REPRODUCIBLES

MATILDA
ROA L D DA H L

Perfection Learning
®
P ORTALS TO R EADING
Reading Skills Through Literature

MATILDA
Roald Dahl

Reproducible Activity Book

The purchase of this book entitles an individual teacher to reproduce
pages for use in the classroom. This permitted use of copyrighted
material does not extend beyond the building level. Reproduction for
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© 2004 Perfection Learning® Corporation

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1 2 3 4 5 6 PP 07 06 05 04 03
 The Portals to Reading series accompanies literature
that should be an important part of every school’s
reading program. The activities will reinforce a wide
variety of language and reading skills that are generally
part of the curriculum at the reading level of the novel.
However, the Portals pick-and-choose format gives you
the final decision about which activities will enhance
your students’ personal learning.
The activities in this book are based on sentences and
paragraphs especially written to support the teaching
objective of each lesson. Clearly, such literary matters as
style and flavor may be experienced only by reading the
book itself. Thus, the words of the author have been left
where they belong—in their pure form in the pages of
the novel.
 Table of Contents
Author! Author! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The Story in Brief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Word Attack Skills

Using Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Making Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Finding Base Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Using Long Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Adding Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Listening for Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Comprehension Skills
Classifying Word Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Remembering Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Determining Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Classifying Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Making Inferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Matching Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Determining Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Discovering Meaning Through Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Using Cloze Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Determining Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Sequencing Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
 Understanding Special Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Evaluating What You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Getting the Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Matching Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Study Skills
Determining Alphabetical Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Using a Pronunciation Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Choosing Correct Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Using Guide Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Creative Skills
Recalling an Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Writing a Journal Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Creating a Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Creating a Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Using Descriptive Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Writing a Book Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Explaining Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Optional Spelling and Vocabulary Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Supplementary Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Response Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
 MATILDA

Author! Author!
Roald Dahl
Roald Dahl was born in Wales, England, in 1916. When
he was 18, he went to Africa to work for Shell Oil
Company. When World War II broke out, Dahl became a
fighter pilot for the Royal Air Force. He was seriously
injured in a crash and spent many months recuperating.
Dahl moved to Washington, D.C., when he was 26. It
was there that he began to write. Dahl was an
established writer for adults when he began penning
books for children. Many of his children’s books came
from stories he told to his own children.
Dahl died in 1990, but not before writing numerous
beloved children’s books such as James and the Giant
Peach, The BFG, and Charlie and the Chocolate Factory.

© 2004 Perfection Learning Corporation

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 MATILDA

The Story in Brief

Matilda Wormwood is an extraordinary From her desk, Matilda begins to will the
little girl. At the tender age of four, she glass with the newt in it to spill over. Much
enjoys spending her afternoons at the to Matilda’s own amazement, the glass
library reading novels such as Great topples and spills onto Miss Trunchbull.
Expectations and The Grapes of Wrath. Matilda shares the secret of her
Matilda’s family, however, does not newfound power with Miss Honey. Miss
appreciate her amazing gift. They think Honey in turn shares stories about her own
reading books is a waste of time. Mr. upbringing. Miss Honey’s parents died
Wormwood even goes so far as to rip the when she was young, and she was left in
pages out of one of Matilda’s library books. the care of her mean aunt. Her aunt still
Matilda begins to conjure up creative takes most of her wages and lives in the
ways of getting revenge on her parents. lovely home Miss Honey once shared with
She cleverly convinces her parents that her father. Miss Honey can only afford to
their house is haunted, superglues her live poorly in a primitive cottage. Matilda is
father’s hat to his head, and replaces her shocked to learn that Miss Honey’s cruel
father’s hair tonic with blond hair dye. aunt is none other than Miss Trunchbull!
Matilda’s brilliance is finally appreciated Matilda uses her phenomenal powers to
when she begins school. Her kind teacher, get revenge on Miss Trunchbull. Miss
Miss Honey, finds her absolutely Trunchbull quickly leaves town thinking
remarkable. Miss Honey bravely decides to that her late brother-in-law’s ghost is
approach Miss Trunchbull, the school’s haunting her. Miss Honey is given back the
cruel headmistress, about Matilda’s high house and her father’s entire estate.
intellect. The evil Miss Trunchbull only Matilda is moved into the top class where
labels Matilda a liar and a troublemaker her abilities are finally challenged.
and orders Miss Honey out of the room. Matilda gets a surprise when she returns
Matilda becomes friends with a small home after spending an afternoon with
classmate named Lavender. Lavender and Miss Honey. Her father is in trouble with
Matilda witness Miss Trunchbull’s cruelty the law, and her family is leaving the
as she punishes numerous children. country for good. Matilda begs her parents
Lavender plots to get revenge by putting a to let her stay and live with Miss Honey.
newt in Miss Trunchbull’s water jug. Since her parents don’t care too much for
Miss Trunchbull blames the newt her anyway, they give their consent. Miss
incident on Matilda. This angers Matilda. Honey and Matilda happily return “home.”

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Pages 7–37

Using Short Vowels

Read the words in the word box. Each adventures expected insects
word contains a short vowel sound. Say moustache delicate village
the words to yourself and listen for the disconnect electric habit
short vowel sounds. Then read each television success
sentence. Choose a word from the word
box to complete each sentence. Write your
answer on the blank line.

Example: Matilda knew there was more to life than watching television .

1. The public library was located in the .

2. Matilda enjoyed reading about the of Pip.

3. Matilda’s parents her to watch television all afternoon.

4. Matilda’s father shared his secrets to with Matilda’s brother,

Michael.

5. Matilda’s father did not have a manner of speech.

6. Matilda’s father had a thin, ratty .

7. Mr. Wormwood had to the speedometer’s cable in order to

turn it backward.

8. Mr. Wormwood wore the hat while he fiddled with the drill.

9. The boy down the street had a nasty .

10. Matilda’s father looked like he had crawling on his head.

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Pages 7–37

Making Compounds
Two words combined form a compound. Each word in
Box A forms the first part of a compound. Each word in
Box B forms the second part. In the blank in each
sentence below, write the compound that best completes
the sentence. Use a word from each box to make your
compounds.

Box A Box B
chatter after ground chair
watch arm papers noon
sauce saw maker dust
under sun house box
cloak out room pan
news light

Example: Matilda kept a small box hidden in the outhouse .

1. Matilda read that periodical cicadas spend six years as grubs .

2. She also learned that the cicada does not spend more than six days in

3. Matilda’s parents thought she was a noisy .

4. Matilda learned to read by studying .

(continued)

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Making Compounds
Pages 7–37

5. Matilda was left alone almost every weekday .

6. Matilda read in the big at the far end of the room.

7. Matilda warmed milk in a .

8. Mr. Wormwood said it was difficult to tamper with the speedometers in modern cars

unless you were a .

9. Mr. Wormwood’s hat hung on a peg in the .

10. Mr. Wormwood put in the gearboxes.

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Pages 7–37

Finding Base Words

Each word below has been made by adding an ending
such as -ly, -ed, or -ing to a base word. On the blank
beside each word, write the base word.

Example: stunned stun

1. adoration 11. watchful

2. qualities 12. excitement

3. poisonous 13. chosen

4. enormously 14. transported

5. applauding 15. amazing

6. librarian 16. ratty

7. shelves 17. mileage

8. glorious 18. honesty

9. fascination 19. foggiest

10. fairly 20. determined

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Pages 7–37

Using Long Vowels

potatoes quietly glued
Read the words in the word box. Each
teenager closely usual
word contains a long vowel sound. Say the
squeeze crazy soul
words to yourself and listen for the long
speedo boast
vowel sounds. Then read each sentence.
Choose a word from the word box to
complete each sentence. Write your
answer on the blank line.

Example: Mr. Wormwood turned back the mileage on the speedo .

1. Matilda sat in a corner.

2. A romance was a good book for a .

3. Mr. Wormwood liked to .

4. Michael promised not to tell a .

5. Matilda was listening .

6. Mrs. Wormwood’s eyes were to the TV screen.

7. The dinners had stewed meat, boiled , and peas.

8. A small victory would keep Matilda from going .

9. Matilda began to the glue around the inside of the hat.

10. Matilda sat comfortably in her chair.

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Pages 38–65

Adding Endings
Read each sentence. Then look at the word shown in
parentheses at the end of the sentence. Add an ending
such as -ed, -ing, -s, or -er to the word to make it fit in
the sentence. Remember, you may need to change the
word when you add the ending. Write the new word in
the blank.

Example: Matilda and her brother sat quietly on the sofa. (quiet)

1. Matilda was completely in the book. (absorb)

2. Mr. Wormwood began pages from the library book. (tear)

3. The parrot did a wonderful of a spooky voice. (imitate)

4. Matilda returned the parrot to Fred. (grump)

5. Mr. Wormwood at the paper he held. (glance)

6. Matilda was angered by her father’s display of foulness.

(late)

7. Mrs. Wormwood used dye to up her hair. (fresh)

8. Mr. Wormwood rubbed large of the lotion into his hair every
morning. (quantity)

9. Mr. Wormwood made his felt immediately. (appear)

10. Michael thought his father’s hair looked than his mom’s.
(dirty)

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Pages 38–65

Listening for Syllables

Say each of the words below to yourself. The number
of vowel sounds you hear in each word will be the same
as the number of syllables. Decide how many syllables
are in each word. Then write the number on the blank
line after each word.
Example: comparative 4
1. temporarily 16. computer

2. infuriated 17. finance

3. pleasantly 18. energy

4. jealousy 19. punishment

5. sensible 20. washbasin

6. parent 21. exceedingly

7. friend 22. bright

8. investigate 23. strawberry

9. magnificent 24. occasion

10. napkin 25. splendid

11. actress 26. handiwork

12. intelligent 27. terrible

13. cleverness 28. chemical

14. armchair 29. emergency

15. arithmetic 30. clever

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Pages 38–65

Classifying Word Groups

Read the following sentences. Decide if the italicized
part of the sentence tells you where, when, or how.
Underline the correct choice.

Example: Mr. Wormwood walked into the living room. where when how

1. Matilda watched in horror as her father destroyed the book. where when how

2. A normal child in Matilda’s place would have started crying. where when how

3. Matilda left for Fred’s house the following afternoon. where when how

4. The parrot’s voice sounded exactly like a human voice. where when how

5. That evening, Matilda’s family heard a strange voice

coming from across the hall. where when how

6. The voice sounded soft and spooky. where when how

7. Mr. Wormwood added a splash of paint here and there. where when how

8. Mr. Wormwood took a piece of paper from his pocket. where when how

9. “Now I want you to tell me the profit I made,”

Mr. Wormwood told his son. where when how

10. Matilda gently told her father to check his answer. where when how

(continued)

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Classifying Word Groups
Pages 38–65

11. At that point, Mrs. Wormwood came in carrying supper. where when how

12. Mr. Wormwood placed the plate of fish on his knees. where when how

13. Matilda got up early the next morning. where when how

14. Matilda read the label over and over with fascination. where when how

15. The lotion sat alongside all the toothbrushes. where when how

16. Matilda sat quietly at breakfast time. where when how

17. Mrs. Wormwood was just out of sight around the corner. where when how

18. Mrs. Wormwood told her husband he looked

absolutely frightful. where when how

19. Mr. Wormwood anxiously asked if his hair color

would go back to normal. where when how

20. “Get me an appointment this instant!” ordered

Mr. Wormwood. where when how

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Pages 38–65

Remembering Details
The following questions are about the main character
and some of the events in the book. Write the answers on
the lines below the questions. Be sure to use complete
sentences.

1. Why did Mrs. Wormwood make herself scarce when her husband came home? _______

____________________________________________________________________________

2. What did Mr. Wormwood do when he found Matilda reading instead of watching

television? __________________________________________________________________

3. Why did Matilda want to borrow Fred’s parrot? __________________________________

____________________________________________________________________________

4. What did Matilda give Fred in exchange for the use of his parrot? _____________________

____________________________________________________________________________

5. Why didn’t Mrs. Wormwood have the energy to cook? ________________________________

____________________________________________________________________________

6. What color was Mrs. Wormwood’s hair? _____________________________________________

____________________________________________________________________________

7. What did Mr. Wormwood decide to do about his hair? _____________________________

____________________________________________________________________________

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Pages 66–100

Determining Fact and Opinion

Some of the following sentences are statements of
fact. Some are statements of opinion. In the blank before
each sentence, write the letter F if that sentence is a
statement of fact. Write O if that sentence is a statement
of opinion.

Example: F Mr. Wormwood was a car dealer.

1. Calculators should be used in math.

2. Miss Honey thought that Matilda had an extraordinary mathematical brain.

3. Miss Honey gave each pupil a brand-new exercise book.

4. All children’s books should be funny.

5. Charles Dickens was a fabulous writer.

6. Miss Trunchbull had once been a famous athlete.

7. Headmistresses need to be very strict.

8. Children should not watch TV.

9. People who are brilliant achieve a great deal of success in life.

10. A lawyer is a university graduate.

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Pages 66–100

Classifying Words
In each group of words below, one word does not
belong with the others. Draw a line through the word
that does not belong. Then decide what the other three
words have in common. Write your answer on the blank
line after the words.

Example: years tuitions seconds months

measurements of time
They are all _________________________________________________.

1. promise mild quiet fierce

They are all _________________________________________________.

2. multiplication geometry algebra reading

They are all _________________________________________________.

3. Tolkien Dickens Wormwood Lewis

They are all _________________________________________________.

4. blackboard fireplace pupil pencil

They are all _________________________________________________.

5. cat mouse graduate rhinoceros

They are all _________________________________________________.

(continued)

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Pages 66–100

6. chaos breeches stockings smock

They are all _________________________________________________.

7. teacher businessman piano butler

They are all _________________________________________________.

8. recital playground classroom library

They are all _________________________________________________.

9. study kitchen sitting room primary school

They are all _________________________________________________.

10. genius brainy brilliant pupil

They are all _________________________________________________.

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Pages 66–100

Making Inferences
Read each of the questions below. Then read the three
possible answers. Think about what happened in pages
66 through 100 of Matilda. Use what you know to
choose the best answer for each question. Circle the
number next to the answer you choose.

a. Why was Miss Honey surprised that Matilda knew the

multiplication tables?

1. Five-year-old children usually didn’t know much math.

2. Mr. Wormwood had told her that Matilda was stupid.
3. Miss Honey had taught Matilda’s brother, who hadn’t
known the tables when he began school.

b. Why was Miss Honey terrified of Miss Trunchbull?

1. Miss Trunchbull beat the teachers.

2. Miss Trunchbull had threatened to fire Miss Honey.
3. Miss Trunchbull was a known tyrant whom everyone
feared.

c. Why did Miss Honey want Matilda placed in the top

class?

1. Miss Honey did not want Matilda in her class.

2. The teacher in the top class was the best teacher in the
school.
3. Miss Honey thought Matilda would be more challenged
in the top class.

(continued)

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Making Inferences
Pages 66–100

d. Why did Miss Honey gather books from the teachers in

the top class?

1. Miss Honey wanted to start her own school.

2. Matilda needed the more challenging books.
3. Miss Honey was going to donate the books to a needy
orphanage.

e. Why didn’t Miss Honey correct Mr. Wormwood when he

called her by the wrong name as she was leaving?

1. Miss Honey was so confused that even she couldn’t

remember her name.
2. Miss Honey knew it didn’t matter to Mr. Wormwood
what her name was.
3. Mr. Wormwood had already closed the door.

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Pages 66–100

Matching Synonyms
A synonym is a word having the same or physician wrong deal
nearly the same meaning as another word. fortunate smart idea
Read each sentence. Choose a synonym glasses snake hall
from the word box to replace the italicized quickly poem
word. Write your answer on the blank line.

Example: fortunate Miss Honey told the class that Matilda was a lucky girl.

1. Miss Honey used a piece of tissue to polish her spectacles.

2. Miss Honey wanted to hear the limerick.

3. The bell in the corridor rang.

4. Miss Trunchbull thought Mr. Wormwood had given her a

bargain.

5. Miss Honey told Miss Trunchbull that she was mistaken

about Matilda.

6. Miss Trunchbull thought Matilda was a little viper.

7. The prospect of teaching such a brilliant child appealed to

Miss Honey.

8. Miss Honey briskly stepped into the house.

9. “If you had a heart attack, you would have to call a doctor,”
Miss Honey explained.

10. Miss Honey told Mr. Wormwood not to despise clever people.

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Pages 101–140

Determining Feelings
A person does not always express The name of the character is italicized.
feelings directly in words. Sometimes First study the clues. Then choose the
feelings are shown through other clues as word from the box that best describes the
well. Each of the sentences below provides character’s feelings. Write the word in the
clues to a character’s feelings in Matilda. blank in front of the sentence.

angry eager curious crafty excited

impatient awed proud determined frightened

1. Hortensia spoke like she was an old warrior as she bragged

about her exploits with Miss Trunchbull.

2. Matilda and Lavender were completely enthralled as they

listened to Hortensia tell stories about Miss Trunchbull.

3. “Please, tell us more about Miss Trunchbull,” begged Matilda.

4. The expression on Amanda’s face looked looked like that of

someone trapped in a field with an enraged bull.

5. “Get on with it!” Miss Trunchbull barked. “We don’t have all
day!”

6. Bruce knew he had a mountain to climb, and he was going to

reach the top.

7. “Way to go Brucie! You did it!” cheered the crowd.

8. Miss Trunchbull’s face was the color of molten lava and her
eyes glistened with fury.

9. When Miss Honey asked for a volunteer, Lavender

immediately spoke up and said, “I will! I will!”

10. Lavender’s scheming mind went over the possibilities. She

was hatching a brilliant plot.

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Pages 101–140

Discovering Meaning
Through Context
Read the following sentences. Three meanings are
given for each italicized word. Use the context of the
sentence to figure out which meaning is best. Underline
the best meaning.

Example: Lavender had many ideas sifting through her head. She began to sort through
the various possibilities.

unusual different interesting

1. Miss Trunchbull despised small children and, therefore, loathed the bottom class.

loved enjoyed hated

2. The small ones seemed quite interested, so Hortensia continued to regale them with
more information.

entertain bore scare

3. Matilda and Lavender were enthralled with Hortensia, who seemed to be a master in
the art of revenge and skullduggery.

kindness trickery charity

4. Even without weapons, the gallant army was not afraid of Miss Trunchbull.

enormous weak brave

(continued)

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Discovering Meaning
Through Context
Pages 101–140

5. The girl was whirling in the air like the blades of a helicopter.

floating spinning tossed

6. “Bruce adores your cake and thinks it is quite delicious,” remarked Miss Trunchbull to
the cook.

dislikes loves hides

7. “He’s going to be sick. I know it!” Lavender whispered. “It’s going to be horrid!”

terrible delightful inspiring

8. The newt was not at all attractive. In fact it looked rather gruesome.

lovely scared ugly

9. Lavender carried the newt in her satchel alongside her schoolbooks and belongings.

bag pocket hands

10. Lavender kept her plan a secret. She did not want anyone to tell, even if put under the
severe torture of Miss Trunchbull.

mild extreme costly

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Pages 101–140

Using Cloze Reading

Read the paragraphs below. Use the questioned reasons term
words in the word box to fill in the blanks. wandering friends class
The first one is done for you. forehead small eyes
children fringe

It was not hard for Matilda to make friends with the other (1) children at

school. Everyone in her (2) liked her. They knew that she was

clever. They had heard the answers she gave when (3) by Miss

Honey on the first day of school.

One of Matilda’s new (4) was Lavender. From the very first day

of the (5) , the two of them started (6)

around together. Lavender was quite (7) for her age. She had deep-

brown (8) , and her dark hair was cut in a (9)

across her (10) . She was adventurous and gutsy, so Matilda was

fond of her. Lavender liked Matilda for the very same (11) .

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Pages 101–140

Determining Cause and Effect

To determine a cause, ask “What is the reason?” To
determine an effect, ask “What is the result?” Match the
causes and effects below. Write the number of the cause
in front of its effect.

Cause Effect
1. Hortensia was talking and eating Hortensia was put in The
potato crisps. Chokey.

2. Hortensia poured Golden Syrup on Bits of potato crisps sprayed out

Miss Trunchbull’s chair. of Hortensia’s mouth.

3. Hortensia put itching powder in Miss Amanda was frightened.

Trunchbull’s knickers.

4. Miss Trunchbull began yelling at Bruce held up his hand.

Amanda to chop off her braids.

5. Miss Trunchbull called out for Bruce Miss Trunchbull started

Bogtrotter. scratching furiously.

1. Bruce let out an enormous belch. The newt thrashed about in the
jug.

2. Bruce ate the last bite of cake. Lavender opened the lid just a
bit.

3. The creature needed air to breathe. The audience giggled.

4. Lavender was nervous about putting Lavender could not eat her
her plan into action. favorite lunch.

5. The newt landed in the jug of water. The audience cheered wildly.

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Pages 141–176

Sequencing Events
The two sets of events listed below are arranged in
incorrect sequence. Number each set of events in order
from 1 to 5 by writing a 1 in the blank before the event
that happened first, a 2 before the event that happened
next, and so on.

Set 1
Miss Trunchbull told Nigel to spell the word write.

Miss Trunchbull was mad that Nigel had succeeded.

Nigel asked her which word—the opposite of wrong or what one does with a
pen.

Miss Trunchbull told him the one with the pen.

Nigel correctly spelled the word.

Set 2
Miss Trunchbull let out a yell and shot out of her chair.

The glass began to wobble.

The glass toppled over.

Matilda tried to tip the glass with her mind.

A water glass stood on the table in front of Miss Trunchbull.

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Pages 141–176

Understanding
Special Meanings
Read the following sentences. Explain in your own
words the meaning of the italicized word or group of
words. Write your response on the line below each
sentence.

Example: Miss Honey thought Matilda was letting her imagination run way with her.

take over her thoughts

______________________________________________________________________

1. Miss Trunchbull was taken aback when Prudence gave the right answer.

____________________________________________________________________________

2. “I want you to cut out teaching poetry during spelling in the future!” commanded Miss
Trunchbull.

____________________________________________________________________________

3. Rupert answered the question with foolish abandon.

____________________________________________________________________________

4. Eric squealed the house down.

____________________________________________________________________________

5. Lavender was not about to own up to what she had done.

____________________________________________________________________________

(continued)

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Understanding
Special Meanings
Pages 141–176

6. Miss Trunchbull threatened to have Matilda drummed out of the establishment.

____________________________________________________________________________

7. Matilda was beginning to see red.

____________________________________________________________________________

8. “Clever people are all crooked!” argued Miss Trunchbull.

____________________________________________________________________________

9. Matilda knew she could not keep a secret like that bottled up inside her.

____________________________________________________________________________

10. Miss Honey knew children often had flights of fancy.

____________________________________________________________________________

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Pages 141–176

Evaluating What You Read

Read each of the story situations below. Decide
whether you agree or disagree with what the character
said, did, or thought about the situation. Then explain
why you feel as you do.

1. Nigel was trying to defend Miss Honey’s teaching styles. Taking a chance, he told Miss
Trunchbull to test anyone in the class on spelling the word difficulty. Do you agree or
disagree with Nigel’s decision to put his classmates on the spot?

I ________________________ with Nigel because __________________________________________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. It was Lavender who put the newt in Miss Trunchbull’s water, but Matilda was getting
the blame. Lavender didn’t want her friend to get in trouble, but she was not about to
confess either. So she remained silent. Do you agree or disagree with Lavender’s
decision to remain silent?

I ________________________ with Lavender because ____________________________

___________________________________________________________________________

___________________________________________________________________________

3. Matilda had just discovered her extraordinary power. She desperately wanted to tell
someone. She decided to share her secret with Miss Honey. Do you agree or disagree
with Matilda’s decision to tell Miss Honey?

I ________________________ with Matilda because _________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Pages 141–176

Getting the Main Idea

Read each of the following paragraphs. Then read the
four sentences below each paragraph. Choose the
sentence that best states the main idea of the paragraph.
Then neatly copy that sentence on the line provided.

a. “Your father is a crook!” shouted Miss Trunchbull. “He

sold me a secondhand car that he said was practically new.
While driving through the village, the engine fell out. It was
filled with sawdust! Your father is a thief and a robber!”

1. Miss Trunchbull bought a car from Matilda’s father.

2. Matilda’s father had filled the car’s engine with sawdust.
3. Miss Trunchbull was taking a drive through the village.
4. Miss Trunchbull was angry with Matilda’s father.

b. Miss Trunchbull quivered at the sight of the newt. She

was especially angry that someone had succeeded in
frightening her. She stared curiously at the creature in the
glass. Miss Trunchbull looked terrified. Hatred was evident
in her black eyes.

1. Miss Trunchbull thought the newt was a curious

creature.
2. Finding a newt in her glass made Miss Trunchbull
furious.
3. Someone had frightened Miss Trunchbull.
4. Hatred could be seen in Miss Trunchbull’s eyes.

(continued)

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Pages 141–176

c. Matilda looked directly into the furious Miss

Trunchbull’s eyes. Then she said quite calmly, “I have not
moved from my desk since the beginning of the lesson.
That is all I can say.”

1. Matilda was not afraid of Miss Trunchbull.

2. Miss Trunchbull was furious.
3. Matilda had not moved from her desk.
4. Matilda was looking into Miss Trunchbull’s eyes.

d. Matilda sat in her desk about ten feet from Miss Honey.
She was anxious to show Miss Honey her newfound
power. Matilda began to command the glass to tip over.
She concentrated hard on the glass. The glass began to
wobble. It fell with a tinkle not far from where Miss Honey
sat.

1. Matilda and Miss Honey were sitting in the classroom.

2. Matilda was eager to show her powers.
3. Matilda demonstrated her ability to tip the glass to Miss
Honey.
4. Matilda had to concentrate hard in order to tip the
glass.

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Pages 177–209

Matching Antonyms
An antonym is a word that means the recklessly casually steady
opposite or nearly the opposite of another stupidity cheerful hectic
word. Read each sentence. Choose an ordinary pleased limp
antonym from the word box to replace the sensible hidden
italicized word. Write your answer on the
blank line.

Example: ordinary Tipping the glass made Matilda feel peculiar.

1. “We should take our time,” Miss Honey suggested cautiously.

2. Miss Honey and Matilda enjoyed the peaceful walk in the

country.

3. Squirrels would soon begin collecting nuts for the bleak

winter ahead.

4. Miss Honey was embarrassed that she had revealed so much

of herself.

5. Matilda had the wisdom not to press Miss Honey for details.

6. Matilda was appalled that her teacher lived in such poor

conditions.

7. Miss Honey’s body suddenly went rigid.

8. Matilda listened intently to Miss Honey’s story.

9. Matilda noticed that Miss Honey’s hands were trembling.

10. Miss Honey told Matilda not to do anything silly.

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Pages 177–209

Determining
Alphabetical Order
Words are listed in a dictionary in which they would appear in the dictionary.
alphabetical order. Number the six words Write a 1 in the blank before the word that
in each list below to show the order in comes first alphabetically, and so on.

Example: A. B.
4 chickens grocery hedges
6 country glasses husband
3 chairs glimmer hidden
1 calm golden hazel
2 careful green human
5 child grime heart

C. D. E.
tabloid path mystery
tiny paint margarine
tales pressure mayonnaise
tunnel plate magic
teapot prison milk
table power monster

F. G. H.
silence forty love
seconds funny lamp
secrets food lunch
sister found lawyer
school forget little
salary first laughed

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Pages 177–209

Using a Pronunciation Key

Use the key at the bottom of the page to help
pronounce the respelled words. Write the word correctly
spelled on the line beside the Respelled Word. Use the
Word List to help figure out the Respelled Word.

Respelled Word Word List

Example: (gär: dē En) guardian cottage

1. (fi no: mE nEn) innocent

2. (pri kō: shEs) container

3. (skär: lEt) guardian

4. (si: kE môr) ornaments

5. (ko: tij) influence

6. (kEn tā: nEr) phenomenon

7. (kEm pan: yEn) completely

8. (kEm pel:) scarlet

9. (ôr: nE mEnts) mention

10. (i: nE sEnt) complained

11. (kEm plēt: lē) sycamore

12. (kEm plānd:) compel

13. (in: floo Ens) precocious

14. (men: shEn) companion

pat/ cāke/ cär/ pet/ mē/ it/ nı̄ce/ pot/ cōld/ nôrth/
book/ fool/ boil / out/ cup/ mūle/ burn/ sing/ thin/
this/ hw in white/ zh in pleasure/ E in about
The : mark indicates an accented syllable.

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Pages 210–240

Choosing Correct Meanings

The italicized word in each of the sentences below has
several meanings. Some of the meanings are listed in the
Glossary. Decide which meaning the word has in the
sentence. Then write the number of your choice on the
blank.

Glossary
back 1. at the rear 2. into the past 3. part of the body 4. to return to where one came
from
firm 1. business 2. not weak
form 1. body 2. document 3. one of the different types of something 4. to take shape
jam 1. food made by boiling fruit and sugar to a certain consistency 2. to press into a
tight position 3. difficult situation
point 1. purpose 2. exact moment 3. to indicate with a finger 4. exact location

Example: 3 Nigel pointed to the blackboard.

1. A plan for helping Miss Honey was beginning to form in Matilda’s mind.

2. Miss Honey was in quite a jam.

3. The enormous form of Miss Trunchbull entered the classroom.

4. Miss Honey saw no point in teaching the times tables backward.

5. Miss Trunchbull had a firm grip on the boy.

6. Matilda thought back to a time before she knew Miss Honey.

(continued)

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Choosing Correct Meanings
Pages 210–240

7. Miss Trunchbull fell onto her back.

8. Matilda felt as if she’d touched the highest point of the heavens.

9. Miss Honey received a letter from a firm of local solicitors.

10. The form revealed that the home belonged to Miss Honey.

11. Matilda slowly ate her bread and jam.

12. Matilda’s mother put the suitcase in the back seat.

13. The Wormwoods had jammed all of their belongings into the car.

14. Mr. Wormwood told Matilda they were never coming back.

15. At that point, Matilda asked her father to let her stay with Miss Honey.

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Pages 210–240

Using Guide Words

At the top of each dictionary page are guide words.
These words are the first and last words on a dictionary
page. The other words on the page fall in alphabetical
order between the guide words.
Put the words in the word box in alphabetical order
under the correct guide words. The first one has been
done for you.

empty obvious resume

invisible giant action

colossal bananas knocked

minute maggot furniture

plan chalk breath

hair surface penny

act—fin final—march mare—tongue

1. action 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

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Pages 210–240

Recalling an Event
Think about Matilda using her powers to write on the
blackboard. Then describe this event to someone who
has not read the book. Remember to include details
about the setting, what Matilda wrote and why she wrote
it, how Miss Trunchbull and Miss Honey felt, and the
outcome of the situation.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Pages 210–240

Writing a Journal Sample

Imagine that you are a student in Miss Honey’s class.
In the sample journal below, write about how it felt to be
in the room when Miss Trunchbull entered.

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Creating a Picture
Draw one of the scenes the author describes in
Matilda. Then write your own description of what you
have drawn.

44 © 2004 Perfection Learning Corporation

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Creating a Character
Imagine that you are Mr. Trilby. Miss Trunchbull has
vanished and you have just been appointed Head
Teacher in her place. You are being interviewed by a
student reporter who is doing an article for the school
newspaper. Write your answers to the reporter’s
questions on the lines provided.

Reporter: How do you feel about your new position?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: How would you compare yourself to Miss Trunchbull?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: How do you plan to discipline the students?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What do you think is the most important job of Head Teacher?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What are your feelings toward Miss Trunchbull?

Your Answer: _________________________________________________________________

_________________________________________________________________

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Using Descriptive Words

List four words that can be used to describe each of
the italicized words below. Write your words on the
blanks. Be creative.

Example: ghost
1. pale
2. spooky
3. mischievous
4. floating

A. Matilda B. Miss Honey

1. _________________________ 1. __________________________
2. _________________________ 2. __________________________
3. _________________________ 3. __________________________
4. _________________________ 4. __________________________

C. Miss Trunchbull D. Mr. Wormwood

1. _________________________ 1. __________________________
2. _________________________ 2. __________________________
3. _________________________ 3. __________________________
4. _________________________ 4. __________________________

E. newt F. chocolate cake

1. _________________________ 1. __________________________
2. _________________________ 2. __________________________
3. _________________________ 3. __________________________
4. _________________________ 4. __________________________

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Writing a Book Recommendation

Do you think other students would enjoy reading
Matilda? On the lines below, explain why you would
recommend reading the book. Mention specific things
you liked about the story. For example, did the
characters remind you of people you know? Was the
book entertaining? If you didn’t like the book, tell why
you would not recommend it.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Explaining Feelings
The questions below ask you to describe the feelings
you had as you read the book. Read each question
carefully. Write your response on the lines provided.
Explain why you felt the way you did. Be sure to use
complete sentences.

1. How did you feel when Mr. Wormwood tore up Matilda’s library book?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. How did you feel when Miss Trunchbull tried to blame Matilda for putting the stink
bomb under her desk?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. How did you feel about the way the Wormwoods reacted to Miss Honey’s home visit?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

(continued)

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Explaining Feelings

4. How did you feel when Bruce Bogtrotter finished the cake?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

5. How did you feel when you learned that Miss Trunchbull was Miss Honey’s wicked
aunt?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

6. How did you feel when Matilda used her powers to help Miss Honey?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

7. How did you feel when the Wormwoods agreed to let Matilda stay with Miss Honey?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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Optional Spelling
and Vocabulary Lists
Here are seven word lists from the book. The words
can be used as spelling or vocabulary words.

Pages 7–37 Pages 38–65

genius ignorant sensible vigorous
basin brilliant precious massage
abdomen penicillin sheer scalp
cicada aluminum obliged masculine
iceberg platinum splendid privacy
interfere tolerate trousers tonic
astounded operation rubbish incapable
compassionate casual exhausted shrieking
achievements gangsters severe horrendous
pleasant brim cupboard lavatory

Pages 66–100 Pages 101–140

supreme limerick literature congratulate
formidable sympathetic hippopotamus persuasive
porcelain evidence guaranteed audience
aura arrogant pursuit mercy
menace eccentric culprit triumphant
recite impatience casualties perseverance
spectacles arithmetic asphalt colony
rhyme algebra pivoting murky
epicure geometry parabola amphibian
dainty tuition apprehension alligator

50 © 2004 Perfection Learning Corporation

Optional Spelling
and Vocabulary Lists

Pages 141–175 Pages 176–209

expel fury valve margarine
filthy malicious tread exception
sarcasm reformatory divine courage
diabolical delinquent phenomenon dominated
racquet minimum precocious salary
muscular massive autumn automatically
pantomime serenity romantic forgery
liable miracle remote community
assure seraphic illustration cautious
crocodile awestruck delicacy authority

Pages 210–240
confident halibut
essential matron
concentrate investigate
electricity frustration
intense theory
summon fascinating
venture chaos
impertinent climate
coconuts crimson
somersault permission

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Supplementary Activities
Below is a list of ideas that could be used as
supplementary or culminating activities.

I. Oral reading

A. To the entire class

B. To each other

C. To the teacher

D. To a tape recorder

II. Group discussions

A. Author’s writing style

B. Ideas gained from the book

C. Parts of the book

1. Most important

2. Most humorous

3. Most saddening

4. Most exciting

5. Most liked

D. Characters

1. Did the characters seem real?

2. What did you like best about each character?

3. What did you dislike most about each character?

4. Which character was your favorite? Why?

5. List questions to ask each character.

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III. Spelling bee using words from the book

IV. Role-play situations from the book

V. Artistic creations

A. Murals

B. Dioramas

C. Book jackets

D. Posters

E. Puppets

F. Poetry

G. Costumes

H. Portraits

I. Mobiles

J. Songs

K. Newspaper headlines, articles, and drawings

VI. Research

A. Bingo

B. Used-car dealers

C. England’s school system

D. Natural phenomenons

E. Newts

F. Levitation

VII. Read other books by the same author

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Response Key

WORD ATTACK SKILLS

Using Short Vowels (page 9)
1. village; 2. adventures; 3. expected; 4. success; 5. delicate; 6. moustache; 7. disconnect;
8. electric; 9. habit; 10. insects
Making Compounds (page 10)
1. underground; 2. sunlight; 3. chatterbox; 4. newspapers; 5. afternoon; 6. armchair;
7. saucepan; 8. watchmaker; 9. cloakroom; 10. sawdust
Finding Base Words (page 12)
1. adore; 2. quality; 3. poison; 4. enormous; 5. applaud; 6. library; 7. shelf; 8. glory;
9. fascinate; 10. fair; 11. watch; 12. excite; 13. chose or choose; 14. transport; 15. amaze;
16. rat; 17. mile; 18. honest; 19. fog or foggy; 20. determine
Using Long Vowels (page 13)
1. quietly; 2. teenager; 3. boast; 4. soul; 5. closely; 6. glued; 7. potatoes; 8. crazy;
9. squeeze; 10. usual
Adding Endings (page 14)
1. absorbed; 2. tearing; 3. imitation; 4. grumpy; 5. glanced; 6. latest; 7. freshen;
8. quantities; 9. appearance; 10. dirtier
Listening for Syllables (page 15)
1. 5; 2. 5; 3. 3; 4. 3; 5. 3; 6. 2; 7. 1; 8. 4; 9. 4; 10. 2; 11. 2; 12. 4; 13. 3; 14. 2; 15. 4; 16. 3;
17. 2; 18. 3; 19. 3; 20. 3; 21. 4; 22. 1; 23. 3; 24. 3; 25. 2; 26. 3; 27. 3; 28. 3; 29. 4; 30. 2

COMPREHENSION SKILLS
Classifying Word Groups (page 16)
1. how; 2. where; 3. when; 4. how; 5. when; 6. how; 7. where; 8. where; 9. when;
10. how; 11. when; 12. where; 13. when; 14. how; 15. where; 16. when; 17. where;
18. how; 19. how; 20. when
Remembering Details (page 18)
1. She recognized that he was in a bad mood. 2. Mr. Wormwood tore up Matilda’s library
book. 3. Matilda wanted to use the parrot to play a trick on her family. 4. Matilda gave
Fred a week’s pocket money. 5. Mrs. Wormwood was exhausted from playing bingo.
6. Mrs. Wormwood’s hair was platinum blonde. 7. Mr. Wormwood decided to have Mrs.
Wormwood’s hairdresser dye it black.
Determining Fact and Opinion (page 19)
1. O; 2. F; 3. F; 4. O; 5. O; 6. F; 7. O; 8. O; 9. O; 10. F

54
Classifying Words (page 20)
1. promise/personality traits; 2. reading/types of mathematics; 3. Wormwood/famous
authors; 4. fireplace/found in a classroom; 5. graduate/animals; 6. chaos/articles of
clothing; 7. piano/occupations; 8. recital/places at a school; 9. primary school/rooms;
10. pupil/words used to describe someone who is highly intelligent
Making Inferences (page 22)
a. 1; b. 3; c. 3; d. 2; e. 2
Matching Synonyms (page 24)
1. glasses; 2. poem; 3. hall; 4. deal; 5. wrong; 6. snake; 7. idea; 8. quickly; 9. physician;
10. smart
Determining Feelings (page 25)
1. proud; 2. awed; 3. curious; 4. frightened; 5. impatient; 6. determined; 7. excited;
8. angry; 9. eager; 10. crafty
Discovering Meaning Through Context (page 26)
1. hated; 2. entertain; 3. trickery; 4. brave; 5. spinning; 6. loves; 7. terrible; 8. ugly;
9. bag; 10. extreme
Using Cloze Reading (page 28)
1. children; 2. class; 3. questioned; 4. friends; 5. term; 6. wandering; 7. small; 8. eyes;
9. fringe; 10. forehead; 11. reasons
Determining Cause and Effect (page 29)
Set 1: 2; 1; 4; 5; 3
Set 2: 5; 3; 1; 4; 2
Sequencing Events (page 30)
Set 1: 1; 5; 2; 3; 4
Set 2: 5; 3; 4; 2; 1
Understanding Special Meanings (page 31)
1. surprised; 2. quit; 3. without thinking first; 4. loudly; 5. going to confess; 6. expelled
from; 7. become angry; 8. dishonest; 9. hidden; 10. wild imaginations
Evaluating What You Read (page 33)
Responses will vary.
Getting the Main Idea (page 34)
a. Miss Trunchbull was angry with Matilda’s father. b. Finding a newt in her glass made
Miss Trunchbull furious. c. Matilda was not afraid of Miss Trunchbull. d. Matilda
demonstrated her ability to tip the glass to Miss Honey.
Matching Antonyms (page 36)
1. recklessly; 2. hectic; 3. cheerful; 4. hidden; 5. stupidity; 6. pleased; 7. limp;
8. casually; 9. steady; 10. sensible

55
STUDY SKILLS
Determining Alphabetical Order (page 37)
A. 6; 1; 2; 3; 4; 5
B. 3; 6; 4; 1; 5; 2
C. 2; 5; 3; 6; 4; 1
D. 2; 1; 5; 3; 6; 4
E. 6; 2; 3; 1; 4; 5
F. 5; 3; 4; 6; 2; 1
G. 4; 6; 2; 5; 3; 1
H. 5; 1; 6; 3; 4; 2
Using a Pronunciation Key (page 38)
1. phenomenon; 2. precocious; 3. scarlet; 4. sycamore; 5. cottage; 6. container;
7. companion; 8. compel; 9. ornaments; 10. innocent; 11. completely; 12. complained;
13. influence; 14. mention
Choosing Correct Meanings (page 39)
1. 4; 2. 3; 3. 1; 4. 1; 5. 3; 6. 2; 7. 3; 8. 4; 9. 1; 10. 2; 11. 1; 12. 1; 13. 2; 14. 4; 15. 2
Using Guide Words (page 41)
act—fin final—march mare—tongue
1. action 1. furniture 1. minute
2. bananas 2. giant 2. obvious
3. breath 3. hair 3. penny
4. chalk 4. invisible 4. plan
5. colossal 5. knocked 5. resume
6. empty 6. maggot 6. surface

CREATIVE SKILLS
Recalling an Event (page 42)
Responses will vary.
Writing a Journal Sample (page 43)
Responses will vary.
Creating a Picture (page 44)
Responses will vary.
Creating a Character (page 45)
Responses will vary.
Using Descriptive Words (page 46)
Responses will vary.
Writing a Book Recommendation (page 47)
Responses will vary.
Explaining Feelings (page 48)
Responses will vary.

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 MATILDA
WORD ATTACK SKILLS STUDY SKILLS
Using Short Vowels Determining Alphabetical Order
Making Compounds Using a Pronunciation Key
Finding Base Words Choosing Correct Meanings
Using Long Vowels Using Guide Words
Adding Endings
Listening for Syllables CREATIVE SKILLS
Recalling an Event
COMPREHENSION SKILLS
Writing a Journal Sample
Classifying Word Groups Creating a Picture
Remembering Details Creating a Character
Determining Fact and Opinion Using Descriptive Words
Classifying Words Writing a Book Recommendation
Making Inferences Explaining Feelings
Matching Synonyms Supplementary Activities
Determining Feelings
Discovering Meaning SPELLING AND
Through Context
VOCABULARY
Using Cloze Reading
Determining Cause and Effect Optional Spelling and
Sequencing Events Vocabulary Lists
Understanding Special Meanings
Evaluating What You Read
Getting the Main Idea
Matching Antonyms

#79622 ISBN 0-7891-6139-7

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