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~ Page 1 © Gay Miller ~

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Thank you for downloading this

sample of A Wrinkle in Time Book Unit. Other book units may be

found at http://www.teacherspayteachers.com/Store/Gay-Miller

This packet contains graphic organizers

for an interactive notebook covering

vocabulary, comprehension questions,

constructed response writing, and skill

practice. I hope your students enjoy a

book study using the engaging method

of using interactive notebooks.

You can purchase

the full unit here.

A Wrinkle in Time

Genre ~ Science Fiction

Interest Level ~ Grades 4 – 8 (Age 9-12)

Grade level Equivalent: 4.7 to 5.8

Lexile Measure®: 740L

http://www.teacherspayteachers.com/Store/Gay-Millerhttps://www.teacherspayteachers.com/Product/A-Wrinkle-in-Time-Novel-Study-Digital-Printable-Book-Unit-Madeleine-LEngle-1448245


Table of Contents

Materials Needed for Creating the Foldable Graphic Organizers 5

Lesson Plans at a Glance 6

Vocabulary 7

Vocabulary Teaching Method 8

Vocabulary List 11

Vocabulary Bookmarks 16

Vocabulary Word Cards 18

Vocabulary Practice Booklet and Storage Pocket 22

Vocabulary Test 46

Comprehension and Writing 50

Teacher Information/Alignment to the Common Core State Standards 51

Chapter 1 Comprehension 57

Chapter 1 – Characters ~ Meg 59

Chapter 1 - Characters ~ Meg and Charles Wallace 61

Chapter 1 - Mood 63


Chapter 2 - Summarizing 67

Chapter 2 – Characters – Calvin and Mrs. Who 69


Chapter 3 – Point of View 73


Chapters 1-4 Figurative Language 78

Chapters 1-4 Figurative Language 81

Chapter 4 – Problem and Solution Chain 83


Chapter 5 – Tessering (Symbolism) 87

Chapter 5 – Tessering (Famous People) 91


Chapter 6 – Comparing Characters (O’Keefes and Murrys) 95

Chapter 6- Cause and Effect 97


Chapter 7 - Comparing Societies 101


Chapter 8 - Setting 106

Chapter 8 – Course of Action 108


Chapters 6-9 Sequence of Events 112

Chapter 9 – Responding to Text 114



Chapter 10 – Character ~ Aunt Beast 118


Chapter 11 – Plot Development 122


Chapter 12 Theme 126

Chapter 12 Character Change 128

End of Book Comparing the Book to the Movie 130

Skill Practice 132

Teacher Information 133

Prefix and Suffix Organizers 137

Prefix/Suffix Game – Scoot 150

Root Words Organizers ~ Hexagon Fold 158

Loop Game using Root Words 165

Figurative Language Response Cards 172

Figurative Language Organizer ~ Three Flaps Flip 179

Quotes from Novel 189

Animal Metaphors 194

Context Clues Organizer ~ Six Door Flip 198

Context Clues Activities 202

Task Card Activities 210

Comma Rules Organizer 224

Comma Activity 229

Conjunction Organizer ~ Pamphlet Fold 234

Coordinating Conjunction Organizer 239

Conjunction Activity ~ Paper Chains 240

Synonym/Antonym Organizer ~ 2 Flaps Flip 242

Synonym/Antonym Activity 246

Credits 269


Read Vocabulary Vocabulary Practice Book

Constructed Response Question

Skill Practice

Chapter 1 relinquished indignant

Page 1

Characters (Meg) Characters (Meg & Charles Wallace) Mood

Prefixes Organizers

in- im- ir- il-

Chapter 2 dilapidated sore

Page 2 Summarizing Characters (Calvin & Mrs. Who)

Suffix Organizers -ant -ent

Chapter 3 decipher

suspension Page 3 Point of View

Prefix and Suffix

Scoot

Chapter 4 apprehension summit

Page 4 Figurative Language Problem and Solution

Chain

Root Word Organizers mit mis

contra contro counter anit

Chapter 5 transition tentative

Pages 5-6 Symbolism (Tessering) Famous People (Tessering)

Root Word Loop Game

Chapter 6 seethe aberration

Page 7 Characters (O’Keefes & Murrys) Cause & Effect

Figurative Language Organizer

Chapter 7 radioactive

arrogance Page 8 Comparing Societies

Book Quotes

Animal Metaphors

Chapter 8 hysterical deviate

Page 9 Setting Context Clues Organizer

Chapter 9 encountering sinister

Page 10 Sequence of Events Responding to Text

Context Clues Activities

Chapter 10 fallible inverted

Pages 11-12 Characters (Aunt Beast)

Part of Speech Organizers on

Conjunctions & Paper Chain Activity

Chapter 11 alternative

pungent Page 13 Plot Development

Punctuation Rule

Organizer

Chapter 12 prevail fatal

Page 14 Theme Character Change

Comma Activity

Vocabulary Test Comparing the Book to the Movie

Synonym/Antonym Activity


Chapter One—Mrs. Whatsit

relinquished (verb) - voluntarily cease to keep or claim

synonyms: renounce, give up/away, hand over, let go of, give up, surrendered, abandoned, hand over, let pass

page 20 ~ Quite calmly, as though this old woman and her boots were nothing out of the

ordinary, Mrs. Murry pulled until the second boot relinquished the foot.

**~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~**

indignant (Adjective)- feeling or showing anger or annoyance at what is perceived as unfair treatment

synonyms: aggrieved, resentful, affronted, disgruntled, displeased, cross, angry, mad,

annoyed, offended, exasperated, irritated, piqued, nettled, in high dudgeon, chagrined. outraged, annoyed, furious, vexed

indignantly (in an indignant manner) page 17 ~ "You peeked!" Charles cried indignantly. "We're saving that for Mother's

birthday and you can't have any!"

Chapter 3 ~ Calvin continued to look at the picture. "He's not handsome or anything. But I like him."Meg was indignant. "He is too handsome."

Chapter 3 ~ "Just because you're a paltry few billion years—" Mrs. Whatsit was starting indignantly, when a sharp, strange voice cut in.

Chapter Two—Mrs. Who

dilapidated (adjective) - (of a building or object) in a state of disrepair or ruin as a result of age or neglect.

synonyms: run-down, tumbledown, ramshackle, broken-down, in disrepair, shabby,

beat-up, rickety, unsound, crumbling, in ruins, ruined, decaying, decrepit

page 34 ~ He started off on his short legs toward the dilapidated old house.

page 35 ~ In a dilapidated Boston rocker sat a plump little woman.

**~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~****~^~**

sore (adjective) - suffering mental pain; grieved, distressed, or sorrowful

synonyms: offended, angry, cross, mad, annoyed, upset, resentful, bitter

page 27 ~ She was still sore from the interview with Mr. Jenkins, and her voice sounded

cross.



1. Is relinquish used correctly in the sentences below? True or False

___________ I had to relinquish my title when I was accused of misconduct.

___________ The family man could not afford to relinquish his profits even if it would be for the betterment

of the company.

___________ Canadians are rather relinquish about being mistaken for Americans when they travel in Europe.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Circle six words in the box that are synonyms of

indignant.

resentful pleased disgruntled

content irritated enthusiastic

well-to-do annoyed displeased

famished comfortable cross

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. Give an example of a time when you felt indignant. ____________________________________________

_________________________________ _________________________________ _________________________________

Page 16 Page 1



1. Is relinquish used correctly in the sentences below? True or False

___ True ____ I had to relinquish my title when I was accused of misconduct.

___ True ____ The family man could not afford to relinquish his profits even if it would be for the betterment of the company.

___False___ Canadians are rather relinquish about being

mistaken for Americans when they travel in Europe.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. Circle six words in the box that are synonyms of

indignant.

resentful pleased disgruntled

content irritated enthusiastic

well-to-do annoyed displeased

famished comfortable cross

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. Give an example of a time when you felt indignant. ____________________________________________

_________________________________ _________________________________ _________________________________

Page 16 Page 1


A Wrinkle in Time ~ Chapter 1

1. A good title for Chapter 1 could be ---.

a. The Stormy Night

b. Fighting at School c. Missing Sheets d. A Strange Visitor

2. Chapter 1 is told from which point of view?

a. 1st through Meg

b. 1st through Charles Wallace c. 3rd person narrator focusing on Meg d. 3rd person narrator giving equal attention to

all characters

3. What can be inferred about the Murrys?

a. They have above average intelligence. b. They get along well with society.

c. All of the children are oddballs. d. They are a normal family.

4. Match each cause to its effect.

______ A boy called

Charles Wallace Meg’s "dumb baby brother."

a) The wind

seemed more violent.

______ Meg wanted the

attic bedroom.

b) The milk was

warming for cocoa.

______ Charles Wallace could read Meg’s mind.

c) Meg got into a fight.

5. Read this passage from Chapter 1.

In her attic bedroom Margaret Murry, wrapped

in an old patchwork quilt, sat on the foot of her bed and watched the trees tossing in the frenzied lashing of the wind. Behind the trees

clouds scudded frantically across the sky. Every few moments the moon ripped through them,

creating wraith-like shadows that raced along the ground.

Highlight each of the personified phrases in the passage.

Why did the author most likely use

personification in this passage? ______________________________________

______________________________________

______________________________________

______________________________________

6. Which sentence does not belong?

(A) Mrs. Whatsit was one strange lady. (B) First she shows up at the Murry’s house during the night in the middle of a storm. (C) She looks like a

tramp in an odd assortment of mix-matched clothing. (D) She asks for Russian caviar when she

shouldn’t know the Murrys have such a treat. (E) She doesn’t like wet feet, so she dumps water out of her boots. (F) Before leaving Mrs. Whatsit says

the most unusual thing. She tells the Murrys that tesseracts are real. This has Mrs. Murry wondering

how she knew about tesseracts. a. Sentence B b. Sentence C

c. Sentence D d. Sentence E


Maybe if Father were here he could help you, but I don't think I can do anything till you've

managed to plow through some more time. Then things will be easier for you. But that isn't much

help right now, is it?

Based on the passage what inference may be made?

a. Mrs. Murry thinks Meg will outgrow this awkward stage in her life.

b. Mrs. Murry thinks Father will be home soon. c. Mrs. Murry thinks her advice will help Meg. d. Mrs. Murry wants Meg to grow up.

8. All of the following describe Mrs. Whatsit EXCEPT ---.

a. looks like a tramp in mix-matched clothing b. addled sounding as if she is confused by her

surroundings c. has a grandmother-like appearance with a

creaky voice

d. seems to know things she shouldn’t know


A Wrinkle in Time ~ Chapter 1

1. A good title for Chapter 1 could be ---.

a. The Stormy Night

b. Fighting at School c. Missing Sheets d. A Strange Visitor

2. Chapter 1 is told from which point of view?

a. 1st through Meg

b. 1st through Charles Wallace c. 3rd person narrator focusing on Meg d. 3rd person narrator giving equal attention to

all characters

3. What can be inferred about the Murrys?

a. They have above average intelligence. b. They get along well with society.

c. All of the children are oddballs. d. They are a normal family.

4. Match each cause to its effect.

___c___ A boy called

Charles Wallace Meg’s "dumb baby brother."

a) The wind

seemed more violent.

___a___ Meg wanted the

attic bedroom.

b) The milk was

warming for cocoa.

___b___ Charles Wallace could read Meg’s mind.

c) Meg got into a fight.


In her attic bedroom Margaret Murry, wrapped

in an old patchwork quilt, sat on the foot of her bed and watched the trees tossing in the frenzied lashing of the wind. Behind the trees

clouds scudded frantically across the sky. Every few moments the moon ripped through them,

creating wraith-like shadows that raced along the ground.

Highlight each of the personified phrases in the passage.

Why did the author most likely use

personification in this passage?

The author wanted the storm to feel like an

angry person. It creates the mood. The storm makes Meg feel anxious or uneasy. This foreshadows the events that are to come.

6. Which sentence does not belong?

(A) Mrs. Whatsit was one strange lady. (B) First she shows up at the Murry’s house during the night in the middle of a storm. (C) She looks like a

tramp in an odd assortment of mix-matched clothing. (D) She asks for Russian caviar when she

shouldn’t know the Murrys have such a treat. (E) She doesn’t like wet feet, so she dumps water out of her boots. (F) Before leaving Mrs. Whatsit says

the most unusual thing. She tells the Murrys that tesseracts are real. This has Mrs. Murry wondering

how she knew about tesseracts.

a. Sentence B b. Sentence C c. Sentence D d. Sentence E


Maybe if Father were here he could help you,

but I don't think I can do anything till you've managed to plow through some more time. Then things will be easier for you. But that isn't much

help right now, is it?

Based on the passage what inference may be

made?

a. Mrs. Murry thinks Meg will outgrow this awkward stage in her life.

b. Mrs. Murry thinks Father will be home soon. c. Mrs. Murry thinks her advice will help Meg.

d. Mrs. Murry wants Meg to grow up.

8. All of the following describe Mrs. Whatsit EXCEPT ---.

a. looks like a tramp in mix-matched clothing b. addled sounding as if she is confused by her

surroundings c. has a grandmother-like appearance with a

creaky voice d. seems to know things she shouldn’t know


Option 1

Have students use the graphic organizer for notes. Notice the notes are not in complete sentences. Glue the organizer

to the left side of the notebook page. On the right side of the notebook, students use the notes to write the details in

paragraph form.

Option 2

Students

complete the

organizer by

writing complete

sentences.


Chapter 1 ~ Constructed Response – Characters

The reader is introduced to Meg in Chapter 1. Describe Meg’s personality and physical appearance. Draw a picture

of Meg in the center oval. Write a description of Meg’s character from your notes.

Meg

Physical Appearance

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Personality

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CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts,

words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how

characters interact).

CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the

plot moves toward a resolution.

http://www.corestandards.org/ELA-Literacy/RL/4/3/http://www.corestandards.org/ELA-Literacy/RL/5/3/http://www.corestandards.org/ELA-Literacy/RL/6/3/


Chapter 1 ~ Constructed Response – Characters (Answer Key)

The reader is introduced to Meg in Chapter 1. Describe Meg’s personality and physical appearance. Draw a picture

of Meg in the center oval. Write a description of Meg’s character from your notes.

Meg

Physical Appearance

wears braces and glasses

unruly mousey-brown hair

Personality

oldest child

having trouble with schoolwork ~ good IQ

thinks of herelf as dumb

an outcast and an oddball

wants to be ordinary like her twin younger brothers, Sandy

and Dennys

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the

text (e.g., a character’s thoughts, words, or actions).

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on

specific details in the text (e.g., how characters interact).

CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the

characters respond or change as the plot moves toward a resolution.



Chapter 4 ~ Constructed Response – Problem and Solution Chain

Meg finds herself alone in a void.

She is unable to move or to speak.

________________________________________________________________________________________________

________________________________________________

problem solution

solution

Charles Wallace is aggravated at the

three witches.

solution

problem

problem

________________________________________________________________________________________________

________________________________________________

Mrs. Whatsit turns into a

beautiful creature. As the three

children ride on the creature’s back

they are unable to breathe.

________________________________________________________________________________________________________________________________________________

Fill in each solution in the problem and solution chain. Use this to summarize Chapter 4.

________________________________________________________________________

________________________________________________________________________

CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to

challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct

from personal opinions or judgments.



Chapter 4 ~ Constructed Response – Problem and Solution Chain (Answer Key)

Meg finds herself alone in a void.

She is unable to move or to speak.

Meg transforms into a field on a beautiful spring

day. [It is autumn at home.]

problem solution

solution

Charles Wallace is aggravated at the

three witches.

solution

problem

problem

Mrs. Whatsit explains to Meg and Calvin that they have been

tessering, and they are on another planet.

Mrs. Whatist turns into a beautiful

creature. As the three children ride

on the creature’s back they are

unable to breathe.

The children breathe through flowers when the atmosphere

becomes too thin.

Fill in each solution in the problem and solution chain. Use this to summarize Chapter 4.

The ride takes the children to the top of a mountain where they can see the dark shadow

in the sky.

CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to

challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct

from personal opinions or judgments.



In this Book Unit Interactive Notebook Series [Note: This series is set up differently

from my products that simply say Book Units.] each unit will have seven sets of skill practice. Each practice will include one or more graphic organizers and an activity. The activities will not be worksheets as most of us have plenty of those, but will instead be a

hands-on type of activity. Here is how it works:

Each unit will focus on two prefixes and two suffixes. Both graphic organizers and a practice activity will be provided. The affixes selected will be

different for each unit, so that nothing repeats.

Each unit will focus on two Greek or Latin root words. Graphic organizers as

well as a practice activity will be included.

3) Each unit will practice with one or more of the following: figurative language, sound devices, idioms, proverbs, and/or adages. Each unit will include a set

of response cards, graphic organizers, and practice activity. Activities will be based on the writing style of the book’s author.

Each unit from this series will contain practice using context clues. Two types of organizers will be provides with this skill; one explaining many types of context

clues -- definition, synonym, antonym, example, cause/effect, comparison, lists/series description, etc. plus a graphic organizer which focuses on just one type of context clue.

Cards containing multiple choice questions will be provided based on the book with a selection of game activities to use with the cards. The cards will change

for each unit; however the games will remain the same. [Note: This only refers to the context clues game activities. Activities for the other skills will change from unit to unit.]

5) Each unit will contain an organizer going over rules and a practice activity with a punctuation skill.

6) Each unit will contain practice with one part of speech.

7) Each unit will contain practice with synonyms, antonyms, homographs, and/or analogies.


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Prefixes il- im- in- ir-

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Context Clues

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http://www.corestandards.org/ELA-Literacy/L/4/1/http://www.corestandards.org/ELA-Literacy/L/4/1/a/http://www.corestandards.org/ELA-Literacy/L/4/1/a/http://www.corestandards.org/ELA-Literacy/L/4/1/c/http://www.corestandards.org/ELA-Literacy/L/4/1/d/http://www.corestandards.org/ELA-Literacy/L/4/1/e/http://www.corestandards.org/ELA-Literacy/L/4/1/f/http://www.corestandards.org/ELA-Literacy/L/4/1/g/http://www.corestandards.org/ELA-Literacy/L/4/2/http://www.corestandards.org/ELA-Literacy/L/4/2/a/http://www.corestandards.org/ELA-Literacy/L/4/2/b/http://www.corestandards.org/ELA-Literacy/L/4/2/c/http://www.corestandards.org/ELA-Literacy/L/4/2/d/http://www.corestandards.org/ELA-Literacy/L/4/3/http://www.corestandards.org/ELA-Literacy/L/4/3/a/http://www.corestandards.org/ELA-Literacy/L/4/3/b/http://www.corestandards.org/ELA-Literacy/L/4/3/c/http://www.corestandards.org/ELA-Literacy/L/4/4/http://www.corestandards.org/ELA-Literacy/L/4/4/a/http://www.corestandards.org/ELA-Literacy/L/4/4/b/http://www.corestandards.org/ELA-Literacy/L/4/4/c/http://www.corestandards.org/ELA-Literacy/L/4/5/http://www.corestandards.org/ELA-Literacy/L/4/5/a/http://www.corestandards.org/ELA-Literacy/L/4/5/b/http://www.corestandards.org/ELA-Literacy/L/4/5/c/http://www.corestandards.org/ELA-Literacy/L/4/6/


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Roots mis mit counter

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Figurative Language

Context Clues

Punctuation

Part of Speech

Synonyms/Antonyms

5th

Grade

http://www.corestandards.org/ELA-Literacy/L/5/1/http://www.corestandards.org/ELA-Literacy/L/5/1/a/http://www.corestandards.org/ELA-Literacy/L/5/1/b/http://www.corestandards.org/ELA-Literacy/L/5/1/c/http://www.corestandards.org/ELA-Literacy/L/5/1/d/http://www.corestandards.org/ELA-Literacy/L/5/1/e/http://www.corestandards.org/ELA-Literacy/L/5/2/http://www.corestandards.org/ELA-Literacy/L/5/2/a/http://www.corestandards.org/ELA-Literacy/L/5/2/b/http://www.corestandards.org/ELA-Literacy/L/5/2/c/http://www.corestandards.org/ELA-Literacy/L/5/2/d/http://www.corestandards.org/ELA-Literacy/L/5/2/e/http://www.corestandards.org/ELA-Literacy/L/5/3/http://www.corestandards.org/ELA-Literacy/L/5/3/a/http://www.corestandards.org/ELA-Literacy/L/5/3/b/http://www.corestandards.org/ELA-Literacy/L/5/4/http://www.corestandards.org/ELA-Literacy/L/5/4/a/http://www.corestandards.org/ELA-Literacy/L/5/4/b/http://www.corestandards.org/ELA-Literacy/L/5/4/c/http://www.corestandards.org/ELA-Literacy/L/5/5/http://www.corestandards.org/ELA-Literacy/L/5/5/a/http://www.corestandards.org/ELA-Literacy/L/5/5/b/http://www.corestandards.org/ELA-Literacy/L/5/5/c/http://www.corestandards.org/ELA-Literacy/L/5/6/


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Roots mis mit counter contra contro anti

sontr

Figurative Language

Context Clues

Punctuation

Part of Speech

Synonyms/Antonyms

6th

Grade

http://www.corestandards.org/ELA-Literacy/L/6/1/http://www.corestandards.org/ELA-Literacy/L/6/1/a/http://www.corestandards.org/ELA-Literacy/L/6/1/b/http://www.corestandards.org/ELA-Literacy/L/6/1/c/http://www.corestandards.org/ELA-Literacy/L/6/1/d/http://www.corestandards.org/ELA-Literacy/L/6/1/e/http://www.corestandards.org/ELA-Literacy/L/6/2/http://www.corestandards.org/ELA-Literacy/L/6/2/a/http://www.corestandards.org/ELA-Literacy/L/6/2/b/http://www.corestandards.org/ELA-Literacy/L/6/3/http://www.corestandards.org/ELA-Literacy/L/6/3/a/http://www.corestandards.org/ELA-Literacy/L/6/3/b/http://www.corestandards.org/ELA-Literacy/L/6/4/a/http://www.corestandards.org/ELA-Literacy/L/6/4/a/http://www.corestandards.org/ELA-Literacy/L/6/4/b/http://www.corestandards.org/ELA-Literacy/L/6/4/c/http://www.corestandards.org/ELA-Literacy/L/6/4/d/http://www.corestandards.org/ELA-Literacy/L/6/5/http://www.corestandards.org/ELA-Literacy/L/6/5/a/http://www.corestandards.org/ELA-Literacy/L/6/5/b/http://www.corestandards.org/ELA-Literacy/L/6/5/c/http://www.corestandards.org/ELA-Literacy/L/6/6/

Page | 22 Unit Created by Gay Miller

Organizers for

Affixes and Root

Words


antibiotic

deny the truth of (a

statement), especially by

asserting the opposite

contradict distributed or sold

illicitly

1 Scoot Read the sentence. Substitute the prefix + word that is in all capitals by adding one of the following prefixes to the word in all caps: in, im, ir, or il. Running through the cafeteria is NOT RESPONSIBLE behavior.

2 Scoot Add –ent or –ant to the word to form a new word. Note: don’t forget spelling rules such as change y to i or drop the final e before adding ending.

confide

Loop

Sample

Cards

Scoot

Sample

Cards


Although this page looks

empty now, it will fill up if

you decide to use additional

units in this series as further

organizers will be provided

to include all those pictured.


Because David was nervous about meeting with his boss, he

walked like a turtle all the way down the street.


Three versions of these organizers are provided depending on the needs of your students.

Students will write definitions and examples. Students will fill in key words in the definitions which are provided.

The third copy of the organizer may be used as an answer key, for

differentiated instruction, for students who were absent during instruction, or

if you wish for the students to have the sentences already completed.


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New zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz · 2018. 9. 17. · A Wrinkle in Time ~ Chapter 1 1. A good title for Chapter 1 could be ---. a. The Stormy Night b. Fighting at School