Students are asked to identify adjectives and to form comparative and superlative adjectives by adding the suffixes -er and -est (examples provided: sweet→sweeter/sweetest; angry→angrier/angriest). Activities ask students to convert given adjectives to comparative and superlative forms and to use regular, comparative, and/or superlative adjectives in a book title they create. The lesson defines the meaning of these suffixes ("-er...compare two things"; "-est...compare more than two things"), so students practice both forming and using -er/-est words in context.

Students complete a vocabulary activity that requires them to record definitions, syllable counts, synonyms/antonyms, and example sentences for words such as "mishap," "specialist," "disappointment," and "accomplishment," which contain recognizable prefixes/suffixes. Students then play a clue game using those words, practicing identifying word meanings from definitions, syllable counts, and synonyms/antonyms. The vocabulary pages direct students to locate the words in the text and to read and write the sentence that contains each word.

The lesson explicitly states the fact that plural forms of words usually end in "s" or "es." Activity 5 (Plural Nouns) has students write the plural form of listed words (adding -s/-es) and then use three plural forms in sentences. The answer key and directions also prompt students to look up irregular plural forms in the dictionary, reinforcing how adding an affix changes a word's form.

The lesson explicitly teaches that many adverbs end in -ly and gives rules for forming comparative and superlative adverbs (e.g., add more/most for -ly adverbs; add -er/-est for others). Option 2 asks students to write adverbs (many formed with the -ly suffix) for given verbs and to use comparative and superlative forms in sentences. The adverb activity therefore has students form words by adding the -ly suffix and by using -er/-est or more/most to change degree.

The lesson defines prefixes and suffixes and lists specific affixes (un-, pre-, re-, dis-, -ly, -less, -able, -ed, -ing). Activity 2 requires students to decide which prefix or suffix to add so a sentence makes sense and then locate the formed word in the book, with an answer key showing the correct affixed forms. Writing prompts and a life-application game ask students to produce words with given affixes and use them in sentences or find them in print.

The lesson explicitly teaches the suffixes -ing and -ed and tells students that adding -ed makes an action past and -ing indicates doing something. Students practice adding -ed and -ing to base verbs, follow spelling-change rules (double final consonant, drop final e), and write sentences using -ing and -ed forms. The Skills section and activities direct students to use structural cues to recognize base words and inflections such as -s, -es, -ed, and -ing.

The paragraph rubric asks students to include "two words that have -ed as a suffix," "two words that have -ing as a suffix," and "two or more words with prefixes or suffixes other than -ed or -ing," so students must identify and use affixed words in their writing. The editing section tells students to use a beginning dictionary and other reference materials to check and correct spelling, which provides a resource for looking up word forms. Students are also asked to use three vocabulary words from the previous lesson, which could include affixed forms.

The Language Think-Tac-Toe includes a "Prefixes and Suffixes" column where students are asked to add "ing" to three verbs and add "ed" to three verbs, write examples of two prefixes and three suffixes and record the meaning of each, and record the two rules for adding "ed" or "ing" to a base verb. These tasks explicitly have students produce affixed forms and state affix meanings and spelling rules.

The lesson explicitly tells students that when looking up a word that has an -ed, -ing, or -ly ending they can look up the base word to find the meaning. In Day 2 Activity 4 students are instructed to identify words with endings, write the base word below it, locate the words in the text, look up definitions, and then use the word in a sentence. The provided vocabulary list includes words with suffixes (discarded, detested, gratified) and prefixes (unremitting, dejected, objectionable) for students to analyze.

The vocabulary activity lists words including 'unattractive' with its definition and asks students to match each word to its definition and find the word in context, then write sentences using the words. Several listed words show affixation (e.g., 'unattractive', 'languishing', 'astonishing', 'scampered'), so students encounter prefixed and suffixed forms while working with meaning and context. The activity allows students to use a dictionary to find definitions when unfamiliar, which supports analysis of word parts.

Students complete Vocabulary Webs that require them to write a definition and to identify a base word for vocabulary items (the pages include boxes labeled "Base word"). The materials explicitly tell students to use a dictionary and to read words in context to pick the correct definition, and the answer key shows base-word forms for items (e.g., vendors → vendor; immaculately → immaculate; dilapidated → dilapidate). The instructions also tell students, "Remind your child that a base word is the word after the ending is dropped."