MODULE

What a
Character!
“Be true to yourself. Make
each day a masterpiece.”
— John Wooden

10
   Essential Question

What makes a
character
interesting?

Video
11
 Big Idea
Words

Words About
Interesting Characters
The words in the chart below will help you talk and write about the
selections in this module. Which words about interesting characters have
you seen before? Which words are new to you?

Add to the Vocabulary Network on page 13 by writing synonyms,

antonyms, and related words and phrases for each word.

After you read each selection in this module, come back to the Vocabulary
Network and keep building it. Add more ovals if you need to.

WORD MEANING CONTEXT SENTENCE

individuality Your individuality is what Our teacher reminds us to

(noun) makes you different from respect each student’s
everyone else. individuality.

unique Something or someone Each snowflake has a unique

(adjective) that is unique is one of a shape.
kind.

feature A feature is an important or I named my puppy Spot after

(noun) interesting part of a person his most noticeable feature.
or thing.

personality Your personality is your My parents say that my

(noun) nature or all the ways you brother and I each have our
think, feel, and act. own personality.

12
 feature
unique

Words About
Interesting
Characters
personality

individuality

13
 Knowledge
Map

Zach

Interesting
Characters

Scaredy
Squirrel

14
 Marisol
McDonald

Judy
Moody

Stink

15
 myNotes

Short
Read

1 My big brother Zach is a unique guy. 5 So Zach made a plan. He needed a

There is no one like Zach. Most people little help from a counselor named Trip.
admire him because he’s such a strong Each day, Trip took Zach to the lake,
athlete, but I admire him because he and each day, Zach inched toward the
worked really hard to become one. water. One day he finally put in one toe.
You see, Zach is an amazing swimmer. The next day he put in his whole foot. In
Not just a fast or strong swimmer, but a week, he had walked in up to his
a champion swimmer. His ability is knees! Then Zack did the bravest thing
especially unusual because Zach was he had ever done. He jumped right in!
once terrified of the water! 6 Zach likes to show his individuality
2 When Zach was five, he fell into our by doing things differently. No camper
neighbor’s swimming pool. The water had ever gone from not knowing how to
wasn’t over his head. Still, he was swim to being a camp champion. Zach
REALLY scared. Mom quickly pulled did that. He practiced and practiced. By
Zach out of the pool. He was fine, but the end of the summer, he won the
after that day, he hated the water. camp swim meet. After that summer,
3 Then Zach went to summer camp Zach joined the swim team at his
when he was ten. By that time, he loved school. He’s been swimming in
sports. He was an excellent baseball competitions ever since.
and basketball player. He was very 7 Now Zach thinks there is nothing
competitive and practiced a lot. That he can’t do. He said his next challenge
might be a main feature of Zach’s is to dive from the highest diving board.
personality. He always wants to win.
 
Oh, brother!
4 The one sport Zach couldn’t win in
was swimming. He was too afraid of the
water to learn how. It made him mad
that he was afraid.

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 Physical Traits myNotes
• athletic
Personality Traits • strong
• unique
• brave
• competitive
• determined

Zach Challenges
• overcoming fears
• learning new skills
• doing things differently

17
 my Notes

Notice &
Note
Contrasts and
Contradictions

Prepare to Read
GENRE STUDY   Realistic fiction tells a story about
characters and events that are like those in real life.
• Authors of realistic fiction include a plot with a
conflict and resolution.
• Realistic fiction includes a setting, or a place and
time, that is important to the story and characters
who act, think, and speak like real people.
• Realistic fiction may include a theme or lesson
learned by the characters.

SET A PURPOSE   Think about the title and CRITICAL

genre of this text. What do you think VOCABULARY
Marisol will do or say? How might she act? clash
Write your ideas. winking

suggest

scrunches

mushy

usual

bilingual

mismatched
Meet the Author and Illustrator:
Monica Brown and Sara Palacios

18
 myNotes

Mari s o l
McDonald
Doesn’t
Match
Story by n
i c a B row
Mon
Illustrations by
Sara P
alacios
19
 myNotes

1 My name is Marisol McDonald, and I don’t

match. At least, that’s what everyone tells me.

20
 myNotes

2 I play soccer with my cousin Tato and he says,

“Marisol, your skin is brown like mine, but your
hair is the color of carrots. You don’t match!”
3 “Actually, my hair is the color of fire,” I say and
kick the ball over Tato’s head and into the goal.

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 myNotes

4 My brother says, “Marisol, those pants don’t

match that shirt! They clash.”
5 But I love green polka dots and purple stripes. I
think they go great together. Don’t you?

clash  Colors or patterns that clash look strange or ugly together.

22
 myNotes

6 I also love peanut butter and jelly burritos, and

speaking Spanish, English, and sometimes both.
7 “Can I have a puppy? A furry, sweet perrito?” I
ask my parents. “Por favor?”
8 “Quizas,” Mami says.
9 “Maybe,” Dad says, smiling and winking.

winking  You are winking when you quickly blink one eye at
someone because you share a joke or secret.

23
 myNotes

10 My teacher, Ms. Apple, doesn’t like the way

I sign my name. “Marisol McDonald,” she says,
“this doesn’t match! At school we learn to print
and use cursive, but not at the same time.”
11 But I like the way Marisol McDonald looks.

24
myNotes

25
 myNotes

12 At recess, Ollie and Emma want to play pirates,

and Noah wants to play soccer.
13 “How about soccer-playing pirates?” I suggest.
14 “No way!” they say, so I run off to play on the
swings by myself.

15 After recess, we have art—my favorite subject. I

think my drawings surprise my friends.

suggest  If you suggest something, you give ideas or plans for

someone to think about.

26
 myNotes

16 At lunch, Ollie walks over to me and scrunches

his nose.
17 “A peanut butter and jelly burrito?” he asks.
18 “I know, I know,” I say, “it doesn’t match. But it
sure tastes good.”
19 “Marisol, you couldn’t match if you wanted to!”
Ollie says.
20 “Oh yeah? I bet I can!”

scrunches  If something scrunches up, it is squeezed or crushed

into a different shape.

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 myNotes

21 The next day I wake up and decide that today I,

Marisol McDonald, will match.
22 It’s a little hard to find clothes that are all the
same color.
23 I play pirates with Ollie at recess, but it’s not very
fun. Why can’t pirates play soccer, anyway?
24 I have a regular peanut butter and jelly sandwich
at lunch and the bread tastes . . . mushy.

mushy  Something that is mushy is soft and squishy.

28
myNotes

29
 myNotes

25 Even art class is a little bit boring.

26 “Marisol,” Ms. Apple says, “What’s wrong? This
doesn’t look like your usual work.”
27 “I’m trying to match,” I say with a frown.

28 “Why?” asks Ms. Apple.

29 I can’t think of a single good reason.

usual  The usual way to do something is the way that is done

most often.

30
 myNotes
30 At the end of the day, Ms. Apple hands me a
note. I open it and it says:

31 Marisol,

32 I want you to know that I like you just

the way you are, because the Marisol
McDonald that I know is a creative,
unique, bilingual, Peruvian-Scottish-
American, soccer-playing artist and
simply marvelous!

33 –Ms. Tamiko Apple

34 I skip all the way home.

bilingual  People who are bilingual can speak two languages.

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 myNotes

35 When I wake up on Saturday I put on my pink

shirt, my polka dot skirt, and my favorite hat—
the one my abuelita brought me from Peru.
36 At breakfast I say, “My name is Marisol
McDonald and I don’t match because . . . I don’t
want to!”
37 “Bravo!” says Mami.
38 “Good for you,” says Dad. “Now let’s
go to the pound and get a puppy!”

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 myNotes

39 When we get to the pound, there are big dogs

and little dogs. There are dogs with long noses
and dogs with smushed faces. There are
chocolate colored puppies and smoky gray
puppies and puppies the color of caramel.
40 How will I ever choose?
41 Then I see him. He has one floppy ear and one
pointy ear, one blue eye and one brown eye. He
is beautiful!

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 myNotes

42 I walk over and he leaps into my lap. I cuddle

him and it sounds like he purrs.
43 “I think we found just the right dog for you,
Marisol,” Mami says.
44 My puppy is perfect. He’s mismatched and
simply marvelous, just like me. I think I’ll
name him . . .

Kitty!

mismatched  Things that are mismatched do not fit or

belong together.

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 DO NOT EDIT--Changes must be made through “File info”
Correctionkey=TX-A

myNotes

Respond
to the
Text
Collaborative Discussion Marisol
McDonald
Do esn’t
Match
Look back at what you wrote on page 18. With a partner Story by n
Monica B
row
Illustrations by
Sara P
alacios

discuss your ideas about Marisol. Then work with a group to 3re_se_m1_marisol.indd 19
19

2/18/2018 8:21:45 PM

discuss the questions below. Refer to details in Marisol

McDonald Doesn’t Match to support your ideas. Take notes for
your responses. When you speak, use your notes and think
Listening Tip
about ways to connect your ideas to what others have said. Listen to the details
and ideas each
1 Reread page 21. What do you learn about Marisol when speaker discusses.
she says her hair color is like fire rather than carrots? What new
information can
you add?

2 Reread pages 24–25. What does Ms. Apple think about Speaking Tip
the way Marisol writes her name? Before you speak,
think about what
other speakers
have said. Ask
questions to be
sure you
3 Review page 31. How does Marisol feel after reading Ms. understand their
Apple’s note? ideas. If you agree,
say so, and add
your ideas.

35
Cite Text
Evidence
Write a Story Idea
PROMPT

You met an interesting and bold character in Marisol McDonald Doesn’t

Match by Monica Brown. Marisol might have all kinds of adventures
because she thinks and acts in her own special way.

Imagine that the author has asked readers to offer ideas for what
adventures might happen next in Marisol’s life. What could happen at
home or at school that might cause a problem for Marisol? Based on how
Marisol responded to her problems in Marisol McDonald Doesn’t Match,
how might she solve her new problem? Write a paragraph describing a
story idea that you could post on Monica Brown’s website.

PLAN

Make a list of problems Marisol experiences. Think about how she

solves them. Write a sentence to summarize how Marisol solves
problems. How can you apply this strategy to a new problem?

36
 DO NOT EDIT--Changes must be made through “File info”
Correctionkey=TX-A

myNotes

WRITE
Marisol
McDonald
Now write your paragraph describing a story idea that you could Do esn’t
post on the author’s website. Match
Story by n
row
Monica B
Illustrations by
Sara P
alacios
19

Make sure your story idea

3re_se_m1_marisol.indd 19 2/26/2018 1:53:27 AM

……sets up the time and place.

……explains Marisol’s problem and how she responds to it.

……tells events in the order they might happen.

……explains how the story might end.

37
 my Notes

Notice &
Note
Aha Moment

Prepare to Read
GENRE STUDY   Realistic fiction tells a story about
characters and events that are like those in real life.
• The events in realistic fiction build on each other to
keep the plot moving.
• Realistic fiction includes characters who act, think,
and speak like real people.
• Realistic fiction may include sensory details and
figurative language to appeal to the reader.
• Realistic fiction often includes dialogue to develop
the story.

SET A PURPOSE   Think about the title and genre of this

text. What kind of girl might Judy be? List some words
below that could describe Judy.
CRITICAL
VOCABULARY
moody

pesky

illustrate

snarled

Meet the Author:

Megan McDonald

38
 myNotes

by Megan McDonald
illustrated by Peter H. Reynolds

39
 myNotes

In a Mood
1 S he, Judy Moody, was in a mood. A sourball mood. A mad-face
 

mood. All because school pictures had come home that day.
2 If Stink came into her room, he would ask to see her school
picture. And if he asked to see her school picture, he would see
that she had been wearing her i am a girl, hear me roar
T-shirt. (The same one she wore today.) And if he saw her
wearing her ROAR T-shirt in her school picture, he would also
see that she looked like Sasquatch. With bird’s-nest hair in her
face and in her eyes.
3 Mom and Dad were going to freak. “Just once we’d like to have
a nice school picture of our girl,” Dad had said just this morning.
4 “Maybe this will be the year,” Mom had said.
5 But third grade was no different.

moody  If you are moody, your feelings change often and quickly.

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 myNotes

6 Judy spread out her school pictures on the floor. She looked like:

A one-eyed
pirate
(Second grade)
A clown
(Kindergarten)

Sasquatch
(Third grade)

7 If only Mom and Dad would forget about school pictures this
year. Fat chance. Maybe Judy could pretend the dog ate them!
Too bad the Moodys didn’t have a dog. Only Mouse the cat. She
could say that an evil school-picture bandit erased them from the
master computer. Hardly.
8 To make things worse, Rocky had grabbed her Sasquatch
picture in class and wouldn’t give it back. Then he passed it to
Frank, which made Judy yelp and jump up out of her seat instead
of doing her math. That’s when Mr. Todd said the A word.
9 Antarctica.
10 The desk in the back of the room where Judy had to go to chill
out. For the third time that day! Never in the History of Judy had
she been to Antarctica that many times in a row.
11 A donut-sized sicky spot sat in her stomach just remembering it.
12 That’s why she, Judy Moody, was in a mood. A finger-knitting,
don’t-think-about-school-pictures, need-to-be-alone mood. As in
by herself. As in no stinky little brother to bug and bother her like a
pesky mosquito. Bzzz! Stink was always in her ear.

pesky  Something that is pesky is annoying.

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 myNotes

13 Judy’s Number One Favorite Place to curl up with Mouse was

on her top bunk, but Stink would for-sure find her there. She
crawled over gobs of flip-flops and blobs of dirty clothes to her
second favorite spot to be alone—the way-back of her closet. She
popped a wad of Stink’s yard-long bubble gum in her mouth.
14 “Don’t look at me like that, Mouse. What Stink doesn’t know
won’t hurt him.” She picked up a skein of gray-brown yarn and
looped it around her thumb. Mouse batted the finger-knitting
chain with her paw.
15 Over. Under. Over. Under. Back. Loop-de-loop-de-loop. Judy
tugged on the long chain of apple-green yarn that dangled from
her left hand. Her fingers flew. She, Judy Moody, was the fastest
finger knitter in Frog Neck Lake, Virginia. The fastest finger
knitter in the east. Probably the fastest in the whole wide world!
16 Finger knitting was the greatest—no knitting needles needed.
She looped the yarn over her fingers, one, two, three, four, back
over, under, through . . . just like Grandma Lou had taught her
during the big blackout of Hurricane Elmer.
17 Judy’s closet was like a secret little room all to herself. It even
had a window. A small, round window just like the kind they had
on ships. Sailing ships. Pirate ships.
18 The ship sailed across the blue ocean, bobbing on the
waves under a sky full of marshmallow clouds. Judy and
Mouse rocked back and forth as the ship’s hammock swung
in the breeze. Until the ship hit a giant wave and . . .
19 Mouse overboard!
20 Judy tossed her chain of knitting to Mouse. She felt a tug
on the line. It was—

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myNotes

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 myNotes

21 “Stink!” Judy snapped out of her daydream. Her gum went

flying. “You scared the bubble gum out of me!”
22 “Where’d you get that gum?” asked Stink.
23 “Nowhere. It’s ABC gum.” She picked it up and popped it back
in. “How’d you find me, anyway?”
24 “I followed the chain of yarn.”
25 The long, colorful chain of finger knitting snaked across
the bottom of her closet, climbed up and over piles of books and
towers of toys, wound around Sock Mountain, and crept out
the door.
26 “Well, bad idea. I’m in a mood.”
27 “How was I supposed to know?”
28 “Clues one, two, and three: those doohickeys that hang on
the doorknob?”
29 “Oh, I thought you were going to say school pictures.”
30 “That, too.”
31 “Somebody’s in a mood.”
32 “Bingo!”
33 “Can I help it if I don’t go around reading doorknobs?”

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 myNotes

34 Judy looked around and grabbed a fuzzy pillow. “See this

pillow? This will be my mood pillow. It’ll be our signal. If the
pillow’s sitting up, it means I’m in a good mood. Come on in. But
if it’s lying down—Bad mood. Go away. Much better than a
doorknob doohickey.”
35 “But what if the pillow was standing up and the window was
open and a hurricane came and super-high winds blew down the
pillow and knocked it on its side? Or what if a giant monster
bigger than King Kong came and picked up our house and shook
it like a toothpick and the pillow fell over?”
36 “Fine.” Judy plucked a marker from her pencil box. She set the
pillow in her lap. On one side, she drew a happy face for good
mood. On the other side, she drew a frowny face for bad mood.
37 “This will be my mood pillow. Happy face means Come on in.
Frowny face means Go away.” Judy leaned the pillow against the
wall—frowny face out. “The pillow has spoken, Stink.”

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 myNotes

The Jessica Experiment

38 She, Judy Moody, had an idea. A not-bad mood idea. She was
going to try to be in a good mood for one whole week.
39 Judy asked her friends, “Hey, guys. What puts you in a
good mood?”
40 “When I do a really good magic trick, like the Fake Finger
trick,” said Rocky. He pulled his index finger, pretending to
yank it off. “If everybody claps and is amazed, it puts me in a
good mood.”
41 “Uh-huh,” Judy scribbled a Note to Self.
42 “I get in a good mood when I’m done with my homework,”
said Frank.
43 “Uh-huh, uh-huh.” Judy looked at her notes.
44 Next it was Amy’s turn. “Writing stories puts me in a good
mood. I dream stuff up and make it into a book and illustrate it.”

illustrate  If you illustrate a book, you draw pictures that go with the story.

46
 myNotes

45 Judy scribbled some more. She looked at her notes.

46 1. Magic trick
47 2. Homework
48 3. Write a story
49 “I can do this,” said Judy.
50 “Do what?” asked Amy.
51 “Do what?” asked Rocky and Frank.
52 “Um . . . nothing. Never mind.”
53 Judy ran home and took out her list. Magic Trick. She tried a
magic card trick on Stink. But all she did was spill the deck of
cards everywhere. Homework. Judy did not see how homework
would put her in a good mood. She crossed it off the list. Write
story. Judy tried to write a story.

54 This story could go on and on and on. What a lemonhead!

Writing a story was so not putting her in a good mood. Who else
could she get ideas from? Mom? Dad? Stink?
55 It had to be somebody smart and somebody who never got sent
to Antarctica.

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 myNotes

56 Wait just a ding-dong minute! What could be more perfect

than to talk to Little Miss Perfect? Somebody who brushed her
hair every day and followed all the rules and got good grades and
had never even been near Antarctica.
57 Somebody who had a happy Magic 8 Ball.
58 Jessica A-plus Finch! Of course!
59 Judy could learn the facts about doing everything right all
the time. Being perfect was sure to put her in a good mood. All
she had to do was study her subject. Like a science experiment!
60 She grabbed her notebook and hopped on her bike and
pedaled down the street and around the corner to Jessica
Finch’s house.
61 Ding-dong! Judy rang the bell. Jessica A-not-Aardwolf opened
the door.
62 “Judy Moody? What are you doing here?”
63 She could not tell Jessica “Tell-All” Finch her secret. Then the
whole world would know. “I, um, thought we could hang out,”
said Judy.
64 “But you never want to hang out.”
65 “Never say never,” said Judy, pushing past Jessica. “Can I
come in?”
66 “You are in,” said Jessica.
67 “Well, um, how about if I come up to your room?”
68 “Sure,” said Jessica. “I was just going to start measuring things
for Measure Up!, our new math unit.”
69 “But that doesn’t start till Thursday,” said Judy.
70 “I like to get a head start,” said Jessica.

48
 myNotes

71 Judy perched on the edge of the bed next to Jessica. She

bounced up and down, testing out the jump factor.
72 “My mom doesn’t like me to bounce on the bed,” said Jessica.
73 “Check,” said Judy. She scribbled DO NOT BOUNCE ON
BED in her notebook. Judy stared sideways at Jessica. Her hair
was brushed back into a very neat ponytail and she was wearing
pink. Judy wrote PUT HAIR IN PONYTAILS and WEAR
PINK in her notebook.
74 “Why are you staring at me?” asked Jessica. “It’s rude.”
75 “No reason,” said Judy. She looked around. The bed was made
and there were a hundred million fluffy pink pillows on it.
Stuffed-animal pigs were lined up in a row on the dresser. So was
a piggy-bank collection.
76 No books or clothes were on the floor. No
arts-and-crafts supplies were on the floor. No
gum wrappers were on the floor. A pink robot
poster on the wall said OBEY. It was creepy,
but Judy didn’t say so.
77 “Your floor is very neat,” said Judy. “I can
see the rug.”
78 “Thanks,” said Jessica. “I like my room
clean. It puts me in a good mood.”
79 “Check.” Judy wrote CLEAN ROOM in
her notebook.
80 “Why are you writing stuff down?” asked Jessica.
81 “No reason,” said Judy, sniffing the air. “I smell cupcakes. Do
you smell cupcakes?”

49
 myNotes

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 myNotes

82 Jessica cackled. “That’s my lip gloss.” She flipped open a teeny-

tiny pink plastic cupcake. Inside was gooey lip stuff. Judy tried
some. Yum, yum! Maybe cupcake lip gloss was another key to a
good mood.
83 Judy wrote down WEAR CUPCAKE LIP GLOSS. “You like
smiley faces, huh?” In Jessica’s room, Judy saw a smiley-face pillow,
pencil holder, and paper clips. She saw smiley-face sunglasses and
slippers. Even a smiley-face mobile hung over Jessica’s desk. She
picked up Jessica’s smiley-face Magic 8 Ball. “Can I try?”
84 Jessica nodded.
85 Judy had a burning question. But it was a secret. So she asked
herself the question silently. Will I be able to stay in a good mood
for one whole week?
86 She shook the Happy 8 Ball. Nice outfit. She asked the question
and shook it again. Your breath is so minty! She tried again. You
smell great.
87 “It keeps telling me that I smell great,” said Judy.
88 “It’s the lip gloss.” Jessica nodded knowingly. “Want to do
homework now?”
89 Judy wrote DO HOMEWORK ON TIME in her notebook.
90 She also got out her Positively Pink see-through ruler. She got
out her Positively Pink tape measure. She even had a Positively
Pink yardstick.
91 “Wow. You have a yardstick? I have a yardstick of bubble gum.
It’s this long.” She stretched out her arms. “Well, it used to be.
There’s actually only two and three-quarters inches of gum left.
But the box is a yard-long ruler—for real! And it has jokes and—”

51
 myNotes

92 “I wouldn’t use it for homework if I were you,” said Jessica.

93 Judy looked around for something to measure. “Do you have
a cat? We could measure stuff like the cat’s tail!” said Judy.
94 Jessica crinkled her forehead. “I was just going to measure
the carpet.” She started to stretch the tape measure across the
rug. Bor-ing!
95 This being in a good mood was harder than it looked. Judy’s
fingers itched.
96 If only she were back in her closet with her finger knitting.
97 She stared at Jessica some more. “Do you ever miss the bus to
school?” Judy asked.
98 Jessica wrinkled her forehead again. “Why would I do that?”
99 “I mean, are you ever late to school? Say you slept late. Or read
your book under the covers when you should have been getting
ready. Or didn’t do your Spelling homework and decided to stay
home sick.”
100 “I always do my Spelling homework. I never fake sick. And I
have a Walkie Clockie,” said Jessica. She pulled an alarm clock
with wheels from her nightstand. “It beeps like a robot and jumps
off my nightstand when it’s time to get up. I have to get out of bed
to chase it around.”
101 “Can I try?” asked Judy.
102 “Sure.” Jessica set the clock to go off in one minute. They
waited. They waited some more.

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 myNotes

103 Eep! Beep! Walkie Clockie leaped to the floor. “Out of bed,
sleepyhead.” It zoomed across the carpet. “Up and at ’em, madam!”
It zoomed under the bed. “Rise and shine, friend of mine!” Judy
chased it all around Jessica’s room.
104 “Wow!” said Judy. “It walks. It talks. It rhymes. It chimes.” She
wrote down GET WALKIE CLOCKIE SO I’M NEVER LATE
in her notebook. “That was fun. Let’s do it again. This time—”
105 “It’s not really a game,” said Jessica. She put the clock back on
her nightstand. “C’mon, let’s do our homework.”
106 Judy looked at her to-do list. She had a lot to do if she was
going to stay out of Antarctica. She had a lot to learn about being
in a good mood. “I can’t,” said Judy. “I have to—um—go finish
my science experiment.”
107 “Science experiment?” Jessica sat up straight. Her eyes got
wide. “What science experiment? We don’t have any—”
108 But Judy was already down the steps and halfway out the
front door.
109 Yippee skippy!
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 myNotes

Spaghetti Yeti
110 First things first. As soon as Judy got home, she pulled her hair
back into two Jessica Finch ponytails. Then she cleaned up her
room like a friend without an R. F-I-E-N-D, spelling word #23 on
Mr. Todd’s homework list. Definition: maniac. She huffed and
puffed, picking up books and games and art supplies and stuffed
animals. Yawn-o-rama. Mouse watched her every move. She
huffed and puffed more putting away shirts and shorts and socks
and pajamas. Bor-ing times two!
111 Mouse pounced on a sock. “Give it. It’s not play time, Mouse.
I wish.”
112 She even tossed her finger knitting
into the closet.
113 Jessica Finch was cuckoo-for-
coconuts if she thought cleaning your
room could put you in a good mood.
114 Next Judy did her this-week
homework. Read, read, read. Spell,
spell, spell. Multiply. Divide. Done!
115 Doing her homework on time did not put her in a good mood.
116 “Now what, Mouse?” Judy asked. She checked her notebook.
Eureka! She, Judy Moody, had an idea.
117 Judy dug and dug like a badger to the way-back of her closet.
She pulled out her last-year Christmas presents. Under the hand-
knitted dancing mouse sweater

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 myNotes

from Grandma Lou was a present

from Nana and Gramps in
California. It was not a way-cool
Make-Your-Own Gum kit. It was
not a way-cool Make-Your-Own
Seashell Night-Light kit. It was a
Make-Your-Own Lip Gloss kit!
Cotton candy, chocolate, cupcake!!
Double exclamation point!!
118 Last Christmas, Judy would not
have been caught dead wearing smelly
lip gloss. But that was before the
Jessica experiment. She had to try it now—in the name of
good moods.
119 Judy did not want to mess up her clean room, so she messed up
the bathroom instead. Warm water, sticky hands, smelly flavor and
. . . voilà! Cupcake lip gloss.
120 Mww! Mww! Mww! Judy looked in the mirror and smacked
her lips. Yum, yum. She licked her lips. Oops. Now she needed
more lip stuff. Smack, smack, smack. Lip-smacking good! Cupcake
lip stuff did put her in a bit of a better mood. Who knew?
121 Judy went back to her room. Sing a song of tuna fish! Her
finger-knitting chain snaked and snarled out the closet door, up,
over, and around the doorknob across the dresser, and onto the
floor, where Mouse was curled up sleeping on a heap of it.

snarled  If something is snarled, it is twisted and tangled.

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 myNotes

122 Judy tugged an end out from under Mouse. “Who yarn
bombed my clean room, Mouse?” she said. “Don’t even try to
say it was Stink.”
123 At last, she had time for her new rave—finger knitting. She
went to her closet to get some more yarn. But there was no more
yarn. Not one ball. Not one skein. Not even a snippet. She was
O-U-T out.
124 Judy ran downstairs. “Mom! Mom! Can we go to Bullseye?
It’s a yarn emergency!”
125 “Sorry, honey,” said Mom. “All this yarn costs money. Let’s
wait and ask Grandma Lou for some yarn next time we see her.”
126 “But . . . !” Judy was about to say it was so not fair. Judy was
about to say she could not wait. Judy was about to stomp up the
stairs. But that would mean she was in a mood. Not a good
mood. A bad mood.
127 Judy dashed back upstairs. Her frowny-face mood pillow
glared at her.
128 It was only GMD #1, Good Mood Day
Number One. Judy had to be stomp-free for the
rest of the week. This being in a good mood all
the time sure was not as easy-peasy, mac-and-
cheesy as it looked.

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myNotes

Respond
to the
Text
Collaborative Discussion by Megan McDonald
illustrated by Peter H. Reynolds

Look back at what you wrote on page 38. Discuss your ideas
and list of words with a partner. Then work with a group to
39

3re_se_m1_judymoody.indd 39 2/26/2018 1:55:54 AM

discuss the questions below. Refer to details and examples

from Judy Moody, Mood Martian and take notes for your
responses. Remember to listen carefully to what others say
and to wait for your turn to speak.
Listening Tip
Pay attention to the
1 Reread page 41. What can you tell about the reasons that story details that
Judy often goes to a place in the classroom called speakers use to
Antarctica? explain their
answers. Try not to
repeat what others
have already said.

2 Reread pages 41–43. Why does Judy like finger knitting?

Speaking Tip
Remember to raise
your hand (or to
follow class rules)
3 Reread pages 48–49. What does Judy hope to learn when to show that you
she visits Jessica? Why is it important for Judy to learn? want to speak. Wait
until the last
person has finished
before you speak.

57
Cite Text
Evidence
Write an Email
PROMPT

In Judy Moody, Mood Martian, you read about the Make-Your-Own Lip
Gloss kit Judy Moody receives from her grandparents in California. Nana
and Gramps sent the gift months before Judy decided to use it.

Imagine that you are Judy. Write an email to your grandparents to let
them know you have used the lip-gloss kit. Describe the events that led
you to use the kit. Tell how you feel about these events and how the story
ends. Try to use some of the Critical Vocabulary words in your writing.

PLAN

Make a list of the activities Judy tries so she can be in a good

mood. Next to each activity, write how Judy feels about the
experience.

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myNotes

WRITE
by Megan McDonald

Now write your email about the lip-gloss kit. illustrated by Peter H. Reynolds

Make sure your email 3re_se_m1_judymoody.indd 39

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2/26/2018 1:55:54 AM

……is written from Judy’s point of view.

……describes important story events.

……shows how Judy feels about her experiences.

……tells how Judy’s experience ends.

59
 my Notes

Prepare to Read
GENRE STUDY   Realistic fiction tells a story about
characters and events that are like those in real life.
• Realistic fiction includes characters who act, think,
and speak like real people.
• Realistic fiction includes dialogue between
characters to develop the story.
• The events in realistic fiction build on each other.

SET A PURPOSE   Think about the genre of this text and

look at the illustrations. What do you know about frogs?
What do you think you could learn about frogs from Stink
as he studies for his quiz? Write your ideas.

CRITICAL
VOCABULARY
annual

recited

protested
Meet the Illustrator:
Peter H. Reynolds

60
 myNotes

by Megan McDonald
illustrated by Peter H. Reynolds

61
 myNotes

1 J udy Moody’s younger brother, Stink, has been

finding frogs all over the place—at the pool, in his
boot, even in the bathtub! When Stink and his
friends visit a nature center to learn about
frogs, they find out about the First Annual Frog
Neck Lake Frog Count. Before he can participate
in the late-night adventure, though, Stink has
to study different frogs and the sounds they
make . . . and pass a quiz!

annual  An annual event happens once each year.

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 myNotes

2 Pree-eep! Craw-awk! Sque-enk!

3 Stink listened to frog calls on the computer. He listened to
frog sounds that he taped with his own tape recorder (by
sticking it out the window at night!). Stink listened to frog calls
on the way to school Monday morning and in the car on the
way to swim lessons.
4 Pre-eep! Craw-awk! Sque-enk! At swim practice, he tried
some out on his friends.
5 “You sound like a duck,” said Webster.
6 “You sound like a squeak toy,” said Sophie.
7 “You sound like a sick banjo,” said Riley.
8 “Thanks!” said Stink. “See, spring peepers sound like squeak
toys. And wood frogs sound like ducks quacking.”
9 “You’re quacked,” said Webster. Sophie and Riley cracked up.
10 “You guys sound like Southern leopard frogs. A leopard frog
sounds like a person laughing. No lie.”
11 “Yeah, but nothing sounds like a sick banjo,” said Riley.
12 “Nothing except for the Northern green frog. It sounds like
a loose banjo string. You know, like a rubber-band twang.”
13 “You sure are freaky for frogs,” said Riley.
14 “Thanks!” said Stink.
15 “You should marry a frog, you like them so much.”
16 “Hardee-har-har,” said Stink.

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 myNotes

17 Stink could not wait till swimming was over. He had a great
idea for how to learn frog sounds. He would need a comb, a
balloon, two rocks, a can of spray paint, a rubber band, a rubber
duck, some jingle bells, and that’s all.
18 Stink blew up the balloon and rubbed it with his hand. He
clicked rocks together. He twanged a rubber band.
19 Judy poked her head into Stink’s room. Mouse, the family
cat, squeezed past her.
20 “Stink, I’m trying to study my times tables and I can’t
hear myself—” She stopped when she saw the pile of junk on
Stink’s floor.

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 myNotes

21 “What? I’m using this stuff to make frog sounds. Here.

I’ll show you.” Stink rubbed his finger along the teeth of a
comb. “This sounds like a chorus frog.” Stink shook the can
of spray paint.
22 “And this sounds like a Northern cricket frog.”
23 Mouse darted under the bed.
24 “And this—AARGH!—sounds like Mom when she sees the
mess in your room,” said Judy.
25 “Hardee-har-har,” chuckled Stink. “You’re croaking me up!”
26 “Can you please shut your door so I don’t have to hear
Froggle Rock all day?”

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66
 myNotes

27 Stink squeaked his rubber duck down the stairs. He snored

up a storm while he made a snack. He shook the can of paint,
clicked the stones, and jingled the bells. “Wood frog, pickerel
frog, cricket frog,” he recited.
28 “Stink, keep it down, please,” said Dad, poking his head
around the corner. “I’m on the phone.”
29 “No spray-painting in the house,” said Mom. “Take
that outside.”
30 “I’m not painting,” said Stink. “Doesn’t anybody around here
know a Northern cricket frog when they hear one?”
31 Mom crinkled her forehead.
32 “It’s homework,” said Stink. “I have to take a test.”
33 “A frog test,” said Judy, coming into the kitchen.
34 “I have to learn frog calls,” said Stink. “For the First Annual
Frog Neck Lake Frog Count on Friday.”
35 “Riigggght,” said Mom.
36 “It’s a real thing. The test is on the computer,” Stink told her.
“You click on a frog and it makes a sound. Then you guess
which frog is making that sound.”
37 “Multiple choice?” said Judy. “Easy peasy,” she teased.
38 “I have a multiple choice for you,” said Mom. “You can go
back upstairs and a) finish your homework, b) finish your
homework, c) finish your homework, or d) all of the above.”

recited  If you recited something, you said it aloud after you had learned it.

67
 myNotes

39 “But—“ Stink protested.

40 “It’s your choice,” Mom said.
41 Stink trudged back up the stairs, with Judy close behind.
42 “And don’t forget your NON-frog homework, too,”
Mom called.

43 In Stink’s room, Mouse curled up on his backpack. “How am

I gonna learn all these frog calls by Tuesday?” Stink asked Judy.
He held out his notebook for her to see. “You can’t go on the
frog count unless you pass the quiz.”
44 “I’ll help you,” said Judy. “But let’s make it a game. Instead
of Rock, Paper, Scissors, we’ll call it . . . Rock, Balloon,
Squeak Toy.”
45 “How do we play?”
46 “Close your eyes. I’ll make a sound. You guess which frog it
is. But we have to keep it down because Mom won’t like us
doing frog homework first.”
47 “Okay, c’mon,” said Stink. He squeezed his eyes shut. Judy
rubbed the balloon. She twanged the rubber band. She clicked
the stones.

protested  If you protested, you said why you did not agree with a
statement or an idea.

68
myNotes

69
 myNotes

48 “Mrrow!” Mouse pawed at the stones.

49 “Chorus frog. Wood frog. Cricket frog,” Stink guessed.
50 Judy checked Stink’s notebook. “Sorry. Leopard frog. Green
frog. Cricket frog.”
51 Stink hung his head.
52 “Hey, you got one right. Cricket frog. C’mon, Stink. Just get
super-duper quiet. And really listen. Okay. Ready?”
53 “Ready, Freddy,” said Stink.
54 Judy rubbed, clicked, squeaked, and twanged.
55 “Balloon, stones, squeak toy, rubber band,” Stink said.
“That’s leopard frog, cricket frog, spring peeper, green frog.”
56 “Bingo!” said Judy. She laughed, chuckled, whistled, peeped,
snored, squeaked, jingled, and croaked until Stink knew pickerel
frog from peeper, chorus frog from cricket.

70
 myNotes

57 “Yikes,” said Judy, putting a shh finger to her lips. “I bet they
can hear us all the way at the end of Croaker Road.”
58 “Do you think they call our street Croaker Road because of
all the frogs?”
59 “Because of animal frogs, Stink, not human boy frogs.”
60 “Ribbet!” Stink croaked.
61 “Okay, close your eyes. I bet I can stump you. Ready?” Judy
made a zzzzz sound.
62 “Bullfrog. No. Wood frog. No. Bullfrog.” He opened his eyes.
63 “Zipper frog,” said Judy. “That was just me zipping the
zipper on your backpack.”
64 “No fair,” said Stink. “There’s no such thing as a zipper frog.”

71
 myNotes

65 “Mrrr-ow!” Mouse pounced on the jingle bells.

66 “Jingle frog!” Stink and Judy said at the same time. They
cracked themselves up.
67 “We gotta finish our NOT-frog homework, Stink. Besides,
you’re like the Frog King now. No, you’re like President of the
Frogs. Now you just have to practice on real frogs.”
68 “Sque-enk!” said Stink.

69 On Tuesday, Stink Moody, Frog Genius, passed his test with

flying colors. Frog test, that is.
70 Stink could not wait for Frog Friday.

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myNotes

Respond
to the
Text
Collaborative Discussion
Look back at what you wrote on page 60. Discuss your by Megan McDonald
illustrated by Peter H. Reynolds

responses with a partner. Work with a group to discuss the

61

3re_se_m1_stink.indd 61 2/18/2018 8:24:49 PM

questions below. Refer to details from the text and take notes.

1 1. Reread pages 62–63. How would you describe Stink’s

interest in frogs? Why?
Listening Tip
Listen closely to
other speakers.
Think about how
you can connect
your ideas to theirs.
2 Reread pages 64–67. What are some of the sound effects
Stink makes with different household objects? What does
that tell you about Stink? Speaking Tip
Be sure that all of
your comments are
about the topic
your group is
discussing.
3 What does the way Judy helps Stink with his homework
tell you about Judy’s personality?

73
Cite Text
Evidence
Write a Retelling
PROMPT

In Stink and the Freaky Frog Freakout, Judy Moody helps her brother Stink
study for a quiz about frogs by turning homework into a game. Stink
passed the test, thanks to his sister.

Imagine how Stink and the Freaky Frog Freakout would be different if Judy
Moody didn’t help Stink study for his quiz. Write a retelling of how Stink
might prepare for his quiz. Picture it in your mind. What study tricks might
Stink use to learn about frogs? Do you think Stink would pass? Use what
you know about Stink to write your retelling.

PLAN

Take notes about Stink’s character, and list ideas about how you
think he might study without Judy’s help.

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myNotes

WRITE

Now write your newsletter article that offers study tips.

by Megan McDonald
illustrated by Peter H. Reynolds

Make sure your retelling 3re_se_m1_stink.indd 61

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2/26/2018 1:58:29 AM

……sets the scene.

……uses information from the text to retell the story.

……presents events in an order that makes sense.

……uses dialogue and description to tell the story.

……provides a conclusion.

75
 my Notes

Notice &
Note
Aha Moment

Prepare to Read
GENRE STUDY  Fantasies are imaginative stories with
characters and events that are not real. Some fantasies
include elements of adventure or mystery.
• Authors of fantasy tell the story through the plot,
including a conflict and its resolution.
• Some fantasies include illustrations that may give
details about the plot, setting, and characters.
• Fantasies may include animals that act like people.
• Some fantasies include a theme.

SET A PURPOSE   Think about the title and genre of this

text. Why do you think the title is Scaredy Squirrel? What
might make Squirrel feel scared? Write your ideas below.

CRITICAL
VOCABULARY
venturing

predictable

emergency

consult

distract
Meet the Author and Illustrator:
Mélanie Watt drastic

76
 myNotes
Méla nie Watt

Sca redy
Squirrel

77
 myNotes

1 Sca redy Squirrel never lea ves

his nut tree.

78
 myNotes
2 He’d rather stay in his sa fe a nd
fa milia r tree tha n risk venturing
out into the unknown. The unknown
ca n be a sca ry pla ce for a squirrel.
un the
kn
ow
n

venturing  If you are venturing

somewhere, you are going somewhere
that is unfamiliar and may be unsafe.

79
 myNotes

3 A few things
Sca redy Squirrel
is a fraid of:

ta ra ntula s poison ivy

green Ma rtia ns killer bees

germs sha rks

80
 myNotes

4 So he’s perfectly ha ppy

to stay right where he is.

81
 myNotes

5 Adva nta ges

of never lea ving
the nut tree:

-great view

-plenty of nuts

-sa fe pla ce

-no

Monday Tuesday Wednesday

6 I n Sca redy Squirrel’s nut tree, every day

is the sa me.

82
 myNotes

7 Disa dva nta ges

of never lea ving
the nut tree:

-same old view

-same old nuts

-same old pla ce

Thursday Friday Saturday Sunday

8 Everything is predictable. All is under control.

predictable  If something is predictable, it

is just as you expect, with no surprises.

83
 myNotes
9 Sca redy Squirrel’s
daily routine:

6:45 a.m. wake up

7:00 a.m. eat a nut

7:15 a.m. look at view

12:00 noon eat a nut

12:30 p.m. look at view

5:00 p.m. eat a nut

5:31 p.m. look at view

8:00 p.m. go to sleep

84
 myNotes
10 BUT let’s say, just for
exa mple, that something
unexpected DI D happen …

11 You ca n rest a ssured that

this squirrel is prepa red.
85
 myNotes

12 A few items in
Sca redy Squirrel’s
emergency kit:

ma sk a nd
pa ra chute bug spray rubber gloves

ha rd hat a ntiba cterial soa p cala mine

lotion

net ba nda ge sa rdines

86
 myNotes
13 What to do in ca se of a n emergency
a ccording to Sca redy Squirrel:

n
tio
ti za
14 Step 1: Pa nic a ma
Dr
Step 2: Run
Step 3: Get kit
Step 4: Put on kit
Step 5: Consult Exit Pla n
Step 6: Exit tree (if there is absolutely, definitely, truly no other option)

emergency  An emergency is an unexpected situation that requires

help or quick action to make it better.
consult  If you consult something, you look at it to find information.

87
 myNotes

Exit Pla n “TOP SECRET”

15 Exit 1 16 Exit 2
Note to self: Note to self:
Watch out for Do not la nd
green Ma rtia ns in river. If
a nd killer bees una voidable,
in the sky. use sa rdines
to distra ct
sha rks.

I a m here.

17 Exit 3 18 Exit 4
Note to self: Note to self:
Look out for poison Keep in mind
ivy a nd for ta ra ntula s that germs a re
roaming the ground. everywhere.

19 Remember, if all else fails, playing dea d is always a good option!

distract  If you distract someone, you focus

their attention away from something.

88
 myNotes

20 With his emergency

kit in ha nd, Sca redy
Squirrel watches.
Day a fter day he
watches, until
one day …

89
 myNotes

21 Thursday
9:37 a.m.

90
 s!
myNotes

e a p p e a r
i l l e r b e
22 Ak
23 Sca redy Squirrel jumps in pa nic,
knocking his emergency kit out
of the tree.

24 This wa s NOT pa rt of the Pla n.

91
 myNotes

25 Sca redy Squirrel jumps to catch his kit.

He quickly regrets this idea.
The pa ra chute is in the kit.

26 But something incredible happens …

92
 myNotes

27 He sta rts to glide.

28 Sca redy Squirrel is no ordina ry squirrel.

29 He’s a FLYI NG squirrel!

93
 myNotes 30 Sca redy Squirrel forgets all about
the killer bee, not to mention
the ta ra ntula s, poison ivy, green
Ma rtia ns, germs a nd sha rks.
31 He feels overjoyed!

Adventurous!

Ca refree!

Alive!

32 Until he
la nds in
a bush …

94
 myNotes

33 And plays DEAD. 34 30 minutes later

35 1 hour later 36 2 hours later

95
 myNotes

37 Finally Sca redy Squirrel realizes

that nothing horrible is ha ppening
in the unknown today. So he
returns to his nut tree.

38 All this excitement ha s inspired

Sca redy Squirrel to make dra stic
cha nges to his life …

drastic  If you make a drastic change, you do something

very different from what you have always done.

96
 39 Sca redy Squirrel’s new-a nd-improved myNotes

daily routine:

6:45 a.m. wake up

7:00 a.m. eat a nut

7:15 a.m. look at view

9:37 a.m. jump into the unknown

9:45 a.m. play dea d

11:45 a.m. return home

12:00 noon eat a nut

12:30 p.m. look at view

5:00 p.m. eat a nut

5:31 p.m. look at view

8:00 p.m. go to sleep

97
 myNotes

40 P.S. As for the emergency kit,

Sca redy Squirrel is in no hurry
to pick it up just yet.

THE
END

o i son
p vy
i

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myNotes
Méla nie Watt

Respond Sca redy

to the Squirrel
Text
Collaborative Discussion
Look back at what you wrote on page 76. Discuss your ideas
with a partner. Work with a group to discuss the questions
77

3re_se_m1_squirrel.indd 77 2/21/2018 9:10:06 PM

below. Refer to details from Scaredy Squirrel. Take notes for

your responses. Remember to pay close attention to the other
people in your group as you discuss.
Listening Tip
1 Review page 80. Which of the things Scaredy Squirrel is Listen carefully.
afraid of might really hurt him? Which seem silly or Show your interest
surprising? Why? by turning or
looking toward
each speaker.

Speaking Tip
2 Review pages 86–88. What do you learn about Scaredy As you talk, notice
Squirrel from his emergency kit and his exit plan? the faces of the
other group
members. If
someone looks
confused, invite
that person to ask
3 How is Scaredy Squirrel different at the end of the story? you a question.

99
Cite Text
Evidence
Write a Biography
PROMPT

In Scaredy Squirrel, you read about a character whose name describes part
of his personality. By the end of the story, Scaredy Squirrel is learning that
the unknown is not such a scary place after all.

Write a biography of Scaredy Squirrel. Summarize the character’s

personality, habits, and beliefs, using details and examples from the story.
Try to use some of the Critical Vocabulary words in your writing.

PLAN

Use a three-column chart to list key details from the text about
Scaredy Squirrel’s personality, habits, and beliefs. Remember that
biographies are written in third-person point of view.

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myNotes
Méla nie Watt

Sca redy
Squirrel
WRITE

Now write your biography of Scaredy Squirrel, summarizing his

personality, habits, and beliefs.
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3re_se_m1_squirrel.indd 77 2/26/2018 1:53:34 AM

Make sure your biography

……introduces Scaredy Squirrel.

……is written in third-person point of view.

……has details about Scaredy Squirrel’s personality, habits, and beliefs.

……includes details and events from the story.

101
Performance
Task

Essential Question

What makes a character interesting?

Write a Personal Narrative

PROMPT  Think about the characters you read about in this module. What
makes each character someone to remember?

Imagine that your class is creating a book about memorable characters

that have made an impact on you. Write a personal narrative about a time
when a story character gave you an idea about how to solve a problem.
Use evidence from the texts for examples and support.

I will write about the time when I .

Make sure your personal narrative

……introduces the memorable character.

……sets up the problem.

……uses text evidence and examples as support.

……tells what you were thinking and feeling.

……explains what happened in a clear order.

……has an ending that shows how the problem was solved.

102
 PLAN   Map your ideas.

Think about your problem. What story character sparked an idea that
helped you and why? Look back at your notes and review the texts if you
need to.

Use the story map below to plan your narrative. Include information about
the setting and characters in your story. Identify your problem and the
solution. List what happens in an order that makes sense. You may want to
write some notes about the character and how he or she helped you.

My Topic: 

Setting Characters

Problem

Events

Solution

103
Performance
Task

DRAFT   Write your narrative.

Use the information you wrote on page 103 to draft your story. Write a
beginning that tells about your problem and grabs the readers’ attention.

Write a middle paragraph that tells what happened and how a character
led the way. Use words and phrases that show the order of events.

Write an ending that tells how you solved your problem.

104
 REVISE AND EDIT   Review your draft.

The revision and editing steps give you a chance to look carefully at your
writing and make changes. Work with a partner to determine whether you
have explained your ideas clearly to readers. Use these questions to help
you evaluate and improve your personal narrative.

PURPOSE/ LANGUAGE/
ORGANIZATION EVIDENCE CONVENTIONS
FOCUS VOCABULARY

Does my
…… Do I tell what
…… Did I include text
…… Did I use signal
…… Have I spelled all
……
narrative tell happened in a evidence about a words to show words correctly?
about a character clear order? character? the order of
who helped me? events? Have I used
……
Does the ending
…… correct
Did I explain the
…… show the Did I use
…… punctuation?
problem the solution? descriptive words
character helped to show thoughts Did I include a
……
me solve? and feelings? variety of
sentence types?

PUBLISH   Share your work.

Create a Finished Copy  Make a final copy of your personal narrative. You
may want to include a photo or illustration. Consider these options to
share your narrative:
 1 Bind your narrative together with those of your classmates to create
a Characters to Remember collection.

2 Work with classmates to share your narratives with another class. Read
aloud your narratives and respond to questions from the audience.

3 Record your narrative on video or audio. Practice until you can read
it fluently. Make the recording available for others to listen to.
105