The lesson defines base words, prefixes, and suffixes and lists the skill "Use structural cues to recognize words such as ... base words". In Activity 2 students add prefixes and suffixes to base words in sentences and then locate those formed words in the text. Writing prompts ask students to produce words using a given prefix (re-) and suffix (-ly) and use them in sentences.

Students are asked to use structural cues and recognize base words and inflections; the Skills section explicitly lists "Use structural cues to recognize words such as ... base words, and inflections such as -s, -es, -ed, and -ing." In Activity 3 students explain prefixes and suffixes, review -ing and -ed, and practice adding those endings to base verbs. The Student Activity Page gives rules for base verbs and provides verbs for students to convert to -ed and -ing forms.

The lesson explicitly tells students that when looking up words that end in -ed, -ing, or -ly, they can look up the base word to determine the definition. In Activity 4 students are asked to identify words with endings, write the base word below each word, locate the words in the text, and look up and record the base-word definitions on note cards. Students are prompted to use the base word as the basis for writing sentences and to highlight and review these words during reading.

Students complete a Vocabulary Webs activity that asks them to record the base word for vocabulary items (boxes labeled "Base word" appear for vendors, immaculately, dilapidated, etc.). The materials explicitly define a base word as "the word after the ending is dropped" and the answer key lists base words (e.g., vendor, immaculate, dilapidate). Students are directed to read words in context and to fill bubbles for definition, synonym, antonym, and base word.