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Additional info for Differentiated Instruction for English Language Learners, Level I
He made a pillow out of some hay, leaned his head on it, and dozed off. Zlateh too fell asleep. When Aaron opened his eyes, he didn’t know whether it was morning or night. The snow had blocked up his window. indd 51 Differentiated Instruction for ELL ex • ude (ig z2d>) verb, give off Use Reading Skills Analyze Sequence of Events Use the Sequence Map to write two to three events that occur on this page of the story. Write each event in a complete sentence. Read Aloud Read lines 115–131 aloud. Interpret Zlateh’s “Maaaa” responses with what you think she is trying to say to Aaron.
To me, it made a lot of difference. There was a marina a few miles up the river and there were boats moored there. At least, I hoped so. I figured that a boat was a better place to sleep than under a pile of leaves. ” Roger asked. “Oh, nothing. Just nervous,” I told him. Actually, I was afraid I’d lose the five-dollar bill, which I had tucked into my hair with a bobby pin. As we came to a fork in the trail, Roger shook my hand. ” “N’ko-n’ta,” I said. It was the Kaw word for courage. The sun was shining and it was warm, but my bare feet began to hurt immediately.
Think and Reﬂect How is Mary’s Ta-Na-E-Ka’s experience different from Roger’s? ” my grandfather growled. ” Roger moaned. “You didn’t say we had to eat grasshoppers,” I said sheepishly. “Tell us about your Ta-Na-E-Ka,” my grandfather commanded. I told them everything, from borrowing the five dollars, to Ernie’s kindness, to observing the beaver. “That’s not what I trained you for,” my grandfather said sadly. I stood up. “Grandfather, I learned that Ta-Na-E-Ka is important. I didn’t think so during training.