The Skills section instructs students to "Practice the correct spelling of words." Activity 2 (Spelling) asks students to write the listed spelling words five times and later spell them from dictation; the listed words include multisyllabic examples such as "environment" and "wildflowers." The lesson also asks students to read Chapter 5 independently, giving them opportunities to encounter multisyllabic words in connected text.

Activity 3 asks students to record the number of syllables for each vocabulary word and to read aloud and write the sentence that contains the word, with an answer key listing syllable counts for words like specialist (3), disappointment (4), and accomplishment (4). The vocabulary clue game uses the number of syllables as one of the clues students hear to guess each word. Students also repeatedly encounter and practice multisyllabic vocabulary items in written and spoken contexts (filling definitions, synonyms/antonyms, and using the words in sentences).

Students encounter a vocabulary page that lists words such as "hammock," "fortunate," "mango," "hollow," and "approach," and they are asked to record the correct vocabulary word in each sentence. Students are asked to use all the vocabulary words in their own short island story and may look up unfamiliar words in a dictionary. The Student Activity Page requires students to read and match written multisyllable words to contextual sentences.

Students are asked to read pp. 16-27 in Hot on the Trail in Ancient Egypt, encountering vocabulary in context. The vocabulary activity directs students to look up words, write them on note cards, use them in sentences, and create a short story using words such as pomegranate, craftsmen, chamber, plaster, and noble. Students are asked to read their recorded story aloud, providing oral practice with multisyllabic words.

Students are asked to read pages 1–15 of Adventures in the Middle Ages aloud and to reread specific pages, providing opportunities to encounter multisyllable words in connected text. Students read a list of nouns aloud (fleas, luck, bed, promise, stew, guidebook, castle, work, peasant, choice, knight, mouse), which includes multisyllabic words such as guidebook, promise, castle, and peasant. Students also write sentences about the Middle Ages that must include at least one concrete noun and one abstract noun, which requires producing and using multisyllable vocabulary in writing.

Students are taught to use structural cues such as prefixes and suffixes (un-, re-, dis-, -ly, -ing, -ed, -less, -able) and practice adding these affixes to base words in sentence contexts. Students complete exercises where they select the correct prefix or suffix to form words (e.g., disappeared, motionless, considerable, protecting) and then locate those multisyllable words in the text. The activities include writing prompts to create and use words with prefixes/suffixes and a game to find affixed words in print, giving repeated practice decoding affixed multisyllabic words.

Students learn explicit spelling rules for adding -ed and -ing (double the final consonant for CVC verbs; drop the final e) in the Facts and Definitions and Activity 3. The Student Activity Page and practice items ask students to form and spell base verbs with -ed and -ing and to read the resulting words aloud. The Skills section notes that students will 'use structural cues to recognize words such as ... base words, and inflections such as -s, -es, -ed, and -ing.'

The Language Think-Tac-Toe includes activities that ask students to add "ing" and "ed" to verbs, write examples of two prefixes and three suffixes and record their meanings, and record the two rules for adding "ed" or "ing" to a base verb. Vocabulary tasks require students to use multiple vocabulary words in sentences and paragraphs, which may involve multisyllabic vocabulary items. These tasks provide practice with morphological parts of words (prefixes, suffixes, base verbs).

Day 2 vocabulary instructions ask students to identify words with endings (-ed, -ing, -ly), write the base word below the inflected form, and locate and highlight the words in the text. Students are asked to record each vocabulary word (runt, specimen, manure, discarded, captivity, dejected, appropriate, objectionable, detested, gratified, unremitting, gullible) on note cards and look up definitions. The vocabulary list contains multiple multisyllabic words (e.g., specimen, captivity, objectionable, unremitting) that students will encounter and analyze for base forms.

Students are asked to look up vocabulary words and "read the word in context to pick the correct definition" in Activity 2: Vocabulary Webs. The vocabulary list contains several multisyllabic words (e.g., gratitude, charity, immaculately, dilapidated) and students are asked to record the base word and create a new sentence for each word. The activity instructs students to fill bubbles for definition, base word, and sentence from the book, which requires encountering and working with these multisyllable words.

Students are asked to find hyphenated compound words and end-of-line hyphens in the text and to identify what words are joined. The lesson explicitly tells the student: "Remind her that words must be split between syllables." The hyphen activity asks the student to notice patterns in how words are split and compares different split examples (e.g., "wi-ndow").

The Skills section directs students to "use resources such as beginners' dictionaries, glossaries, available technology, and context to build word meanings," which supports word analysis when encountering multisyllable words. The Reading and Questions activity encourages the child to read Chapter 6 aloud with expression, giving students practice encountering and pronouncing multisyllable words in context. Activity 3 (Vocabulary) provides a list of multisyllable words (e.g., descending, pilgrimage, vanished, fragrant, altar) and asks students to match definitions, fill blanks in sentences from the book, and use each word in a sentence.

The Skills section explicitly lists "Identify multisyllabic words by using common syllable patterns (LA)." Activity 2 instructs to "Review the concept of syllables" and to say multisyllabic words while the child counts syllables. The Quinzaine Poem activity and Structure Guide require students to produce lines with exact syllable counts (7-5-3), reinforcing syllable segmentation and identification.

The vocabulary activity lists multisyllable words (herpetologist, ornithologist, mammalogist, botanist, etc.) and asks students to locate each word in the text, read the words in context, record definitions, and use each word in a sentence. The lesson also has students read chapters and encounter these vocabulary words during reading, and Activity 2 explicitly directs students to handle the vocabulary strips (alphabetize, find on page, read in context).

Students read Chapters 10–12 and are asked to locate vocabulary words in context and read them aloud after completing a fill-in-the-blank paragraph. The vocabulary activity lists words (fuming, imposter, glaring, coach, betray, fathom, fret) and directs students to choose words that fit sentences, look up unfamiliar words, and read the words in context aloud. The student activity pages require students to place words into sentence blanks and to circle or fill the correct vocabulary choices, giving repeated exposure to multisyllabic items like "imposter," "betray," and "fathom."