First Grade - ELA
1: Environment
Unit 1: Habitats and Homes
Lesson 2
What Is a Map?
Students are asked to label items on the "Map of a House" worksheets and to complete partially filled words, one of which is the plural form "shelves" (shown as _es_). The activity instructions tell students to sound out words as they write them, so students decode and read the labels and titles such as "Objects Found in the Bedroom." Students also read and answer map questions that require identifying named items (e.g., refrigerator, bathtub, bed, television).
Lesson 8
Animal Care
Students encounter multiple words with inflectional endings in the text and activities (for example, the activity list uses feeding, brushing, playing, walking, giving; the passage also includes petting, taking, lived, needed, designed, domesticated). Students listen to or read the story The Salamander Room, which likely contains additional -ed and -ing forms in context. Students are asked to answer questions and discuss care actions, which requires them to use verbs that often appear with inflectional endings.
Lesson 9
Animal Designs
The activity pages contain multiple verbs with inflectional -s endings in captions (e.g., "A fish swims in the ocean," "A parrot flies in the rainforest," "A walrus waddles..."). Option 2 asks the child to "read the movement word for each habitat" and to think of/act out an animal that moves that way, exposing the child to these inflected verb forms. Students are also asked to write habitat names and to name animals associated with the movement words, giving incidental practice with words that appear alongside the inflectional endings.
Lesson 10
Amazing Animals
Students are asked to read along with informational text and to listen to text read aloud, exposing them to words in context. The student pages include sentences such as "if a starfish loses an arm, it can grow another one," descriptions of a "snake shedding its skin," and statements that animals "grow new teeth" or "grow back" lost parts, which contain -s and -ing inflectional forms. Role-play and read-aloud activities require students to read or hear these verb forms while answering questions and explaining scenarios.
Lesson 11
Amazing Me
Students are asked to "review the words beneath each face, encouraging your child to read the words aloud," and to "read or attempt to read own story" and to "read the ideas aloud" after dictating a personal example. The lesson text contains multiple words with inflectional endings in context (for example: changed, changing, playing, swimming, shivering, surprised). These elements provide opportunities for students to encounter and read words that include inflectional endings.
Unit 2: Weather
Lesson 1
Reading the Skies
Students read and match a vocabulary word list that includes the word "Clouds," which contains the inflectional plural -s, and the word "Lightning," which contains the -ing form. In Activity 2 students are asked to read the weather words (by following words with a finger or reading independently) and then dictate a sentence using each vocabulary word. The Weather Calendar and morning routine prompt ask students to describe sky conditions daily, which requires them to read and use weather vocabulary in context.
Lesson 4
Simulating Weather
Students are asked to sing the Weather Song and to read the words of the song aloud. The activity explicitly asks students to find the word "clouds," which contains the plural inflectional ending -s, and to follow along by pointing to each word as they sing. The Skills list includes participating in songs and recognizing that written words are separated by spaces, supporting word-level reading during the song.
Lesson 7
Spring
Students are asked to attempt to read three short poems aloud and to listen for rhyming words, providing opportunities to read words in context. The poems include multiple words with inflectional endings (e.g., picked, creaked, cracked, chirped, cried, wants, flowers, sprouting), so students will encounter and read -ed, -s, and -ing forms while reading. The instructions also encourage reading the poems aloud so children can listen for sounds, which provides incidental practice decoding these word endings.
Lesson 8
Summer
Students read or read-along a short story that contains words with inflectional endings (for example, liked, cooled, hopes). Students fill in blanks using a provided word bank and read the completed sentences aloud in Options 1 and 2. Students are prompted to read the story aloud and may copy words into blanks, giving multiple opportunities to encounter inflected forms in context.
Unit 3: Community
Lesson 1
On the Town
Students read and respond to sentences in Activity 2 that include words with inflectional endings (for example, Option 1 sentences contain "played" and the plural "kids"), and students are asked to read each sentence and fill in vocabulary words. In Option 2 students are encouraged to read sentences aloud and record words that complete the sentences, providing incidental exposure to inflected verbs and plurals within contextual reading. Students also copy words to complete sentences in Option 1, which requires reading the surrounding sentence containing inflectional forms.
Lesson 4
Goods and Services in the Community
Students are asked to read the names of buildings, goods, and services (Activity 1) and are helped to sound out words if needed. The student pages include words that contain inflectional forms or common suffixes such as plural -s (Books, Fruits, Dollars, Jobs) and -ing forms (Planting, Clothing). Activity 2 asks students to read how many dollars an item costs, requiring them to read the plural form "dollars."
Lesson 8
Rules and Laws
Students are asked to read rule strips and sentences aloud in Activity 1 and Activity 2, practicing reading print word by word. The sorting task (Rule or Law) requires students to read items such as "Share your toys," "Don't call people names," and the labels "Rules" and "Laws," which include plural -s endings. The listed skill "Follow print word by word (LA)" reinforces that students will read these words in context.
Lesson 9
Caring for Our Communities
Students are asked to read the story "When One Person Cares," which contains multiple words with inflectional endings (for example: lives, likes, goes, has been, planting, waiting, sprouts, stops, picking). Students also sing and/or create the Helping song that repeatedly uses the -ing form (Helping, helping is what we do) and participate in role-play activities using verbs in context (e.g., "I am looking for a book"). These activities give students opportunities to encounter and read inflected word forms in connected text and oral language.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 2
Animal Attributes
Students encounter and read words that contain inflectional endings in the materials: the title/heading "Living and Nonliving" (the word "living" with -ing) appears repeatedly, and headings/options such as "Wings, Legs, Fins" use plural -s endings. In Activity 2 students read the category labels (W, F, L) and item labels that reference body parts (legs, wings, fins) which include plural -s. In Option 2 of Activity 1 students write the names of objects in columns, which requires them to read the provided labels on the page.
Lesson 5
How Old?
Students are asked to read or reread questions and attempt to read written text, which includes comparative words such as "older" and "younger" and superlative forms like "oldest" and "youngest" (Activities 1 and 2). The title, facts, and multiple activities repeatedly use and prompt students to identify and use the words "old/older/oldest" and "young/younger/youngest," giving students opportunities to decode those inflectional endings in context. The handwriting activity asks students to write "old" and "order," and Activity 2 has students match ages and read labels/numbers, reinforcing reading of age-related word forms.
Lesson 6
The Measure of Things
Students read and complete activity sentences that use comparative and superlative inflectional endings (longer, longest, shorter, shortest) in Activity 1. Students read and respond to pages and directions that include verb endings such as weighs, measuring, measured, and weighing (e.g., Which Weighs More?, Finding Capacity, Measuring with a Ruler). Students record estimates and actuals and fill tables and blanks that require reading words with these endings.
Lesson 10
Earth Materials: Rocks, Soil, and Water
Students are asked to read aloud sentences that contain inflectional endings (e.g., "The frog jumps ___," "The boat floats ___," and "The girl is playing ___"), exposing them to -s and -ing forms in context. Students complete sentence activity pages and read the title page sentence aloud, which requires them to decode and pronounce words like jumps, floats, and playing. Several activity prompts ask students to find and read words and sentences in the books and glossaries where inflected forms appear.
Unit 2: Senses
Lesson 1
My Five Senses
Students are asked to read the book My Five Senses and to use the Senses Word List, so they will encounter words and headings that include inflectional endings (for example the plural "senses" and the -ing form in the title "A Sensing Experience"). Students copy words three times and read or attempt to read text and titles, providing incidental exposure to words that contain inflectional endings.
Lesson 3
Smelling and Tasting
Students encounter and may read or write the past-tense form "liked" in the survey questions (e.g., "Which flavor did people like the most?" and "Which flavor did people like the least?"). Students are prompted to write a sentence using the word liked in the handwriting activity ("________ people liked ________."). The survey directions also use the phrase "did like," exposing students to a past-tense inflectional form in context.
Lesson 4
Hearing and Seeing
Students practice writing the words "eyes" and "ears" (Activity 8), which contain the plural inflectional ending -s. Students are asked to attempt to read their sound descriptions aloud and to reread pages of The Magic School Bus (Activities 1, 3, 5), providing opportunities to encounter words with -ing and other inflectional endings in connected text. Students also cut and paste labels and read captions on diagrams (Activities 2 and 6), which may include base words and their forms.
Lesson 8
Writing About Our Senses
Students read clue sentences that include an -ing form (e.g., "I make a loud hissing noise") during the Sensing Logic activity. In the popcorn report activity students write and attempt to read sentences that contain past -ed and present -ing forms (e.g., "popped," "popping") in the fill-in-the-blank lines and when they attempt to read the report aloud. Example model sentences in Sensing My Day use past-tense -ed verbs (e.g., "smelled," "sounded") that students are asked to write or use in describing experiences.
Final Project
A Sensible Party
Students encounter multiple inflected word forms in the text and activity pages, for example: "everyone who attends the party" (attends, -s), repeated uses of "guests" (plural -s), phrases like "using their senses" and "serving food" (-ing), and "games she prepared" (prepared, -ed). The Student Activity Pages display words and labels (Ideas, Supplies, Game 1, Game 2) in context where students are expected to read instructions and fill in responses that include these word forms. Students are asked to read and follow directions aloud when planning, gathering supplies, and leading games, which exposes them to these inflectional endings in connected text.
Unit 3: We're the Same, We're Different
Lesson 3
Different Personalities
Students are asked to read a list of personality words aloud and attempt to sound them out (Activity 1). The vocabulary list includes words with an -ing ending such as "caring" and "outgoing," which students will encounter and read. The activity also has students circle letters and say the sounds, providing practice decoding whole words that happen to contain -ing endings.
Lesson 4
Interests and Hobbies
The 'My Interest' student page contains prompts that use inflectional endings: for example, 'What most interests you?' (present-tense -s) and 'What is one thing you liked about _______?' (past-tense -ed). The Facts and Definitions section uses plural inflected nouns such as 'Hobbies are activities' and 'Interests are the things...', so students encounter -s plurals in reading and conversation. Activity 3 instructs the child to 'read the questions aloud' for the Hobby Survey, which gives students an opportunity to read worksheet language aloud.
Lesson 7
Different Homes
Students read pages 26–35 of A Life Like Mine and identify different homes, encountering plural and inflected forms in the text (for example, the words "homes," "families," and "used"). Students also complete a handwriting activity in which they write a sentence about their home, providing an opportunity to produce words that may include inflectional endings. The activities therefore expose students to words with inflectional endings in context.
Lesson 10
Wants and Needs
Students encounter and read the words 'wants' and 'needs' as labels on multiple activity pages (title 'Wants & Needs', webs labeled 'wants' and 'needs', and survey/chart headings). Students are asked to name and write items people 'want' and 'need' when completing the survey and webs, exposing them to base words and their inflected forms in context. The handwriting practice includes the word 'need' for tracing and writing, giving students some written practice with the root form.
Final Project
Differences Make the World Go 'Round
The activity pages include printed words and prompts that contain inflectional endings, for example the prompt line "(name) lives in" (third-person -s) and section titles such as "Homes," "Hobbies," "Holidays," and "Similarities" (plural -s / -ies). Students are asked to write sentences like "I live in..." and to complete and read their pages, which requires encountering and producing those inflected forms. The wrap-up asks students to share their completed book aloud with family or a visitor from the chosen country, providing an opportunity to read the inflected words in context.
3: Patterns
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 4
Sentence Patterns
Students read and use action words presented in verb lists that include third-person singular -s forms (runs, walks, cooks, works, grows, rests, eats, drinks). Sample sentences and activities include past -ed forms (The boy jumped high; My mom opened the door) and progressive -ing forms (Mom is folding the clothes; Mom is typing). Students are asked to read sentences aloud, choose verbs to complete sentences, circle or underline the action word, and copy sentences that contain these verb forms.
Unit 3: Patterns in Your World
Lesson 9
Counting Patterns
Students listen to and act out a story that repeatedly uses the plural noun "clowns," and they place and count clown faces as they read the story aloud. Student pages and activity directions contain multiple plural nouns (cups, light bulbs, pieces of fruit, presents, flowers) that students are asked to read or record counts for. In Activity 4 students write or dictate a sentence about the clowns and identify the subject and verb, providing opportunities to produce and read words with the -s plural ending.
4: Change
Unit 1: Changes on Planet Earth
Lesson 1
What Causes Change?
Students complete a written paragraph that includes the sentence starter "Once I saw __________ change." and a prompt "__________ changed because __________," which requires them to write and attempt to read the past-tense form "changed." The activity pages and descriptions also include past-tense vocabulary such as "melted" (ice cream bar has melted) that students can name or read when discussing the pictures. Students are asked to read or attempt to read their own dictated story and to use action words, giving opportunities to encounter inflectional endings in context.
Lesson 4
Changes in the Environment
Students read Part 2: Seasons Change (pp. 27–44) and are prompted to answer questions that include words such as "freezing," "evaporating," "melting," "changing," "growing," and "sprouting," which contain -ing endings. Activity 1 presents situational sentences with progressive verbs (e.g., "playing," "swimming") that students read or discuss. The Counting Leaves activity and student page repeatedly use plural nouns (e.g., "leaves," "many leaves," "most leaves") that students read and work with.
Lesson 7
Living Things Change
Students repeatedly encounter inflected forms such as "changes," "changed," and "changing" in the lesson text and directions (e.g., "What changes occur?", "Observe and record changes", "Did it change in size?"). Students are asked to read and respond to activity pages that use these forms (circle words that describe the change; complete the "Changes In Living Things" page). Students are also asked to write or copy a sentence that describes how something changes in size, which may require producing or reading words with inflectional endings.
Lesson 10
Chemical Changes
Students read and respond to the Student Activity Page where item labels include inflectional endings such as "chopped apple," "blown-up balloon," and "shattered bottle." The lesson text and teacher prompts also contain multiple words with inflectional endings (for example, "cracking," "mixing," "stirring," "changed," "formed," and "whipped") that students will encounter when discussing and answering questions. Students are asked to explain their decisions about each scenario, which requires reading and using those words in speech or writing.
Unit 2: Characters Change
Lesson 5
The Raft
Students read and match vocabulary sentences that include inflectional endings such as "mumbled," "cluttered," "moving," "swooping," "pushed," and "startled." The vocabulary matching activity requires students to read each sentence and select the correct definition, exposing them to -ed and -ing forms in context. Students also read aloud pages of the story across the three-day reading, encountering additional words with inflectional endings during guided reading and discussion.
Lesson 6
Positive and Negative Change
Students are asked to cut apart and attempt to read matching cause-and-effect statements that include words with inflectional endings (for example, "she falls down" uses third-person -s and the story passage includes verbs like "decided" and "started"). Students read aloud the character description and dictate a new ending, which requires producing past-tense and third-person verb forms in their retellings. Students also read and write sentences in Activity 3 describing changes, which can include -s, -ed, and -ing forms in connected text.
Unit 3: A First Look at History - Change Over Time
Lesson 3
Communities Change
Students read The House on Maple Street aloud and read short caption labels on the timeline and activity pages (e.g., "A forest fire burns," "There are cars on roads," "The buffalo herds come"). In Option 2 students read event labels and match them with picture labels before cutting and sequencing them. Students also read and write a sentence about the book during the handwriting activity.
6: Reading
Unit 1: Semester 1
Lesson 4
Letter Sounds Review IV
Students read and sort words into word-family columns including the -ed column (examples: fed, bed, Ted, red, led, wed) and are asked to place words such as shed, sped, and sled in the -ed family. Students build words by adding letters to word-building cards et, en, eg, ed and read each resulting word aloud. Students read and write words that end in the letter sequence -ed during the word family, writing, and sorting activities.
Lesson 5
Adding s, More Word Families, Ending with ck
Students practice forming and reading plural nouns by adding -s in multiple activities (Activity 3.1 has students spell a word like cat and then add s to make cats; Activity 3.2 has students write plural forms to match pictures on the "Writing More Than One With S" pages). Students read and produce plural forms in oral/reading tasks such as the Word Chains (chain 3 includes plural forms like cabs, cubs, tubs, dogs) and in dictated/reading sentences (Activity 5.3 uses "The hens are in the pot.") and the reader Ducks Are Fun contains plural "ducks."
Lesson 6
Open Syllables and Digraph th
During Activity 5.1 students cut apart and reassemble sentences and then read them aloud, including the sentence "The cats are on the path," so students read a noun with a plural -s ending. In Activity 5.3 students write and read dictated sentences aloud, providing additional opportunity to read words in context. Students also read Reader #6 aloud (Activity 5.2), which gives further practice reading connected text.
Lesson 9
Blends with l
Students build and spell words that include -s endings (e.g., plums, plugs, clubs, flags, flocks) during word-building groups and dictation activities (Day 2 and Day 3). Students also read and discuss the related base and changed-word forms when asked to spell plural or third-person forms and to read sight words such as "have" and "had" and use them in sentences. Students read words aloud in readers and word chains that include some plural forms and practice writing dictated words that contain these endings.
Lesson 10
Blends with r
Students spell and read words that include the inflectional -s ending: they are asked to spell and build words such as "drips," "drops," "bricks," and to create versions of words "with s at the end" during Alphabet Soup. Students identify and read plural nouns in pictures and texts (e.g., grapes, bricks, frogs) and read dictated and written sentences that include plural forms ("The frogs crash on the deck."). Activities prompt students to read aloud word lists and sentences that include these -s forms.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
Students encounter at least one inflectional form in the lesson image that contrasts "run" and "running," where they listen to and clap the beats of each word. Students read and write sentences that include a plural inflection (e.g., the dictation sentence "The kids shop at the mall."). Students are asked to read words they create in the Alphabet Soup activity and to read dictated sentences, which can include words with -s or -ing forms.
Lesson 13
Glued Sounds ng and nk
Students read and sort words that use the plural -s form (e.g., cats, pigs, balls) as part of the "Add s rule" activity and glue those words into the correct rule page. Students read, build, and manipulate many -ing words (e.g., going in the Weekly Message; hang/king/song/lung; word-family lists and fill-in-the-blanks using ang, ing, ong, ung) and practice reading and writing words that end in -ing. Students complete word-building, word-family sorting, and fill-in-the-blank exercises that require them to read words with these endings aloud and write them when dictated.
Lesson 14
Three-Letter Beginning Blends
Students spell and read word forms that include inflectional endings or tense changes such as spring, sprang, sprung (Activity 2.2) and shrunk (Activity 3.2 and Day 4 handwriting). Students read and write plural and -s forms (scrap vs. scraps; the sentence "He can strum on the strings." in Day 5). Students are asked to read and sort words that include inflected or past forms (sprang, sprung, sprung, shrunk, sprung appears in word sorts and word-building activities).
Lesson 15
More Ending Blends
Students are asked to add s to some words and to spell and read the plural forms in the Alphabet Soup activity (examples given: rafts, lifts, lists, quilts). Students read and spell many past-tense and past-form words (wept, slept, left, kept) in word-building, word-sorting, and dictated-sentence activities. Several activities ask students to read and point to words that end with particular endings and to read the words they create, including plural examples.
Lesson 16
R-Controlled Vowels (ar)
Students spell and read words that include plural -s endings in multiple activities (e.g., Activity 3.1: "park, parks, shark, spark, yarn, barns" and Group #3: "yard, yards, ... cards"). Students also encounter and sort words that include plural or inflected forms in the word sort pages (e.g., "parks/barns/yards/cards" appear among the sort lists). In Activity 5.1 and other spelling tasks, students generate and read word forms that differ by an additional -s (e.g., parks, yards).
Lesson 17
Semester Review
Students spell and read plural forms (e.g., flags) in Activity 1.2 and the review list explicitly includes "Adding s to show more than one." Students build and read words using the "ing" word-building card (cards list includes "ing" and Activity 3 game uses word-building cards; Activity 1.2 and Day 3 include words like spring and king). Students read and write sentences that contain inflected words (Sentence Dictation: "The dogs slept in the yard." includes the plural dogs and a past-tense verb).
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
Students are asked to add an s to words to show more than one (e.g., bat → bats, game → games) and to read the new words (Activity 3.3 and 3.3 Writing Words). Students are asked to add an s to silent-e words such as like → likes and to read the resulting forms during the laminated writing sheet activity. Activity 4.1 (Alphabet Soup) and accompanying directions encourage students to add s to some words and then read the plural forms they create.
Lesson 2
Long Vowels o, u, and e with Silent e
Students spell and write words that include inflectional forms such as the plural -s in 'poles' and 'cubes' (students spell 'poles' in Day 4 and write 'I can stack these cubes' in dictation). Students also encounter words that reflect past-tense morphology (e.g., 'drove') in the word-building/spelling activities, and they read plural pronouns like 'these' and 'them' in sight-word practice. These items require students to read or produce words that contain or represent inflectional endings.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
Students practice adding an s to a sight word in Activity 1.3 by adding the lowercase letter s to "other" and saying "others." Students spell and read words that include an -s ending and other inflected forms in word-building groups (examples: "worms," "barks," "words") and are asked to read those words aloud after spelling them. Several activities require students to write and read words that include plural or third-person -s endings during word-building and on the spelling test preparations.
Lesson 5
Long a Spellings ai, ay
Students read and point to words in the Weekly Message that include plural or inflected forms (e.g., "words") and read sight-word cards that include "has." Students read and orally decode sentences and passage excerpts that contain plural nouns (e.g., "The dogs stay in the yard," "The kids work with clay," and questions about "the boys") and then read those sentences aloud during dictation and reader activities.
Lesson 6
Long e Spellings ee, ey, ea
In Activity 3.1 (Alphabet Soup) students are explicitly told they can "add s to some words to show more than one of something," and they are asked to spell at least 12 words using the letters in the bowl. After building words, students are asked to read the words they created, which could include forms with the added -s ending. The word-building tasks ask students to spell and read multiple word forms, providing opportunities to produce and read plural -s forms aloud.
Lesson 7
Long i Spellings y, igh, ie
Students are asked to spell and read words formed with ie plus past tense -ed such as tied, cried, tried, fried (Activity 4.1) and to read the written word dried on the laminated sheet. The word bank and spelling lists include several past-tense forms (tied, cried, tried, dried) that students read aloud and write during word-building and spelling activities. Students also complete sorting and spelling tests in which these -ed forms appear and are read aloud as part of practice.
Lesson 8
Long o Spellings ow, oa, oe
Students read and write sentences that include an -s inflectional ending (for example, they write the dictated sentence "The goat eats toast," which contains "eats"). Students read the leveled reader The Slow Boat and are asked about "boats" in the story, so they encounter plural -s forms in connected text. Students also read and spell base long-o words aloud in multiple activities, providing contextual opportunities to notice inflected forms.
Lesson 10
Other Long Vowel Patterns
The lesson asks the child in Activity 2.2 to add s to some words to show more than one ("Remind him that he can add s to some words to show more than one of something") and then has the child read the words he created, including plural forms (e.g., colds, folds, gifts). The Alphabet Soup activity explicitly lists plural examples (colds, folds, gifts) and instructs the child to read those created words aloud. The Weekly activities also prompt the child to read and spell words that could be produced in plural form during word-building and reading tasks.
Lesson 11
Long Vowel Sounds Review
Students are asked to locate, write, and read words from decodable readers that include inflected forms such as skate/skates and cakes (Activity 2.1) and rain/rains and boat/boats (Activity 3.2). In several reader-review activities students reread texts and read aloud the target words that appear in both base and inflected forms (e.g., "skates," "cakes," "rains," "boats"). Word-sorting and fill-in-the-blank activities present and require reading of words that appear with plural -s endings in context.
Lesson 12
Other Vowel Sounds oi, oy
Students read and write words that include the -s inflection in multiple activities: they write and read the dictated sentence "The boys play with the toy," and Set 5 for Making Sentences includes plural words such as "toys" and "boys" for students to use. Students spell and read words with -s in word-building tasks (e.g., "points") and encounter plural forms when sorting and reading word lists during word-building and rhyming activities. Students also read aloud texts and sentences that contain these -s forms as part of oral reading and sentence dictation practice.
Lesson 14
Other Vowel Sounds aw, au
Students are asked to add s to words in the Alphabet Soup activity and to write/read plural forms such as laws, claws, cards, paws, and hawks. The spelling lists and spelling test include plural or inflected forms (paws, laws, cards) and students are prompted to read and correct these words. The sight word instruction explicitly treats made as the past-tense form of make and provides example sentences (They make a cake today. They made a cake yesterday.) for students to read.
Lesson 17
Year-End Review
The introduction explicitly lists "Adding s to show more than one" as a skill to assess. In Activity 1.2 students read the words on the "Which Words?" page and answer the prompt "Which words include s to show more than one of something?" with examples (plants, gems, rings). Activity 3 ("Alphabet Soup") includes example plural words (boys, toys) that students can build and read aloud.