline correlative conjunctions in sentences, answer whether the conjunction joins nouns/verbs/adjectives, and circle the correct verb form for subject-verb agreement. The lesson also explains the rule that when a correlative conjunction joins two subjects the verb agrees with the second subject and provides practice items to apply that rule.

Activity 2 focuses on transitional words and phrases, telling students that transitional words "connect ideas" and can "connect two clauses just as a conjunction (and, but) would." The lesson provides sentence examples showing conjunction-like connectors (e.g., "We thought it would work, even though we were warned not to do it.") and a categorized list of transition words (including items like "Although," "Yet," "in order to"). Students are asked to write a summary using at least five transitional words or phrases and to circle them, showing practice with connective words in particular sentences.

Activity 2 explicitly teaches students to combine independent clauses using coordinating conjunctions and gives the FANBOYS list and comma rule (e.g., "I am here, but he is at the park"). The Parent Plan skills list instructs students to combine sentences using prepositional phrases, indicating students will practice using prepositional phrases when varying sentence length and combining sentences.

Students are given explicit rules showing how subjects connected by the conjunctions "and" and "or" affect verb choice (e.g., "Subjects Connected by 'and': Use a plural verb" and "Subjects with 'or': Use a singular verb"). Students complete Part A and Part B activities that require choosing or writing verbs for sentences that contain "and" and "or" (for example, "Timothy and Phillip _____" and "Staying on the raft or going on the island _____"). Examples in the rules (such as "Either my sister or my brother volunteers at the library") show students how those conjunctions function in particular sentences for subject/verb agreement.

The materials define a preposition and a prepositional phrase and give examples (e.g., 'beside them', 'between the large tables'). Students perform labeling tasks in Part A where they underline the prepositional phrase, circle the preposition, and box the object in sentences from the text. Students brainstorm a list of prepositions, write prepositional phrases with selected words, and compose sentences that begin with prepositional phrases (Part B and C), practicing placement and punctuation after an introductory prepositional phrase.

The lesson explicitly teaches coordinating conjunctions (FANBOYS) and instructs that a comma is used before a coordinating conjunction when it joins two independent clauses, with an example: "I went to the zoo, and I saw a lot of interesting animals." Students practice applying this rule in the Comma Usage activity and in editing dialogue (e.g., adding commas before "and" in lists and joined clauses). The activities require students to identify clauses and place commas correctly when conjunctions link independent clauses.

Students are taught that sentences can begin with prepositional phrases and are given an explicit example ('Under the couch, we found the card we had been looking for') and a worksheet item requiring one sentence that begins with a preposition. Students are shown and practice using verbals as sentence beginnings with examples ('Swimming is fun in the summer.'; 'Alarmed, the man locked his door.') Students complete guided practice on varying sentence beginnings using prepositions, verbals, adjectives, adverbs, and nouns.

The clauses activity defines dependent and independent clauses and provides a chart of dependent markers (e.g., if, because, though, when, after, since) that students are to identify and underline. In Part A students must circle whether underlined clauses are dependent or independent and circle the dependent markers when applicable. A note tells students that two independent clauses joined by a coordinating conjunction (like "and" or "but") require a comma, and several exercises ask students to add commas where dependent clauses or coordinating conjunctions occur.

The lesson defines coordinating conjunctions and lists the FANBOYS in the "Things to Know" section ("A coordinating conjunction is a word used to connect words, phrases, and clauses" and "for, and, nor, but, or, yet, so"). Activity 2 asks students to combine independent clauses with a conjunction and use commas correctly, and the Possible Answers show combined sentences using coordinating conjunctions. The "Things to Review" asks students to identify the coordinating conjunction in sentences and decide comma usage, providing practice with conjunctions in particular sentences.

The Parent Plan lists the skill "Use commas when combining independent clauses with a conjunction," and Activity 2 (More Commas) asks students to insert commas and to write sentences that follow comma rules, which can require joining clauses with conjunctions. The materials include sentences that use coordinating conjunctions (e.g., "We took our dog and our cat on our camping trip") and directions to write sentences, providing limited practice with conjunctions in context.

The Parent Plan explicitly lists "Combine short or incomplete sentences with conjunctions," and the Editing activity requires students to rewrite a paragraph correcting run-on sentences and fragments, which prompts use of conjunctions. The provided model answers for the editing task include conjunctions (and, or, but) in revised sentences, showing students will practice sentence combining with conjunctions. The lesson also directs review of ways to identify and correct sentence run-ons and fragments, which connects to using conjunctions to join clauses.

The lesson defines prepositional phrases and prepositions (Things to Know) and gives examples showing how they indicate location or time. Multiple activities require students to identify prepositions in particular sentences by underlining the prepositional phrase and circling the preposition, and to write their own sentences using prepositional phrases (Option 1 and Option 2 student pages). The wrap-up directs students to review the definition of prepositions and prepositional phrases.

Students read explicit definitions for conjunctions, prepositions, and interjections in the "Things to Know" and the Activity 2 definitions (e.g., conjunctions connect words/phrases/clauses; prepositions begin prepositional phrases indicating location or time; interjections show emotion and are followed by punctuation). Students practice identifying conjunctions and prepositions by underlining parts of speech in a supplied paragraph using a color key, and the answer key identifies conjunctions and prepositions in particular sentences. Students are prompted to review parts of speech and give examples of each, reinforcing recognition of these word types.

The lesson explicitly instructs students to start at least one sentence with a prepositional phrase and includes a skill to "Elaborate ideas in writing by using prepositions." The "Things to Know" and Activity 1 directions tell students to begin sentences with prepositional phrases and with transitional words or phrases, and the student activity requires rewriting a paragraph using a prepositional phrase and a transitional phrase as sentence beginnings.

The Elaboration activity instructs students to add descriptive language including prepositional phrases and to use conjunctions (such as and, but, yet) to add new clauses when rewriting sentences. The parent guidance asks the child to read the original and elaborated sentences aloud and discuss what makes the second sentence more effective, which prompts attention to how added phrases and conjunctions change sentences.

The Verb Tense activity directs students to write sentences in different tenses and explicitly asks them to "elaborate on their sentences by adding interesting words, prepositional phrases, conjunctions, etc.," so students will practice using conjunctions and prepositional phrases in sentences. Multiple activity pages require students to compose sentences (past/present/future, perfect tenses), which gives students opportunities to include those grammatical elements in context.