MODULE 1: Week 1

Into Reading

supplements
 ATTENTION: GOOGLE INFORMATION
for Online Learning
Many of the pages in this supplement have been
converted to Google Slides to be used in your online
classroom. In order to access the Google Slides version
of this product, you will need click the foll owing link:

Module 1 Week 1

You will click “Make a copy” and a copy of the resource

will end up in your Google Dri ve. From there, you can
share out your copy with your students. The text boxes
are al ready inserted, so students will be able type thei r
answers to complete the pages in Google Classroom
(or the online plat form of your choice.)

If you do not need the online learning portion of this

file, continue on to the printable pa ges foll owing this
one.

Complete answer keys are found at the end of the

lesson.

©Amanda Garcia 2016

 week ONE
• Government Must Fund
Inventors
ü Central Idea

• The Inventor’s Secret

ü Point of View
ü Retell / Summari ze
ü Author’s Purpose
ü Theme
 MODULE 1 , Week 1

CONTENTS & EXPLANATION

7 Essential Question Students journal write to answer the essential
question.

8 Big Idea Words On the front, students write the meaning o f

* Interacti ve Notebook each Big Idea Word. Then, students li ft the flaps
and write a list of synonyms of each Big Idea
Word.

* This pa ge is cut and pasted into the student’s

interacti ve notebook.

9 Central Idea Students write the central idea o f the text and
gi ve 3 pieces o f evidence to support the idea.

10 Support the Central Students gi ve 3 pieces o f evidence to support

Idea the provided central idea.

11 Point o f View Students write about the point o f view from

which the story is told.

12 Retell and Summari ze Students use the word bank provided to write a
summary o f how Henry learned Thomas’s
secret.

13 Retell Students draw pictures o f Henry and Thomas.

They retell each inventor’s childhood using
details from the story.

14 Author’s Purpose Students write about the author’s purpose for

writing and the author’s messa ge to readers.

©Amanda Garcia 2020

 MODULE 1 , Week 1

CONTENTS & EXPLANATION

15 Author’s Purpose Students li ft the flaps and write about the
* Interacti ve Notebook author’s purpose for writing and the author’s
messa ge to readers.

* This pa ge is cut and pasted into the student’s

interacti ve notebook.
16- Theme Students determine the theme o f the story.
They support the theme with details from the
17 text.
18 Theme Students write the theme o f the story on the
*Interacti ve Notebook front o f the lightbulb. They li ft the flap and gi ve
one text detail to support the theme.

* This pa ge is cut and pasted into the student’s

interacti ve notebook.

19 Text Questions Students answer the text-dependent

comprehension questions.
20 Critical Vocabulary Students use the gl ossary to define each
vocabulary word. They write the words into
sentences.
21 Critical Vocabulary Students li ft the flaps and write the meanings
*Interacti ve Notebook o f each vocabulary word.

* This pa ge is cut and pasted into the student’s

interacti ve notebook.
22 Critical Vocabulary: Students use context cl ues to complete each
Context Cl ues sentence with the correct vocabulary word.

©Amanda Garcia 2020

 MODULE 1 , Week 1

CONTENTS & EXPLANATION

23 Critical Vocabulary: Students match each word to its definition.
Definition Matching
24 Vocabulary: Prefi xes Students read the meanings o f the prefi xes ex-
and e-. They match each word to its meaning.
25 Vocabulary: Greek Students l ook at the list o f words under the
Roots root. They use the cl ues to determine the
meaning of the Greek root.
26 Spelling: 3 Ti mes Each Students write the spelling words three ti mes
each.
27 Spelling: 3 Ti mes Each Students write the Review and Challenge words
Review & Challenge three ti mes each.

28 Spelling Sort Students sort the spelling words by l ong a and

short a vowel sounds.
29 Spelling Triangles Students write the spelling words, one letter at
a ti me, so that they take the shape of triangles.

30 Spelli ng Sort Students li ft the flaps and write the words

*Interacti ve Notebook accordi ng to vowel sound.

* This pa ge is cut and pasted i nto the

student’s i nteracti ve notebook.
31- Answer Keys All pa ges with applicable answer keys are
46 provided.

47 Credits and Terms o f Thank you to the cli p artists and fonts
Use creators!

©Amanda Garcia 2020

Name: ______________ MODULE 1

ESSENTIAL QUESTION
xxx
What kinds of circumstances push people to create
new inventions?

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
7

©Amanda Garcia 2020

Name: __________________ MODULE 1

BIG IDEA WORDS Words Abou t Inventors

Directions: Cut out and glue into your interactive notebook. On the front,
write the meaning of each Big Idea Word. Then, lift the flaps and write
synonyms for each word. List as many synonyms as you can!

transcend
Big Idea
wo rds

______________________________
Cut
______________________________ here
Gl ue down this rectangular stri p only

Words About Inventors

excel
______________________________
______________________________

illustrious
______________________________
______________________________

revere
______________________________
______________________________

©Amanda Garcia 2020

Name: __________________ Government Must Fund Inventors
xxx
CENTRAL IDEA what the text is mostly about
Directions: Write the central idea of the text. This is what the text is mostly
about. Then, give 3 pieces of evidence to support the central idea.

Central Idea:
a

a
Evidence #1 Evidence #2 Evidence #3

©Amanda Garcia 2020

Name: __________________ Government Must Fund Inventors
xxx
CENTRAL IDEA what the text is mostly about
Directions: Support the central idea with 3 pieces of evidence from the text.

Central Idea:
The federal government should spend more money
supporting inventors and thei r work.
a

a
Evidence #1 Evidence #2 Evidence #3

10

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
Point of View Who is tel ling the story?
Directions: Think about the author’s point of view. Who is telling this story?

Fi rst person = the narrator is part of the story

• Look for words such as I and me

Thi rd person = the narrator is outside the story

• Look for words such as he, she, and they

From what poi nt o f From Thomas’s From Henry’s poi nt

view is the story poi nt o f view, what o f view, what is the
told? How do you is the most most i nteresti ng
know? i nteresti ng topic to topic to study?
study?

11

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret

RETELL AND summarize

xxx helps you understand
the story
Directions: Write a summary of how Henry learned Thomas’s secret.
Reread pages 30-32. Include the important characters, the setting, and
the most important story events. Use words from the Word Bank as help.

WORD BANK
Henry Thomas dinner strong
courage question banged secret

Fi rst,

Next,

Then,

After that,

In the end,

12

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
RETELL helps you understand the story
Directions: Draw pictures of the main characters. Retell each boy’s
childhood using details from the story.

RETELL
THOMAS M ________________________
________________________
________________________
________________________
________________________

RETELL
HENRY M ________________________
________________________
________________________
________________________
________________________

13

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret

the purpose is the

xxx
AUTHOR’S PURPOSE reason for writing
Directions: Write about the author’s purpose for writing this text.

What is the author’s

purpose for writing The
Inventor’s Secret?
Does the author want
to inform, persuade, or
entertain readers? How
do you know?

What might be the

message the author is
telling to readers?

14

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret

the purpose is the

xxx
AUTHOR’S PURPOSE reason for writing
Directions: Cut out and glue into your interactive notebook. Lift the flaps
and write about the author’s purpose.

Gl ue down this rectangular stri p only

The Inventor’s Secret Author’s Purpose

What is the author’s

purpose for writing
The Inventor’s What might be the
Secret? Does the message the author
author want to is telling readers?
in form, persuade, or
entertain readers?
How do you know?

Cut here 15

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
THEME main message, moral, or lesson
Directions: As you read, take notes about the important details and events
in the story. These details will help you to determine the theme.

Detail

Detail

Detail

Detail

Theme

16

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
THEME main message, moral, or lesson
Directions: Support the theme with 4 details from the story.

Detail

Detail

Detail

Detail

Theme
Keep trying! Do not give up!
17

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
THEME main message, moral, or lesson
Directions: Cut out and glue into your interactive notebook. Lift the flap,
and write one important detail that supports the theme of the story. On the
front, write the theme!

Theme

Cut on the solid lines and fold on the dotted lines.

18

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
TEXT QUESTIONS
Directions: Answer each question in complete sentences. You will need to
look back in the story to find your answer and to provide text evidence.

1. Name two things Thomas and Henry have in common.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________
2. Describe how Henry perseveres in the story. How does he show
determination to succeed?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________
3. List 3 of Thomas Edison’s inventions.

_________________________________________________________________________

_________________________________________________________________________
4. What does Henry learn from Thomas? What is Thomas’s “secret?”

_________________________________________________________________________

_________________________________________________________________________

19

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
CRITICAL Vocabulary
Directions: Define each word using the glossary. Then, write each
vocabulary word into a sentence that shows you understand the meaning
of the word.

WORD DEFINITION SENTENCE

l ocomoti ves

chugged

gadgets

phonograph

sputtered

fl op

incandescent

cylinder

patents

20

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
CRITICAL Vocabulary
Directions: Cut out and glue into your interactive notebook. Lift the flaps,
then write the definition of each vocabulary word.

Cut here
locomotives
The Inventor’s Secret

chugged
Gl ue down this rectangular stri p only

gadgets
phonograph
sputtered
flop
incandescent
cylinder
patents
21

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
CRITICAL VOCABULARY: CONTEXT CLUES
Directions: Use context clues (clues within the sentence) to complete each
sentence using the vocabulary words.

l ocomoti ves chugged sputtered g adgets phonograph

incandescent fl op cylinder patents

1. Grandpa’s old truck ___ to li fe as we started up ______________

the engi ne.
2. We will file ___ so no one can copy and sell our ______________
idea.
3. Only one ___ lightbulb hung from the ceili ng o f ______________
the small shack.
4. A sphere has no straight sides, but a ___ has ______________
ci rcular ends and straight sides.
5. The ___ pulled the trai n down the track and i nto ______________
town.
6. I baked a cake but forgot to ad d sug ar. It was a ______________
total ___!
7. Aunt Li z is an i nventor. She is al ways creati ng ______________
new and useful ___ for us to try.
8. The i nvention o f the ___ all owed people to ______________
record sounds and play them back.
9. The old steam engi ne ___ up the hill. Although it ______________
wasn’t movi ng fast, it was maki ng progress.
22

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
CRITICAL VOCABULARY: DEFINITIONS
Directions: Write the letter of the correct match.

VOCABULARY DEFINITION
l ocomotives __ a. move sl owly and
noisily

chugged __ b. complete fail ure

gadgets __ c. having ci rcular ends

and straight sides

phonograph __ d. engines that make a

train go forward

sputtered __ e. something that gi ves

off light

fl op __ f. leg al documents that

make it so no else
can sell your invention

incandescent __ g. speciali zed machines

or electronic devices

cylinder __ h. machine that plays

recorded sound

patents __ i. worked in a rough,

uneven way 23

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
VOCABULARY: PREFIXES
Directions: Read the meaning of each prefix. Match the words to their
definitions.

ex = out e= from

WORD DEFINITION
exit __ a. to shut out; not incl ude

expl ode __ b. to devel op from a si mple

form to complex form
exhale __ c. to say something; to put
out one’s emotions
express __ d. a way out

evolve __ e. to make larger

excl ude __ f. to breath out

expand __ g. to bl ow up, burst, or

shatter
24

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
VOCABULARY: GREEK ROOTS
Directions: Look at the list of words under the root. Use these clues to
determine what the Greek root may mean.

phon = __________
microphone
megaphone
homophone
telephone
symphony

Now, use one of the words in a sentence that shows you understand the
meaning of the Greek root.

___________________________________________
___________________________________________
___________________________________________
25

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
Spelling: 3 Times Each
Directions: Write the spelling words three times in your neatest handwriting.

1. breath
2. wobble
3. blister
4. crush
5. di rect
6. promise
7. grasp
8. numb
9. shovel
10. gravity
11. hym n
12. frantic
13. swi ft
14. feather
15. comic
16. bundle
17. solid
18. weather
19. energy
20. sti ngy 26

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
Review & Challenge: 3 Times Each
Directions: Write the spelling words three times in your neatest handwriting.

Challenge
21. adjecti ve

22. shrugged

23. suggest

24. pessi mist

27

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
Spelling Sort
Directions: Write the spelling words into the correct sort. 1. breath
Four words will fit into 2 sorts.
2. wobble
short a short e short i 3. blister
sounds like sounds like sounds like 4. crush
cat met mister 5. di rect
6. promise
7. grasp
8. numb
9. shovel
10. gravity
11. hym n

short o short u 12. frantic

sounds like sounds like 13. swi ft
pot umbrella 14. feather
15. comic
16. bundle
17. solid
18. weather
19. energy
20. sti ngy
28

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
Spelling Triangles
Directions: Write each word by adding one letter at a 1. breath
time. The word will take the shape of a triangle! Use the
back of the paper, if needed. 2. wobble
3. blister
e
ex 4. crush
exa 5. di rect
exam
6. promise
examp
exampl 7. grasp
example 8. numb
9. shovel
10. gravity
11. hym n
12. frantic
13. swi ft
14. feather
15. comic
16. bundle
17. solid
18. weather
19. energy
20. sti ngy
29

©Amanda Garcia 2020

 Name: __________________ Module 1 , Week 1
xxx
Spelling Sort
Directions: Cut out and glue into your interactive 1. breath
notebook. Lift the flaps and write the spelling words
into the correct sort. 2. wobble
3. blister
4. crush
The Inventor’s Secret

short a Cut
here
5.
6.
di rect
promise
Gl ue down the rectangular stri p only

7. grasp

short e 8.
9.
numb
shovel
10. gravity

short i 11.
12.
hym n
frantic
13. swi ft

short o 14.
15.
feather
comic
16. bundle

short u 17.
18.
solid
weather
19. energy
20. sti ngy
30

©Amanda Garcia 2020

week ONE
ANSWER KEYS
Name: __________________ MODULE 1

BIG IDEA WORDS Words Abou t Inventors

Directions: Cut out and glue into your interactive notebook. On the front,
write the meaning of each Big Idea Word. Then, lift the flaps and write
synonyms for each word. List as many synonyms as you can!
Synonyms will vary. Sample lists below.

excel
transcend
Big Idea
wo rds

surpass
to go above or beyond the li mits outdo
Gl ue down this rectangular stri p only

Words About Inventors

outshine
excel surpass
to be very good at something top
best

illustrious memorable
someone famous for their well-known
achievements celebrated

revere admire
to think highly of a person respect
l ook up to

32

©Amanda Garcia 2020

Name: __________________ Government Must Fund Inventors
xxx
CENTRAL IDEA what the text is mostly about
Directions: Support the central idea with 3 pieces of evidence from the text.
Sample details below.

Central Idea:
The federal government should spend more money
supporting inventors and thei r work.
a

a
Evidence #1 Evidence #2 Evidence #3
Often ti mes, The Government
only the government’s support of
government support of invention has
has the innovation led to more
funds to benefits innovation. An
support society. example of
great Examples of this is the
innovation. this incl ude invention of
cell phones memory foam.
and the
Internet.
33

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
Point of View Who is tel ling the story?
Directions: Think about the author’s point of view. Who is telling this story?

Fi rst person = the narrator is part of the story

• Look for words such as I and me

Thi rd person = the narrator is outside the story

• Look for words such as he, she, and they

From what poi nt o f From Thomas’s From Henry’s poi nt

view is the story poi nt o f view, what o f view, what is the
told? How do you is the most most i nteresti ng
know? i nteresti ng topic to topic to study?
It is told from the study? Henry is most
thi rd person poi nt Thomas is most curious about
o f view. I know curious about engi nes.
because the electricity.
narrator is outside
the story and uses
words like he, she,
and they.

34

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret

RETELL AND summarize

xxx helps you understand
the story
Directions: Write a summary of how Henry learned Thomas’s secret.
Reread pages 30-32. Include the important characters, the setting, and
the most important story events. Use words from the Word Bank as help.
Sample summary below.

WORD BANK
Henry Thomas dinner strong
courage question banged secret

Fi rst, Henry hears that Thomas is in Detroit for an

i mportant meeting. He hops a train to attend the
meeting!

Next, During dinner, Henry waits his turn to talk to

Thomas.

Then, He finally get the chance to tell Thomas about his

invention. Thomas asks questions. He wants to
know i f the car is a four-cycle engine.

After that, Henry happily answers all of Thomas’s questions.

Then, Thomas bangs his fist on the table.

In the end, He tells Henry to “Keep at it!” That was Thomas’s

secret all al ong. Don’t gi ve up!

35

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
RETELL helps you understand the story
Directions: Draw pictures of the main characters. Retell each boy’s
childhood using details from the story.

RETELL
THOMAS M Thomas got i nto trouble a l ot.
He was al ways doi ng
experi ments and tryi ng to
figure out how thi ngs worked.
He was curious about
l ocomoti ves, chemistry, and
most o f all, electricity.

RETELL
HENRY M Henry got i nto trouble, too. He
would do experi ments i nstead
o f his chores. He was curious
about wi ndup toys and the
rushi ng ri ver. Most o f all, he was
curious about engi nes.

36

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret

the purpose is the

xxx
AUTHOR’S PURPOSE reason for writing
Directions: Write about the author’s purpose for writing this text.

What is the author’s Sample answer: I think

purpose for writing The the author wanted to
Inventor’s Secret? entertain readers with a
Does the author want story about Thomas
to inform, persuade, or Edison’s and Henry Ford’s
friendshi p. He also
entertain readers? How
wanted to in form us
do you know? about thei r inventions.

What might be the Sample answer: I think

message the author is the author is telling
telling to readers? readers to never gi ve up
on a good idea.

37

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
THEME main message, moral, or lesson
Directions: Support the theme with 4 details from the story. Many possible
details. Sample details below.

Detail Henry tried maki ng a contraption usi ng a steam engi ne and

an old mowi ng machi ne. It sputtered and stopped!

Detail Then, Henry made a car with two cyli nders for double the
power and a three g all on tank for g as. People thought it was
a joke!

Detail Henry wanted to learn Thomas’s secret. At a di nner party,

Thomas Edison listened to Henry Ford’s plans and told hi m to
“Keep at it!”

Detail Henry Ford went on to found the Ford Motor Company and
make the fi rst automobile that mid dle-class Americans could
a fford.

Theme
Keep trying! Do not give up!
38

©Amanda Garcia 2020

 Name: __________________ The Inventor’s Secret
xxx
THEME main message, moral, or lesson
Directions: Cut out and glue into your interactive notebook. Lift the flap,
and write one important detail that supports the theme of the story. On the
front, write the theme!

Theme Inside
Details will vary.
Sample detail: Henry
Don’t give up! was laughed at for his
Keep at it! first attempts at
inventing a car. People
thought he was a joke.
But he kept at it and
ended up inventing the
first automobile middle-
class Americans could
own.

Cut on the solid lines and fold on the dotted lines.

39

©Amanda Garcia 2020

Name: __________________ The Inventor’s Secret
xxx
TEXT QUESTIONS
Directions: Answer each question in complete sentences. You will need to
look back in the story to find your answer and to provide text evidence.

1. Name two things Thomas and Henry have in common.

They are both interested in inventing things. Both boys got in trouble as kids

for doing experiments.

2. Describe how Henry perseveres in the story. How does he show
determination to succeed?

He shows determination by continuing to work on building a car even after

one try sputters and stops and the other one is laughed at by his

community. He goes on to invent the first automobile that could be owned

by middle-class Americans.
3. List 3 of Thomas Edison’s inventions.

He invented an electric pen that cut a stencil that made copies. He

invented the phonograph which plays back recorded sound. He invented

a light bulb that could burn all night.

4. What does Henry learn from Thomas? What is Thomas’s “secret?”

Thomas’s secret is to “Keep at it!” Thomas has experienced success by

refusing to give up and continuing to work hard.

40

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
CRITICAL Vocabulary
Directions: Define each word using the glossary. Then, write each
vocabulary word into a sentence that shows you understand the meaning
of the word.

WORD DEFINITION SENTENCE

l ocomoti ves engi nes that make a Sentences will vary.
trai n go forward

chugged move sl owly and Sentences will vary.

noisily

gadgets speciali zed machi nes Sentences will vary.

or electronic devices

phonograph machi ne that plays Sentences will vary.

recorded sound

sputtered worked i n a rough, Sentences will vary.

uneven way

fl op complete fail ure Sentences will vary.

incandescent somethi ng that gi ves Sentences will vary.

o ff light

cylinder havi ng ci rcular ends Sentences will vary.

and straight sides

patents leg al documents that Sentences will vary.

make it so no one
else can sell your
i nvention 41

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
CRITICAL VOCABULARY: CONTEXT CLUES
Directions: Use context clues (clues within the sentence) to complete each
sentence using the vocabulary words.

l ocomoti ves chugged sputtered g adgets phonograph

incandescent fl op cylinder patents

1. Grandpa’s old truck ___ to li fe as we started up sputtered

the engi ne.
2. We will file ___ so no one can copy and sell our patents
idea.
3. Only one ___ lightbulb hung from the ceili ng o f incandescent
the small shack.
4. A sphere has no straight sides, but a ___ has cylinder
ci rcular ends and straight sides.
5. The ___ pulled the trai n down the track and i nto l ocomoti ves
town.
6. I baked a cake but forgot to ad d sug ar. It was a fl op
total ___!
7. Aunt Li z is an i nventor. She is al ways creati ng gadgets
new and useful ___ for us to try.
8. The i nvention o f the ___ all owed people to phonograph
record sounds and play them back.
9. The old steam engi ne ___ up the hill. Although it chugged
wasn’t movi ng fast, it was maki ng progress.
42

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
CRITICAL VOCABULARY: DEFINITIONS
Directions: Write the letter of the correct match.

VOCABULARY DEFINITION
l ocomotives D a. move sl owly and
noisily

chugged A b. complete fail ure

gadgets G c. having ci rcular ends

and straight sides

phonograph H d. engines that make a

train go forward

sputtered I e. something that gi ves

off light

fl op B f. leg al documents that

make it so no else
can sell your invention

incandescent E g. speciali zed machines

or electronic devices

cylinder C h. machine that plays

recorded sound

patents F i. worked in a rough,

uneven way 43

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
VOCABULARY: PREFIXES
Directions: Read the meaning of each prefix. Match the words to their
definitions.

ex = out e= from

WORD DEFINITION
exit D a. to shut out; not incl ude

expl ode G b. to devel op from a si mple

form to complex form
exhale F c. to say something; to put
out one’s emotions
express C d. a way out

evolve B e. to make larger

excl ude A f. to breath out

expand E g. to bl ow up, burst, or

shatter
44

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
VOCABULARY: GREEK ROOTS
Directions: Look at the list of words under the root. Use these clues to
determine what the Greek root may mean.

phon = sound
microphone
megaphone
homophone
telephone
symphony

Now, use one of the words in a sentence that shows you understand the
meaning of the Greek root.

Sentences will vary. Sample answer: The singer will

use a microphone so that the people in the back of the
room can hear her clearly.
45

©Amanda Garcia 2020

Name: __________________ Module 1 , Week 1
xxx
Spelling Sort
Directions: Write the spelling words into the correct sort. 1. breath
Four words will fit into 2 sorts.
2. wobble
short a short e short i 3. blister
sounds like sounds like sounds like 4. crush
cat met mister 5. di rect
grasp breath blister 6. promise
gravity di rect *promise 7. grasp
*frantic feather hymn 8. numb
weather *frantic 9. shovel
energy swi ft 10. gravity
*comic 11. hym n
*solid 12. frantic
stingy 13. swi ft

short o short u 14. feather

15. comic
sounds like sounds like
pot umbrella 16. bundle
17. solid
wobble crush
18. weather
*promise numb
19. energy
*comic shovel
20. sti ngy
*solid bundle
46

©Amanda Garcia 2020

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