Vocabulary Unit for A Wrinkle in Time: Chapter 3
Vocabulary Master
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Gambol (v.)—to run or jump around playfully
Beaker (n.)—a round, glass container used for laboratory experiments
Retort (v.)—to reply sharply or angrily
Somber (adj.)—gloomy, serious
Shabby (adj.)—poor, run down
Judicious (adj.)—showing good judgment
Indignant (adj.)—angry
Sullen (adj.)—sulky, gloomy, in a bad mood
Decipher (v.)—to interpret the meaning of something
Essence (n.)—an abstract quality like love, a quality you can’t touch
Suspension (n.)—the act of holding out or waiting
Looming (v.)—about to happen (usually in regards to something bad)
Dappled (adj.)—marked with spots or rounded patches
Gnarled (adj.)—knobby, rough, twisted, especially with age
Morass (n.)—a complicated or confusing situation
Tangible (adj.)—able to be touched
Deft (adj.)—skillful
Paltry (adj.)—small, meager
Chapter 3: Monday—Using a Dictionary/Thesaurus
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Take the words that were assigned to your particular group, look up the word in the thesaurus,
and write down at least 1-2 words that have the same meaning as each vocabulary word.
If you can’t find the word in the thesaurus, then try looking it up in the dictionary and writing
down the definition that you think best fits.
Remember, you may need to look up the root word instead of the form that you are given (ie.
scud for scudded).
You may use hard copies of a dictionary/thesaurus or you may use digital copies (look up on the
computer).
Be prepared to share your results with the class. When other groups share their research, make
sure to record their answers.
This Week’s Vocabulary Words
gambol (v.)
beaker (n.)
retort (v.)
somber (adj.)
shabby (adj.)
judicious (adj.)
indignant (adj.)
sullen (adj.)
decipher (v.)
paltry (adj.)
essence (n.)
suspension (n.)
looming (v.)
dappled (adj.)
gnarled (adj.)
morass (n.)
tangible (adj.)
deft (adj.)
Chapter 3: Tuesday—Replace the Word
Cross out the underlined words in each sentence and write the vocab word from this week’s chapter
that has the same meaning and would fit into that spot. You may have to use a slightly different form of
the word to make it fit into each sentence.
1. The man was angry when his spotted dog was hit by a car.
2. When the woman who hit the dog said she didn’t see him, the owner replied sharply that her
decision to text and drive was not showing good judgment.
3. The potter was very skillful at taking a meager piece of clay and molding it into a work of art.
4. The archeologist tried to interrupt the writing on the twisted piece of iron.
5. The vocabulary test was about to happen and the students all looked very gloomy.
6. When she got roses from her husband, she was happy to have a touchable representation of his
love for her.
7. The children ran around playfully until their father came home in a bad mood.
8. The abstract characteristic of friendship is loyalty and acceptance even in a confusing situation.
9. I will place my opinion of her in waiting until I learn more about her.
10. Homeless people live in poor conditions.
11. The chemistry student knocked over the glass container of acid.
Chapter 3: Wednesday—Writing Sentences
Use each of the two vocabulary words that your teacher gives you in a sentence. Be prepared to share
your sentences with the class.
Vocab Word #1: ____________________________________
Sentence:
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Vocab Word #2: ____________________________________
Sentence:
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Chapter 3: Thursday—Choose the correct word from each pair given in order to complete the sentences
using this week’s vocab words.
1. The dog was indignant/shabby when another dog stole his bone.
2. The dog’s coat was somber/dappled.
3. The carpenter was judicious/deft at carving wood.
4. The father tried to gambol/decipher the instructions for putting the trampoline together.
5. The girl’s face glowed with the essence/morass of joy.
6. The old tree trunk was looming/gnarled due to its old age.
7. When the student saw that he had an F in science, he was sullen/paltry.
8. The student placed the paltry/ judicious amount of solution in the decipher/beaker.
9. With the move tangible/looming, the kids were in morass/somber moods.
10. When the mom told her son to do his homework, he gamboled/retorted that he didn’t feel
like it.
11. The student made a judicious/tangible decision to study for his vocabulary test instead of
holding his study in morass/suspension.
12. The children loomed/gamboled around the indignant/shabby house.
13. The picture was a somber/tangible reminder that their father was not there.
14. The father could not handle explaining the decipher/morass to his children.