The example paragraph describing Francis includes comparative and superlative language ("Francis can sing louder and stronger than a trumpet" and "Francis is the best pet bird a girl could ever ask for"). Activities ask students to underline interesting descriptive words in the author's description and to write their own descriptions and a paragraph using rich, colorful language. The word-choice activity and writing tasks give students exposure to varied adjectives and adverbs in context.

The badge activity includes sentence starters that require superlative adjectives: students complete ribbons reading "Tornado is the smartest dog because…," "Tornado is the funniest dog because…," and "Tornado is the nicest dog because…." Option 2 asks students to write reasons on ribbons and encourages them to use specific examples (e.g., "He is smart because he can play card tricks"), which prompts students to produce descriptive adjective phrases including superlatives. The final blank ribbon ("Tornado is the ___ dog because…") lets students choose and supply another superlative form.

Students reread Chapter 7 and record the phrases the author uses to describe Pete's sadness, including the explicit phrase "the saddest and longest day of my life." Students look up synonyms for "happy" and "sad" in a thesaurus and discuss shades of meaning (for example, that "depressed" shows a deeper level of sadness and "excited" indicates a higher level of happiness). Students are asked to produce multiple ways to say "I feel sad" and "I feel happy," and to use more interesting words when writing their paragraphs.

The lesson explicitly defines comparative adjectives as ending in -er (comparing two things) and superlative adjectives as ending in -est (comparing more than two). In Activity 2, students are asked to identify adjectives in a title, generate comparative forms (e.g., sweet → sweeter) and superlative forms (e.g., sweet → sweetest) from example words, and include regular, comparative, and/or superlative adjectives in a self-created book title. The skills list also names "Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (LA)"

The lesson text includes comparative adverb examples in model sentences: the completed example for Benjamin Franklin's glasses says people could "see more clearly" and "read books much more easily than they were before." The lesson also uses a superlative adjective phrase in exposition: "Most famous inventors spend years and years of hard work." Students are asked to write sentences describing inventions and how they helped, which could elicit use of adjectives and adverbs in comparison.

Students are asked to "discuss the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary," which directs attention to modifiers (including adjectives and adverbs). Student-facing text and prompts include comparative/superlative word forms such as "more real" and questions like "Which piece did you enjoy most? Why?" that expose students to comparative and superlative usage in context. Students also read and underline quotes and discuss wording that creates images, which may incidentally highlight modifier choice.

The lesson asks students to "compare similarities and differences" between ancient Egypt and their own community and to "describe how the homes and foods are different," which requires comparative language. The skills list includes comparing information within and across selections, and Activity 3 directly asks students to discuss whether changes over time are "positive or negative" and notes that "life is more comfortable," providing an explicit comparative example. Students are asked to list similarities and differences and to record how needs are met in both settings, prompting use of comparative descriptions.

Students are asked to complete a Venn diagram comparing a king and a president, which requires identifying similarities and differences. Students are asked to write a paragraph explaining why they would prefer living under a president or a king, an activity that invites comparative language. The Skills list explicitly includes "Compare similarities and differences among cultures," which signals practice using comparative ideas.

The lesson explicitly explains how to form comparative and superlative adverbs: adding more/most before -ly adverbs (quietly → more quietly/most quietly) and adding -er/-est for non -ly adverbs (late → later/latest; high → higher/highest). Option 2 directs students to write adverbs for verbs and encourages them to use comparative and superlative forms when composing sentences. The lesson also reviews that an adjective describes a noun, establishing the distinction between adjectives and adverbs.

The lesson explicitly teaches comparative and superlative adverbs: it defines comparative adverbs with an example ("Jane can whisper more quietly than Ava can") and superlative adverbs with an example ("Of all the players on the team, Ted lives closest to the park"). It gives formation rules (add more/most for -ly adverbs; add -er/-est for adverbs that don't end in -ly, with examples: hard→harder/hardest, late→later/latest, fast→faster/fastest). Students practice identifying comparative vs. superlative forms in Section 3 of the activity page and rewrite/add adverbs in Option 2.

Students are instructed in Activity 3 to label four flip-book flaps with the headings "Best Part, Funniest Part, Saddest Part, and Most Exciting Part," which are superlative adjective phrases. Under each flap students are asked to illustrate events and accompany each illustration with a descriptive phrase or sentence, prompting them to write using those superlative forms.

The introduction contains the sentence "A tropical rain forest... has a warmer climate than a temperate rain forest," which explicitly uses a comparative adjective form (warmer... than). The wrapping up prompt asks the child to "explain the difference between temperate rain forests and tropical rain forests," which requires students to make comparisons between two categories.

The Daily Activities questions ask students to identify which time of day they were "most busy" and "least busy," prompting use of superlative language. Skills list asks students to "Discuss similarities and differences," and students record and compare events from their day and Tepui's day on the Daily Activities chart. The Rain Forest Animals Chart and comparison tasks encourage students to note differences among animals across chapters.

The guided question-and-answer includes the comparative phrase "They were more exciting than Winnie's family." Activity 1 asks students to list "the five most important characteristics," explicitly using the superlative phrase "most important." Activity 1 also directs students to write a sentence for each characteristic describing why it is important, giving students occasions to use comparative or superlative language in their writing.

The Softball Logic activity (#3) uses comparative language: statements such as "Tina is shorter than Herbie," "Herbie is taller than Tina," and "Winnie is taller than Herbie but is not the tallest," requiring students to order children by height. Students read and work with those comparative and superlative forms to determine tallest-to-shortest order. The language in the problems therefore has students interpret comparative/superlative adjectives in context.