Students are asked questions that use an irregular plural noun: the prompt "How did the people's activities change?" requires students to read and respond to the plural form "people." Students are instructed to write sentences beneath each season on the Changing Seasons Wheel, which requires composing sentences that may include plural nouns. Some student pages label categories using plural nouns (e.g., "Houses") and show plural items (e.g., "cows") that students will cut, sort, or reference.

Students say and act out body parts in Activity 4, which explicitly lists the irregular plural 'teeth' (sharp teeth, flat teeth) for demonstration. Students encounter plural forms in lists and labels across activities (e.g., 'gills,' 'wings,' 'feathers,' 'scales') when matching, sorting, and graphing animals. Students connect names like 'fins,' 'claws,' and 'antlers' to images and use those plural words when labeling or discussing animals in Activities 2 and 3.

Students copy sentences in the Spelling activity that include the irregular plural "people" (e.g., "People need air"). The Facts and Definitions and activity prompts ask students to write sentences about "plants, animals, and people," so students will produce and read that irregular plural in their writing. Activity 3 asks students to write or draw needs for a girl and may prompt sentences that refer to other people or friends, giving additional incidental use of plural forms.

Students encounter the irregular plural word "teeth" in Activity 1 where they identify body parts as solids, liquids, or gases; the answer key explicitly lists "teeth" as a solid. Students are asked to write their own short story (Activity 5) that must include multiple references to solids, liquids, and gases, which could prompt use of plural nouns in their writing. Several reading and labeling activities require students to read and mark plural words in context (e.g., circling solids/liquids/gases in the short story and labeling items on activity pages).

Students read and discuss text that includes the irregular plural noun "people" (e.g., "How does the location of a place affect the people/culture?" and "why natural resources are important to people"). Students also read and use plural nouns throughout activities (e.g., "resources," "states," "jobs") while completing map, matching, and research tasks.

Students are given the word "people" in the Unit Spelling list and instructed to write each word three times and use each word in a written or oral sentence. Students are prompted to speak and write about "people" repeatedly (title: "People Change Geography" and multiple discussion questions and activities that ask the child to think about ways people change the land). Students complete speaking and writing tasks that require using the plural form "people."

Students are asked to answer "How many people live in the homes below?" and the Student Activity Page labels include the word "people," which is an irregular plural form. Students are prompted to write answers on multiple activity pages (Culture Math, Looking at My Culture, Interview), so they will encounter plural noun usage in writing and speaking tasks. The interview and reflection prompts ask students to name jobs, foods, and homes (plural contexts) when recording examples from a community member.

Students read and sing lyrics (e.g., in "When Johnny Comes Marching Home") that include the irregular plural noun "men." Students read and discuss texts about culture and diversity that repeatedly use the irregular plural "people." Students participate in conversations, songs, and writing tasks (such as writing a letter and labeling the American Culture map) where plural nouns occur in authentic contexts.

The lesson repeatedly uses the irregular plural noun "children" in prompts and readings (e.g., "the lives of children," "children make up their own games," "Which children in the story...?"). Several activities ask students to describe, draw, or compare children (Venn diagram, discussion questions, sorting pictures) and to record names of family members and votes, which requires oral or written reference to multiple people. Students will read and speak sentences containing the irregular plural form during reading and discussion of the book.

The activity 'If the Shoe Fits' instructs students to measure feet and match shoes to the correct foot, and the directions repeatedly use the plural word "feet." The lesson also refers to multiple characters and items in plural forms (e.g., "countries," "stories," "animals"), giving students exposure to plural nouns in context.

The example story explicitly uses irregular plural forms such as "fisherman" -> "fishermen" and the noun "fish." Students are asked to write sentences, complete multiple fill-in-the-blank story pages, and answer questions about characters and events, which require them to produce nouns in context. The student activity pages include blanks for items, people, and lost-and-found prompts (e.g., "After searching everywhere, the _____ lost _____ and _____ was found by _____") that could elicit plural noun use.

Students are asked in Activity 4 to use each vocabulary word (trait, offspring, species, parent) in a sentence orally and then write each word three times, giving repeated practice using the words. The text repeatedly uses plural forms such as "offspring," "species," and "children" while students assemble and color multiple Generation 1–3 creatures and discuss traits across generations. Students also name the species and describe groups (a generation is a group of children/offspring), which requires using those plural nouns in context.

Students are explicitly taught irregular plural formation in Activity 1, where the text explains exceptions (e.g., man -> men, child -> children, fish -> fish) and reviews regular plural rules. Students complete a Student Activity Page Part I that requires them to write the plural forms for mouse, goose, tooth, and foot, with an answer key showing mice, geese, teeth, and feet. In Part II students must use the plural forms of woman (women) and deer (deer) in their own sentences, providing production and usage practice.

Students read The Story of Ruby Bridges and other texts that repeatedly use irregular plural nouns such as "children," "people," and "men." Students answer comprehension questions and complete writing activities (Famous Americans pages and the Civil Rights page) that require them to write about multiple people and groups, thereby encountering and potentially using those irregular plurals. Image captions and activity prompts also include irregular plural forms that students will read and reference.

Students read and identify plural words such as "years" in Activity 1.3 (They are asked which word ends with an s that shows more than one). Students encounter irregular plural forms in context in the Sounds of C and G story, where words like "mice" and "geese" appear and are read and highlighted. The Magic Hat activity mentions that the child can add s to some words to show more than one and has students read plural words (e.g., twins, twigs, swims).

Students are asked to read the Age 5-7 sight words list aloud, which explicitly includes the word "people," an irregular plural. The lesson also has activities that ask students to read sight word cards and continue reviewing sight words, giving students opportunities to encounter and read the irregular plural "people."

Students encounter and work with irregular plural forms such as "children" and "geese" in Activity 1.2 where the teacher writes words (mouse, children, man, geese) and asks the child to name columns and identify singular/plural relationships. Students are asked to identify the singular version of plural words in the right column, which would require recognizing irregular plurals when they appear among other plural examples.

Students are asked to read, say, and use irregular plural sight words such as "children" and "women" (Activity 1.3). Students are prompted to identify and produce irregular plurals (man/men, woman/women, child/children, mouse/mice, goose/geese, die/dice, ox/oxen) and to supply plural forms in number contexts (Activity 4.1). Students match singular and irregular plural pairs on the "No Rules Plurals Matching" page, read them aloud, and write irregular plurals on the "Write the Plural" page (e.g., mice, teeth, geese, sheep).

In Activity 2.2 (Word Hunt) students locate plural words in Reader #14 and write them into columns labeled by pluralization rule, with a "no rules" column that lists irregular plurals such as children, women, sheep, geese, and teeth. Activity 5.1 has students produce and write the irregular plural men (1 man + 1 man = 2 men). Activity 2.1 (Magic Hat) asks students to identify any plural words they create (e.g., lights, flights, flies) and read them aloud.