Students are asked to cut out vocabulary cards, sort them, circle any prefixes or suffixes, and underline root words (Activity 2). The lesson explicitly defines prefix and suffix and lists common suffixes (-ly, -ing, -ed, -s) with their meanings, and directs students to read words in context, locate definitions, and underline the suffixes on vocabulary cards. Students complete a cloze story using the vocabulary words, reinforcing recognition of word parts in context.

The Skills section explicitly tells students to 'Identify root words, prefixes, and suffixes.' Vocabulary Web activities require students to look up each word and complete fields labeled 'Root word (if applicable)' and 'Prefix or suffix (if applicable).' The provided answer key identifies root words and suffixes for several target words (for example, neglected: root 'neglect' + suffix '-ed'; bellowing: root 'bellow' + suffix '-ing'; contemptuous: root 'contempt' + suffix '-uous').

The Student Activity Page explicitly states the origin of the word "sphinx," noting it comes from the Greek "sphingo" meaning to strangle. Students read descriptions of mythological lion-related words (griffin, sphinx, Acker) and associated vocabulary while comparing lion characters from different cultures.

Students review a table of common prefixes and suffixes (un-, over-, pre-, re-, -ion/-sion, -ful, -less) and their meanings. Students complete a fill-in-the-blank activity that requires adding a prefix or suffix to root words so the word makes sense in context. The activity directions tell students to review the meaning of common prefixes and suffixes and to refer to a dictionary if unsure.

The Skills section directs students to "Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words." Activity 2 asks students to make vocabulary cards recording the root word, part of speech, number of syllables, and definition, and it explicitly reviews common suffixes (-ed, -ing, -s, -es, -ly, -ness). The student activity pages include blanks for "Root word" for target words (e.g., dismal, sequence, character, barrages; communing, disbelief, solitude, smugness) so students must identify roots and affixes while determining meanings.

Students are instructed to "apply structural analysis to words (i.e., prefixes, suffixes, and syllables)" and complete vocabulary pages where they identify root words, prefixes, and suffixes for each vocabulary item. In Activity 2 students fill in root, prefix, suffix, part of speech, and syllable count and then choose definitions; an answer key lists roots and suffixes for the provided words. Option 2 asks students to identify roots/affixes and then use a dictionary to look up definitions, reinforcing use of morphological clues.