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Collection 2 / Characters: Living Many Lives

Part 1

LITERARY FOCUS: CHARACTER TRAITS

What’s your best friend like? funny? a little impatient? a neat freak? The

words you choose to describe your friend also describe his or her charac-

ter traits. Character traits are the qualities that are revealed by a charac-

ter’s appearance, spoken words, actions, and thoughts. Character traits

are also revealed by how a character affects other characters in the story.

Use the space below to list some character traits of your favorite book

or television character.

READING SKILLS: MAKING INFERENCES

Imagine that you are eating lunch in your backyard. You leave your

sandwich on the picnic table and go to the house for a glass of water.

When you return to your lunch, your sandwich is gone and your dog

has peanut butter on his nose. What do you think happened? You can

use the evidence you have to make an inference, or educated guess,

that your dog swiped your sandwich. In the same way you can use story

details to make inferences about characters in a story.

As you read “Mother and Daughter,” collect story details to help you

make inferences about the characters.

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Mother and Daughter

by Gary Soto

Literary Skills

Understand

character traits.

Reading Skills

Make inferences.

Vocabulary

Skills

Understand

word origins.

Character Traits

Book or Television Character

Mother and Daughter 61

matinees (mat≈’n·†z√) n.: afternoon

performances of a play or a movie.

Yollie and her mother got along well enough

to go to matinees together at the local theater

almost every Saturday afternoon.

antics (an√tiks) n.: playful or silly acts.

People who witnessed Mrs. Moreno’s antics

couldn’t help laughing.

meager (m≤√g¥r) adj.: slight; small amount.

Mrs. Moreno remembers that her parents

worked hard for their meager salaries.

sophisticated (s¥·fis√t¥·k†t≈id) adj.: worldly;

elegant and refined.

Yollie admired the way sophisticated people in

New York dressed.

tirade (t¢√r†d≈) n.: long, scolding speech.

Yollie felt bad about her angry tirade against

her mom.

UNDERSTANDING WORD ORIGINS

A word’s etymology (et≈¥·mäl√¥·j≤) tells you what language the word

comes from and how the word has developed through different lan-

guages over many years. An etymology is usually listed in brackets or

parentheses after the word itself in a dictionary. Definitions of symbols

and abbreviations in the front or back of the dictionary will help you

read the etymology. For example, this common symbol, “<,” means

“comes from” or “derived from.”

Take a look at the etymology of student to understand the word’s

history. As you read the story that follows, look for sidenotes that

help explain the etymology of words.

PREVIEW SELECTION VOCABULARY

Take a few minutes to preview these words before you begin to read

“Mother and Daughter.”

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Etymology Meaning

student < L studere, to study Student comes from the Latin

word studere, which means

“to study.”

Yo llie’s mother, Mrs. Moreno, was a large woman who wore

a muumuu and butterfly-shaped glasses. She liked to water

her lawn in the evening and wave at low-riders, who would

stare at her behind their smoky sunglasses and laugh. Now

and then a low-rider from Belmont Avenue would make his

car jump and shout “Mamacita!” But most of the time they

just stared and wondered how she got so large.

Mrs. Moreno had a strange sense of humor. Once,

Yo llie and her mother were watching a late-night movie

called They Came to Look. It was about creatures from the

underworld who had climbed through molten lava to walk

the earth. But Yollie, who had played soccer all day with the

kids next door, was too tired to be scared. Her eyes closed

but sprang open when her mother screamed, “Look, Yollie!

Oh, you missed a scary part. The guy’s face was all ugly!”

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Collection 2 / Characters: Living Many Lives

Part 1

Gary Soto

Gary Soto. Reproduced by permission of Harcourt, Inc.

Orion Press/Black Sheep.

Pause at line 7. Why would

the low-riders laugh and

shout “Mamacita!” when

they saw Mrs. Moreno in her

yard?

A muumuu (line 2) is a full,

long, loose-fitting dress.

Originally worn in Hawaii,

muumuus are usually bright-

ly colored with bold patterns.

Circle the detail in lines 8–15

that is an example of direct

characterization, in which

the author directly describes

a character for you. Then,

underline the details that are

examples of indirect charac-

terization, which you can use

to infer Mrs. Moreno’s per-

sonality traits.

But Yollie couldn’t keep her eyes open. They fell shut

again and stayed shut, even when her mother screamed and

slammed a heavy palm on the arm of her chair.

“Mom, wake me up when the movie’s over so I can go

to bed,” mumbled Yollie.

“OK, Yollie, I wake you,” said her mother through a

mouthful of popcorn.

But after the movie ended, instead of waking her

daughter, Mrs. Moreno laughed under her breath, turned

the TV and lights off, and tiptoed to bed. Yollie woke up in

the middle of the night and didn’t know where she was. For

a moment she thought she was dead. Maybe something

from the underworld had lifted her from her house and

carried her into the earth’s belly. She blinked her sleepy

eyes, looked around at the darkness, and called, “Mom?

Mom, where are you?” But there was no answer, just the

throbbing hum of the refrigerator.

Finally, Yollie’s grogginess cleared and she realized her

mother had gone to bed, leaving her on the couch. Another

of her little jokes.

But Yollie wasn’t laughing. She tiptoed into her moth-

er’s bedroom with a glass of water and set it on the night-

stand next to the alarm clock. The next morning, Yollie

woke to screams. When her mother reached to turn off the

alarm, she had overturned the glass of water.

Yo llie burned her mother’s morning toast and gloated.

“Ha! Ha! I got you back. Why did you leave me on the

couch when I told you to wake me up?”

Despite their jokes, mother and daughter usually got

along. They watched bargain matinees together, and played

croquet in the summer and checkers in the winter. Mrs.

Moreno encouraged Yollie to study hard because she want-

ed her daughter to be a doctor. She bought Yollie a desk, a

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Mother and Daughter 63

Re-read lines 21–22. What

can you learn about Mrs.

Moreno from the way she

speaks?

Pause at line 43. Think about

Yollie’s response to her moth-

er’s practical joke. What char-

acter trait do Yollie and Mrs.

Moreno have in common?

Re-read lines 23–32. What

has happened to Yollie?

matinees (mat≈’n·†z√) n.:

afternoon performances

of a play or a movie.

Matinee is from the French

matin, meaning “morning.”

typewriter, and a lamp that cut glare so her eyes would not

grow tired from hours of studying.

Yo l lie was slender as a tulip, pretty, and one of the

smartest kids at Saint Theresa’s. She was captain of crossing

guards, an altar girl, and a whiz in the school’s monthly

spelling bees.

“Tienes que estudiar mucho,” Mrs. Moreno said every

time she propped her work-weary feet on the hassock. “You

have to study a lot, then you can get a good job and take

care of me.”

“Yes, Mama,” Yollie would respond, her face buried in

a book. If she gave her mother any sympathy, she would

begin her stories about how she had come with her family

from Mexico with nothing on her back but a sack with

three skirts, all of which were too large by the time she

crossed the border because she had lost weight from not

having enough to eat.

Everyone thought Yollie’s mother was a riot. Even the

nuns laughed at her antics. Her brother Raul, a nightclub

owner, thought she was funny enough to go into show

business.

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Collection 2 / Characters: Living Many Lives

Part 1

Orion Press/Black Sheep.

Pause at line 54. In what

ways are Yollie and her

mother alike and different?

Re-read lines 55–58. Circle

the English words that Mrs.

Moreno uses that give you

a clue to the meaning of

estudiar mucho.

antics (an√tiks) n.: playful or

silly acts.

But there was nothing funny about Yollie needing a

new outfit for the eighth-grade fall dance. They couldn’t

afford one. It was late October, with Christmas around the

corner, and their dented Chevy Nova had gobbled up

almost one hundred dollars in repairs.

“We don’t have the money,” said her mother, genuinely

sad because they couldn’t buy the outfit, even though there

was a little money stashed away for college. Mrs. Moreno

remembered her teenage years and her hardworking par-

ents, who picked grapes and oranges, and chopped beets

and cotton for meager pay around Kerman. Those were the

days when “new clothes” meant limp and out-of-style

dresses from Saint Vincent de Paul.

The best Mrs. Moreno could do was buy Yollie a pair

of black shoes with velvet bows and fabric dye to color her

white summer dress black.

“We can color your dress so it will look brand-new,”

her mother said brightly, shaking the bottle of dye as she

ran hot water into a plastic dish tub. She poured the black

liquid into the tub and stirred it with a pencil. Then, slowly

and carefully, she lowered the dress into the tub.

Yo l lie couldn’t stand to watch. She knew it wouldn’t

work.It would be like the time her mother stirred up a

batch of molasses for candy apples on Yollie’s birthday.

She’d dipped the apples into the goo and swirled them and

seemed to taunt Yollie by singing “Las Mañanitas” to her.

When she was through, she set the apples on wax paper.

They were hard as rocks and hurt the kids’ teeth. Finally,

they had a contest to see who could break the apples open

by throwing them against the side of the house. The apples

shattered like grenades, sending the kids scurrying for

cover, and in an odd way the birthday party turned out to

be a success. At least everyone went home happy.

100

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Mother and Daughter 65

meager (m≤√g¥r) adj.: slight;

small amount.

Meager is derived from the

Latin macer, meaning “lean”

or “thin.”

Pause at line 82. Why do you

think Mrs. Moreno is gen-

uinely sad that she cannot

afford a new dress for Yollie?

What does Mrs. Moreno do

to give Yollie a “new” dress

(lines 86–90)?

Pause at line 102. What hap-

pened at the birthday party

that Yollie is remembering?

To Yo llie’s surprise, the dress came out shiny black. It

looked brand-new and sophisticated, like what people in

New York wear. She beamed at her mother, who hugged

Yo l lie and said, “See, what did I tell you?”

The dance was important to Yollie because she was in

love with Ernie Castillo, the third-best speller in the class.

She bathed, dressed, did her hair and nails, and primped

until her mother yelled, “All right already.” Yollie sprayed

her neck and wrists with Mrs. Moreno’s Avon perfume and

bounced into the car.

Mrs. Moreno let Yollie out in front of the school. She

waved and told her to have a good time but behave herself,

then roared off, blue smoke trailing from the tail pipe of

the old Nova.

Yo l lie ran into her best friend, Janice. They didn’t say

it, but each thought the other was the most beautiful girl at

the dance; the boys would fall over themselves asking them

to dance.

The evening was warm but thick with clouds. Gusts of

wind picked up the paper lanterns hanging in the trees and

swung them, blurring the night with reds and yellows. The

lanterns made the evening seem romantic, like a scene from

a movie. Everyone danced, sipped punch, and stood in

knots of threes and fours, talking. Sister Kelly got up and

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120

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sophisticated (s¥·fis√t¥·k†t≈id)

adj.: worldly; elegant and

refined.

This word is derived from the

Greek sophistes, meaning

“wise man.”

Pause at line 112. Why is the

dance so important to Yollie?

Underline the details in lines

121–128 that bring the scene

to life.

Re-read lines 125–128. Circle

the context clues that help

you understand the word

jitterbugged. Based on

those clues, what do you

think the jitterbug is?

jitterbugged with some kid’s father. When the record

ended, students broke into applause.

Janice had her eye on Frankie Ledesma, and Yollie,

who kept smoothing her dress down when the wind picked

up, had her eye on Ernie. It turned out that Ernie had his

mind on Yollie, too. He ate a handful of cookies nervously,

then asked her for a dance.

“Sure,” she said, nearly throwing herself into his arms.

They danced two fast ones before they got a slow one. As

they circled under the lanterns, rain began falling, lightly at

first. Yollie loved the sound of the raindrops ticking against

the leaves. She leaned her head on Ernie’s shoulder, though

his sweater was scratchy. He felt warm and tender. Yollie could

tell that he was in love, and with her, of course. The dance

continued successfully, romantically, until it began to pour.

“Everyone, let’s go inside—and, boys, carry in the table

and the record player,” Sister Kelly commanded.

The girls and boys raced into the cafeteria. Inside, the

girls, drenched to the bone, hurried to the restrooms to

brush their hair and dry themselves. One girl cried because

her velvet dress was ruined. Yollie felt sorry for her and

helped her dry the dress off with paper towels, but it was

no use. The dress was ruined.

Yo llie went to a mirror. She looked a little gray now that

her mother’s makeup had washed away but not as bad as

some of the other girls. She combed her damp hair, careful

not to pull too hard. She couldn’t wait to get back to Ernie.

Yo llie bent over to pick up a bobby pin, and shame

spread across her face. A black puddle was forming at her

feet. Drip, black drip. Drip, black drip. The dye was falling

from her dress like black tears. Yollie stood up. Her dress

was now the color of ash. She looked around the room.

The other girls, unaware of Yollie’s problem, were busy

130

140

150

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Mother and Daughter 67

Pause at line 141. How might

the rain affect Yollie’s

evening?

Re-read lines 147–149.

Underline the details that

help reveal one of Yollie’s

character traits. What trait

do Yollie’s feelings and

actions reveal?

Pause at line 156. What

causes the black puddle

to form at Yollie’s feet?

grooming themselves. What could she do? Everyone would

laugh. They would know she dyed an old dress because she

couldn’t afford a new one. She hurried from the restroom

with her head down, across the cafeteria floor and out the

door. She raced through the storm, crying as the rain mixed

with her tears and ran into twig-choked gutters.

When she arrived home, her mother was on the couch

eating cookies and watching TV.

“How was the dance, m’ija? Come watch the show with

me. It’s really good.”

Yo llie stomped, head down, to her bedroom. She

undressed and threw the dress on the floor.

Her mother came into the room. “What’s going on?

What’s all the racket, baby?”

“The dress. It’s cheap! It’s no good!” Yollie kicked the

dress at her mother and watched it land in her hands. Mrs.

Moreno studied it closely but couldn’t see what was wrong.

“What’s the matter? It’s just a bit wet.”

“The dye came out, that’s what.”

Mrs. Moreno looked at her hands and saw the grayish

dye puddling in the shallow lines of her palms. Poor baby,

she thought, her brow darkening as she made a sad face.

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170

180

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Pause at line 165. Does Yollie

have good reason to be

ashamed of her dress? If this

happened to you, would you

be embarrassed or just laugh

it off?

M’ija (line 168) is Spanish for

“my daughter.”

Re-read the boxed passage

several times, and try to

“hear” the characters’ voices.

Then, read the passage

aloud. Vary the tone and vol-

ume of your voice to distin-

guish the narrator from

Yollie and her mother.

She wanted to tell her daughter how sorry she was, but she

knew it wouldn’t help. She walked back to the living room

and cried.

The next morning, mother and daughter stayed away

from each other. Yollie sat in her room turning the pages of

an old Seventeen, while her mother watered her plants with

a Pepsi bottle.

“Drink, my children,” she said loud enough for Yollie

to hear. She let the water slurp into pots of coleus and cacti.

“Water is all you need. My daughter needs clothes, but I

don’t have no money.”

Yo llie tossed her Seventeen on her bed. She was embar-

rassed at last night’s tirade. It wasn’t her mother’s fault that

they were poor.

When they sat down together for lunch, they felt awk-

ward about the night before. But Mrs. Moreno had made a

fresh stack of tortillas and cooked up a pan of chile verde,

and that broke the ice. She licked her thumb and smacked

her lips.

“You know, honey, we gotta figure a way to make

money,” Yollie’s mother said. “You and me. We don’t have

to be poor. Remember the Garcias. They made this stupid

little tool that fixes cars. They moved away because they’re

rich. That’s why we don’t see them no more.”

“What can we make?” asked Yollie. She took another

tortilla and tore it in half.

“Maybe a screwdriver that works on both ends?

Something like that.” The mother looked around the room

for ideas, but then shrugged. “Let’s forget it. It’s better to get

an education. If you get a good job and have spare time then

maybe you can invent something.” She rolled her tongue

over her lips and cleared her throat. “The county fair hires

people. We can get a job there. It will be here next week.”

190

200

210

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Mother and Daughter 69

Pause at line 190. A coleus is

a type of plant in the mint

family. The word coleus

comes from the Greek word

koleos, which means “a

sheath.” Part of the coleus

plant’s flower looks like it has

a sheath, or covering, around

it. Cacti is the plural form of

cactus, a desert plant.

Pause at the end of line 184.

Underline the words that tell

you what Mrs. Moreno is

thinking, what she looks like,

and what she is doing. What

character traits do these

details reveal?

tirade (t¢√r†d≈) n.: long,

scolding speech.

Tirade comes from the Italian

word tirare, meaning “to

draw or shoot.”

Re-read lines 201–214. What

do Mrs. Moreno’s words

reveal about her personality

and her outlook on life?

Yo llie hated the idea. What would Ernie say if he saw

her pitching hay at the cows? How could she go to school

smelling like an armful of chickens? “No, they wouldn’t hire

us,” she said.

The phone rang. Yollie lurched from her chair to

answer it, thinking it would be Janice wanting to know why

she had left. But it was Ernie wondering the same thing.

When he found out she wasn’t mad at him, he asked if she

would like to go to a movie.

“I’ll ask,” Yollie said, smiling. She covered the phone with

her hand and counted to ten. She uncovered the receiver and

said, “My mom says it’s OK. What are we going to see?”

After Yollie hung up, her mother climbed, grunting,

onto a chair to reach the top shelf in the hall closet. She

wondered why she hadn’t done it earlier. She reached

behind a stack of towels and pushed her chubby hand into

the cigar box where she kept her secret stash of money.

“I’ve been saving a little money every month,” said

Mrs. Moreno. “For you, m’ija.”Her mother held up five

twenties, a blossom of green that smelled sweeter than

flowers on that Saturday. They drove to Macy’s and bought

a blouse, shoes, and a skirt that would not bleed in rain or

any other kind of weather.

220

230

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Characters’ actions reveal a

lot about what they are like.

Re-read lines 219–237. What

does Ernie do that reveals he

is a nice boy who likes Yollie?

What does Mrs. Moreno do

to show her love for Yollie?

Mother and Daughter 71

Mother and Daughter

Character Traits Chart

Writers bring characters to life by describing

how the characters look, talk, act, and think. Sometimes a writer directly

describes a character’s traits. For example, a writer might tell you that so-

and-so is kind, sympathetic, or tough. Often, however, you have to make

inferences about the characters based on details the writer provides.

Select one of the characters from “Mother and Daughter,” and complete

this chart with details you find in the story. Then, review those details and

list the character’s traits in the box.

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Literary

Focus

Analyze

character traits.

Character:

Character Traits

Appearance

Actions

Thoughts and Feelings Other Characters’ Reactions

Speech

Skills Review

Collection 2 / Characters: Living Many Lives

Part 1

ved.

Vocabulary

Skills

Understand

word origins.

Mother and Daughter

VOCABULARY AND COMPREHENSION

A. Word Origins The partial etymologies given below tell the story of

three of the Word Bank words. Select the vocabulary word that matches

each etymology, and write the word in the blank provided.

1. < G sophistes, meaning “wise man”

2. < Fr matin, “morning”

3. < L macer, “lean; thin”

B. Reading Comprehension Answer each question below.

1. What is Mrs. Moreno’s personality like?

2. Why is Yollie upset about the upcoming dance?

3. Why does Yollie leave the dance early?

4. What does Mrs. Moreno do to cheer Yollie up after the dance?

matinees

antics

meager

sophisticated

tirade

Wo r d B a n k

8 The Holt Reader: Teacher’s Manual

4. The crocodile’s conscience led him to tell the

monkey about his wife’s plan. That inner

voice, the voice that told the crocodile right

from wrong, saved the life of his monkey

friend.

B. 1. The characters include a monkey, a crocodile,

and the crocodile’s wife.

2. The crocodile’s wife wants to eat the monkey’s

heart, but the crocodile doesn’t want her to

because the monkey is his friend.

3. The monkey does not get killed. The monkey

tricks the crocodile into taking him back to

his tree.

Mother and Daughter, page 60

Page 62

INFER

Possible responses: They thought she looked funny.

They yelled “Mamacita!” meaning “little mama,” as if

they found her attractive. They were showing

friendly respect.

IDENTIFY

The detail that shows direct characterization is “Mrs.

Moreno had a strange sense of humor.” Details that

show indirect characterization are “. . . Yollie and her

mother were watching a late-night movie called

They Came to Look. It was about creatures from the

underworld” and “her mother screamed, ‘Look,

Yollie! Oh, you missed a scary part.’ ”

Page 63

INFER

Possible response: English is probably not her first

language. She is probably not well educated.

RETELL

She has woken up in the living room in the middle

of the night, and she is confused about where she is.

COMPARE & CONTRAST

Yollie and her mother both have a good sense of

humor.

Page 64

COMPARE & CONTRAST

How Yollie and her mother are alike: They both like

movies and games. How Yollie and her mother are

different: Yollie is slender; her mother is not. Yollie is

smart in school; her mother probably was not.

WORD STUDY

Students should circle “study a lot.”

Page 65

INFER

Possible response: It reminds her of her own teenage

years when she did not have new clothes.

IDENTIFY

To give Yollie a “new” dress, Mrs. Moreno dyes an

old white dress black.

RETELL

The candy apples Yollie’s mother made were too

hard to eat, so the kids had a contest to see who

could break them open by throwing them against

the house.

Page 66

IDENTIFY

The dance is important because Yollie is in love with

Ernie Castillo.

IDENTIFY

Students should underline details such as “warm but

thick with clouds. Gusts of wind picked up the paper

lanterns hanging in the trees and swung

them . . . like a scene from a movie”; “Everyone

danced, sipped punch, and stood in knots . . . talk-

ing”; “Sister Kelly got up and jitterbugged with some

kid’s father” and “students broke into applause.”

WORD STUDY

Context clues to the meaning of the word jitterbug

are “Everyone danced” and “got up ...with some

kid’s father. When the record ended.” The jitterbug is

a kind of dance.

Page 67

PREDICT

Answers will vary. Possible predictions: The rain

might not affect her evening at all; the rain might

ruin her evening by messing up her hair; if her dress

gets wet, the dye might run out of it.

INFER

Yollie’s feelings and actions are described by the

words “felt sorry for her” and “helped her dry.”

These details reveal that Yollie is a caring person.

IDENTIFY CAUSE & EFFECT

The rain is washing the dye out of Yollie’s dress,

causing a black puddle of water to form at

Yollie’s feet.

Page 68

CONNECT

Answers will vary. Some students may respond that

Yollie shouldn’t be ashamed of her dress because

clothing is relatively unimportant and being poor is

nothing to be ashamed of. Others may say that it’s

embarrassing because the dress was a makeover and

not new.

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Answer Key 9

Page 69

INFER

Words that describe what Mrs. Moreno is thinking,

what she looks like, and what she is doing include

“Poor baby, she thought,” “made a sad face,” and

“walked back to the living room and cried.” These

details show that Mrs. Moreno is sympathetic, car-

ing, and loving.

INTERPRET

Possible response: Her words reveal that she is hope-

ful, practical, imaginative.

Page 70

IDENTIFY

Ernie shows he’s a nice boy by calling Yollie to find

out why she left the dance and to ask if she was mad

at him. Then he asks her to go to a movie. Mrs.

Moreno shows her love for Yollie by using her sav-

ings to buy her daughter some new clothes.

Possible Answers to Skills Practice

Character Traits Chart (page 71)

Answers will vary. Sample answer:

Character: Mrs. Moreno

Character Traits: funny, caring, loving

Appearance: large, wears a muumuu and butterfly-

shaped glasses

Speech: “I’ve been saving a little money every

month ...For you,m’ija.”

Actions: She walked back to the living room and

cried.

Thoughts and Feelings: She wanted to tell her

daughter how sorry she was, but she knew it

wouldn’t help.

Other Characters’ Reactions: Everyone thought

Yollie’s mother was a riot. Even the nuns laughed

at her antics.

■

Possible Answers to Skills Review

Vocabulary and Comprehension (page 72)

A. 1. sophisticated

2. matinees

3. meager

B. 1. Mrs. Moreno is humorous, loving,

down-to-earth.

2. Yollie doesn’t have a new dress to wear.

3. Yollie is embarrassed because the dye is wash-

ing out of her dress, and she doesn’t want her

friends to know she is wearing an old dress.

4. Mrs. Moreno takes Yollie shopping for new

clothes.

A Rice Sandwich, page 73

Page 74

IDENTIFY

Clue words that tell you who the narrator is include

My, I, and me. The narrator is a schoolgirl who lives

close to the school. The narrator is a character in

the story.

Page 75

CLARIFY

Words or phrases that help you understand to whom

the narrator is speaking include “Where is my

favorite daughter you would cry” and “when I came

home finally at 3 p.m., you would appreciate me.”

INFER

Possible response: The narrator’s family is poor.

IDENTIFY

Words that identify the kind of school the writer

attends include “nun” and “Sister Superior.”

Page 76

INFER

Answers will vary. Sample response: I don’t think

Esperanza’s mother took her request seriously

because her note sounds insincere and almost

humorous.

INFER

Possible response: She cries because she is disap-

pointed. The canteen is not special, and Esperanza

went to a lot of trouble to get to eat there.

■

Possible Answers to Skills Practice

Narrator Detector (page 77)

Clue 1: my

Clue 2: I

Clue 3: my

Clue 4: we

The narrator’s name is in the letter from her mother

to Sister Superior.

■

Possible Answers to Skills Review

Comprehension (page 78)

1. Esperanza, a girl who attends a Catholic school

2. The kids who eat in the canteen live too far from

school to go home, or their mothers aren’t at

home during the day. Esperanza calls them “spe-

cial kids.”

ved.

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