In Activity 2 students are asked to look for adjectives in Dinosaurs Big and Small and the text lists examples including "longer," "heaviest," and "tallest," which contain comparative/superlative inflectional endings (-er, -est). The activity also has students search supplemental books and generate describing words for pictures, encouraging attention to word forms used as adjectives.

The lesson has students read and repeatedly identify the past-tense sight word "made" in the story and practices its recognition. Activity 1 asks students what "drew" usually means (noting it is the past tense of draw) and then asks them to determine its meaning in the phrase "drew up the covers," requiring use of context and knowledge of the verb form. The lesson also has students compare words with two meanings (e.g., "trim," "duck," "mouse," "bat") to practice using word form and context to determine meaning.

Students are asked to review vocabulary and explain words in their own words, including the pair "fiction" and "non-fiction," which presents a base word and a prefixed form. Students are prompted to explain meanings of vocabulary items (e.g., downpour, imagination) and to describe multiple meanings for the word "country," showing attention to word meaning. Students practice orally explaining and using words in context, which could allow recognition that a prefix changes meaning in the single explicit example provided.

The lesson asks the child to look at the page where Oliver "hesitated," asks if she knows what that word means, and defines it for her ("It means waited"). The vocabulary section lists "hesitated -- waited before acting," giving an explicit definition of a word that contains the -ed inflection. These items give a direct example of a past-tense word with -ed and a prompt for the child to explain its meaning.

The lesson labels the vocabulary word "unfortunately" and explicitly tells students it means "unluckily" or "unhappily." On page 6 the child is asked about the meaning of "unfortunately," and the prefix un- is pointed out and explained as meaning "not" or to do the opposite (with examples like "unzip"). Activity 2 ("Un-do It!") has students practice doing and undoing fasteners while practicing and identifying multiple words that begin with the prefix un- (unwrap, unsafe, unlock, etc.).

Students are asked during the review if they know what the prefix "un-" means at the beginning of a word, directly naming an affix. Students are prompted to think about that prefix meaning as part of a warm-up activity that links word parts to meaning.

Students read and sequence many sentences that include common inflections, especially past-tense -ed forms (e.g., "The frog jumped away from the fish," "The turtle slid into the pond," "The net wrapped around the turtle"). Students reread the book and refer back to captions and story sequence cards that contain these inflected forms. Students also identify actions and order events while reading sentences that use -ed verbs.

Students are asked to review and define vocabulary words in their own words, including words that contain common affixes/inflections such as "hesitated" (past tense -ed) and "unfortunately" (prefix un-). The vocabulary list provides meanings for those words, and students are prompted to explain word meanings aloud.

The lesson directs students to "talk about the word shavings," asking if they know familiar meanings (for example, that shaving can mean removing hair). It explains that "shavings" means thin slices or slivers cut off and connects that meaning to the story context (wood pieces carved from a rocking horse). Students are prompted to compare the familiar meaning with the contextual meaning in the text.

Students read and hear words that contain common inflections and suffixes: the story and activities include third-person -s forms (e.g., "lives," "likes," "neighbors" in the song), past/past-participial -ed (e.g., "noticed"), progressive -ing (e.g., "helping" in the song and activities), and comparative -er forms (e.g., "happier," "prettier") in the narrative. These affixed forms appear in reading, singing, and oral discussion prompts that students perform or respond to.

Students are asked to read and use comparative and superlative forms (big, bigger, biggest; small, smaller, smallest; tall, taller, tallest; long, longer, longest) on the "Big, Bigger, Biggest" activity pages. The introduction instructs modeling big, bigger, and biggest using objects, and student tasks require coloring or writing the correct comparative/superlative word beneath pictures. Activities require students to recognize and produce the -er and -est inflectional endings in context.

Students repeatedly read and hear words formed with the prefix re- and inflectional endings, for example 'revolves', 'revolving', 'revolution', 'rotate/rotating', and verb forms like 'rotates' and 'revolves' in Facts, Activity 2, Activity 3, and Wrapping Up. Students also encounter other derived forms such as 'illuminates' when discussing how the Sun lights the Moon.

Students encounter multiple words with the re- prefix (reducing, reusing, recycle, reusable) and the lesson provides explicit definitions for reducing and reusing. Students are told that "recycling is the process of changing waste to reusable material" and are asked to discuss why families recycle and what materials can be recycled. Students complete sorting and discussion activities (sort recyclable vs. trash items; discuss reduce/reuse/recycle) that repeatedly use and reinforce those re- words in context.

Students are given explicit definitions for the suffixes "-less" and "-ful" in the Facts and Definitions section and are asked to review/recall their meanings during Wrapping Up. In Activity 4 (Vocabulary) students guess word meanings from context, then the teacher underlines "less" in "priceless" and "ful" in "dreadful," explains those suffixes mean "without" and "full of," and students compare their guesses to the actual definitions. The Skills list also explicitly states that students will "Use frequently occurring affixes as a clue to the meaning of a word."

Students read and match vocabulary sentences to definitions in Activity 2 where target words include inflected forms such as "mumbled," "cluttered," "swooping," and "startled." The directions ask students to "use clues in the text to guess which definition matches each word," so students practice determining word meaning from sentence context that contains common inflections.

Students are taught that adding -s to a word shows more than one (Activity 3.1) and practice forming plurals by adding s or es with word lists and picture-based writing pages (Activity 3.2 and the Skills list: "Form regular plural nouns orally by adding s or es"). Students also encounter plural forms in word chains and decoding activities (Day 5 word chains showing cabs, cubs, dogs, etc.).

Students explicitly practice and discuss the verb forms have and had, including an explanation that have is present and had is past and opportunities to use each in sentences. Students build and write words that include plural or third-person -s forms and other endings (examples in word-building: plums, plugs, blocks, flags, flocks; dictated/written words include plugs, clips, flags, blocks). Students manipulate word parts in word-building and word-chain activities, producing and changing word forms.

The lesson explicitly teaches the "add s rule" and has students read, sort, and glue words that demonstrate adding -s to show more than one (Activity 1.2 and Spelling Rules pages). Students are asked to explain the add-s rule and to place words on the page that match that rule (e.g., cats, pigs, balls). The lesson also has students read and write many words with -s plurals during sentence dictation and sorting activities (Activity 5.1 and sentence dictation).

Activity 4.4 explicitly tells students they can add s to some words to show more than one and encourages building words (including adding s). Activity 1.1 calls attention to the word "learned" (an inflected past-tense form) when discussing syllable count. The lesson includes many words in past or plural forms (e.g., wept, slept, left, rafts) that students read and spell during word-building and sorting activities.

Students spell and read words that include common inflections: Activity 1.2 has students spell "flags" (plural -s) and the word-building card set includes the suffix "ing." Activity 3.2 has students write and read the sentence "The dogs slept in the yard," giving practice with plural -s in context. Several word-building and rhyming activities require students to form and read words that include endings (e.g., -ing, -s) during play and review.

Students are asked to add an -s to nouns to show more than one (write "bat" → "bats") and to add -s to verbs ("like" → "likes") and read the resulting words. Multiple activities (laminated writing sheet, alphabet soup guidance, and writing practice) prompt students to add -s to silent-e words and read plural or inflected forms. The lesson models and practices spelling and reading words after adding -s and asks students to read and correct the new forms.

Students are given sight word cards including "other," and the activity directs them to add a lowercase letter s to the end of "other," say the resulting word "others," and be reminded that many words can have an s at the end. In Activity 1.3 students point to, read, and reread sight words and are asked to find their new sight words in the Weekly Message, which reinforces recognition of word forms with and without -s.

Activity 3.1 explicitly directs an adult to help the child see that "pies" is simply "pie" with an s at the end to indicate more than one. The Fill in the Blanks word-bank and guidance prompt the child to recognize the added -s plural when completing sentences.

The lesson explicitly explains that "made" is the past-tense form of "make" and provides example sentences contrasting present and past ("They make a cake today." / "They made a cake yesterday."). The Alphabet Soup and other activities prompt students to add s to some words to show more than one (plural). Students write and read dictated sentences and spelling words that include plural -s and the irregular past form "made."

Students are asked to identify words that use -s to show more than one (e.g., plants, gems, rings) in the "Which Words?" activity. The skills list explicitly names "Adding s to show more than one," and students read and sort word lists that include plural -s forms. Activities ask students to read words aloud and locate plural -s in the Word Search and word lists, giving practice recognizing the -s inflection.