The Study of Grammar Is a Science
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The Teachers’ Guide to Book 1
of The KISS Grammar Books
Soeurs Alone
Both by Theophile-Emmanuel Duverger (1821-1901)
The study of grammar is a science. The teaching of grammar is an art.
© Dr. Ed Vavra Revised: June, 2015
Other KISS Instructional Materials are available for free at KISSGrammar.org. 2 3
Table of Contents In the following, blue indicates a major section. In the students’ book, green leads to instructional material. Here it indicates smaller section breaks and/or suggestions for using the exercises. Brown leads to the analysis keys for specific exercises.
Introduction...... 4 The Purpose of These Books...... 4 Objectives for First Grade...... 5 An Important Note about Using the Instructional Materials...... 7 Assessment...... 7 How You Can Legally Use these Books...... 7 About the Analysis Keys...... 8 Doing the Exercises Electronically...... 9 The Names of These “Books”...... 9 The Exercises in This Book...... 9 My Reservations about This Book...... 10 A Few Words about the Cover Pictures...... 11 Unit 1—Identifying Sentences...... 11 Note on the Source Material and Notes...... 11 Ex. 1: Statements — Capitals — Period [Ants, 1]...... 11 Ex. 2: Statements — Capitals — Period [Ants, 2]...... 12 Ex. 3: Statements — Capitals — Period [Ants, 3]...... 12 Ex. 4: Questions —Question Marks — Capitals [Spiders, 1]...... 12 Ex. 5: Questions and Statements [Spiders, 2]...... 12 Ex. 6: Question Mark—Period—Capitals [Spiders, 3]...... 12 Ex. 7: Joining Sentences [Spiders, 4]...... 13 Ex. 8: Exclamation Mark [Summer Shower, 1]...... 13 Ex. 9: Commands [Summer Shower, 2]...... 13 Ex. 10: Different Kinds of Sentences [Summer Shower, 3]...... 13 Ex. 11 [W]: Putting Sentences Together [Summer Shower, 4]...... 13 Ex. 12 [W]: Original Work...... 13 Ex. 13 Spelling...... 14 Unit 2—Identifying Subjects and Verbs...... 14 Ex. 1 - Sentence or Phrase?...... 14 Understood “You”...... 15 Ex. 2 - “You” as the Understood Subject from Bunny Rabbit's Diary (# 1)...... 15 Ex. 3 - “You” as the Understood Subject from Bunny Rabbit's Diary (# 2)...... 16 “There” as a Subject...... 17 Ex. 4 - From The Haliburton First Reader...... 17 Ex. 5 - Based on The Tale of Tom Kitten...... 18 Single-Word Verbs...... 19 Ex. 6 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#1)...... 19 Ex. 7 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#2)...... 19 Ex. 8 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#3)...... 20 Ex. 9 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#4)...... 20 Ex. 10 - Just for Fun: Riddles...... 21 Ex. 11–Spelling...... 22 Unit 3—Verb Phrases...... 22 4
“Helping” Verbs (Tense)...... 22 Ex. 1 - Helping Verbs from “The Swimming Lesson” (#1)...... 23 Ex. 2 - Helping Verbs from “The Swimming Lesson” (#2)...... 23 Ex. 3 - Helping Verbs from “The Swimming Lesson” (#3)...... 24 Other Helping Verbs...... 25 Ex. 4 - Other Helping Verbs From Bunny Rabbit's Diary (#1)...... 25 Ex. 5 - Other Helping Verbs From Bunny Rabbit’s Diary (#2)...... 26 Ex. 6 - An Exercise on Verbs from The Haliburton First Reader...... 27 Ex. 7 – Spelling...... 28 Ex. 8 - Just for Fun...... 29 Unit 4—Apostrophes in Contractions...... 29 Ex. 1 – Contractions and Apostrophes...... 29 Ex. 2 - Contractions Based on Bunny Rabbit’s Diary...... 30 Ex. 3 [R]- More Practice with Helping Verbs From Old-time Stories...... 30 Ex. 4 – Spelling...... 31 Ex. 5 - Just for Fun...... 32 Unit 5—Adding Simple Complements...... 32 A Note for Teachers...... 32 Ex. 1 - Adding Complements, Based on “April Fool’s Day” (#1)...... 32 Ex. 2 - Adding Complements Based on “April Fool’s Day” (#2)...... 33 Ex. 3 - Adding Complements Based on “April Fool’s Day” (# 4)...... 34 Ex. 4 - Punctuating a Sentence from “Billy’s Slide” (# 1)...... 34 Ex. 5 – Spelling...... 35 Ex. 6 - Just for Fun...... 36 Mid-Term Assessment...... 36 MT – 1 Based on Lesson Five in the STANDARD FIRST READER...... 37 MT - 2 Based on Lesson Six in the STANDARD FIRST READER...... 38 MT – 3 Based on Lesson Seventeen in the STANDARD FIRST READER...... 39 MT – 1 AK...... 40 MT – 2 AK...... 40 MT – 3 AK...... 41 Unit 6—A Focus on Compounds...... 42 Coordinating Conjunctions and Compounding (Note)...... 42 Ex. 1 - A Focus on Compounding From Ben and Alice (# 1)...... 42 Ex. 2 - A Focus on Compounding From Ben and Alice (# 2)...... 43 Ex. 3 – “The Robin”—A Poem for Analysis...... 43 Ex. 4 [R] - Contractions from Bunny Rabbit’s Diary (#2)...... 44 Ex. 5 – Spelling...... 45 Ex. 6 - Riddles...... 45 Unit 7 Adding More Helping Verbs...... 46 Ex. 1 - More Helping Verbs From “Mrs. Duck’s Secret” (#1)...... 46 Ex. 2 - More Helping Verbs From “Mrs. Duck’s Secret” (#2)...... 46 Ex. 3 – More Helping Verbs From Bunny Rabbit’s Diary (# 1)...... 47 Ex. 4 – More Helping Verbs From Bunny Rabbit’s Diary (# 2)...... 48 Ex. 5 Spelling...... 49 Ex. 6 - Just for Fun: Q and A (Puns)...... 49 Unit 8—Adding Adjectives and Adverbs...... 50 Adjectives and Adverbs...... 50 “The Clover Patch”...... 50 Ex. 1 - Adjectives and Adverbs from “The Clover Patch” (# 1)...... 50 5
Ex. 2 - Adjectives and Adverbs from “The Clover Patch” (# 2)...... 51 Ex. 3 - Adjectives and Adverbs From “The Clover Patch” (# 3)...... 52 Ex. 4 - Adjectives and Adverbs from “The Clover Patch” (# 4)...... 53 Ex. 5 - Fill in the Blanks with Adjectives and Adverbs “How Nice!”...... 54 Ex. 6 – Spelling...... 54 Ex. 7 - Just for Fun [AK]...... 55 Unit 9—Adding Simple Prepositional Phrases...... 55 What Is a Prepositional Phrase?...... 55 Ex. 1 - A Matching Game with Prepositional Phrases from “The Cabbage Patch”....56 Ex. 2 - Adding Prepositional Phrases from “The Cabbage Patch” (# 1)...... 56 Ex. 3 - Prepositional Phrases from “The Cabbage Patch” (# 2)...... 57 Ex. 4 - “Rain” from A Child’s Garden of Verses...... 57 Ex. 5 – Spelling...... 58 Ex. 6 - Punctuating Sentences from “Billy’s Slide” (# 2)...... 58 Ex. 7 - Just for Fun...... 59 Unit 10—Adding Apostrophes to Show Possession...... 60 Ex. 1 [P] - Apostrophes for Possession from Bunny Rabbit’s Diary (#2)...... 60 Ex. 2 [P] – Apostrophes in Contractions from Bunny Rabbit's Diary (#3)...... 60 Ex. 3 [P] – Fix the Capitalization and Punctuation...... 61 Unit 11 - Performing and Analyzing a Little Play...... 62 THE TWO HOLES...... 62 Ex. 1 -A Passage for Analysis “THE TWO HOLES”...... 62 Ex. 2 [W] - A Writing Assignment on “THE TWO HOLES”...... 63 Final Assessments...... 63 Final Assessment Quiz # 1...... 64 Final Assessment Quiz # 2...... 65 Final Assessment Quiz # 3...... 66 Final Assessment Quiz # 4...... 67 Final Assessment Quiz # 5...... 68 Final Assessment Quiz # 6...... 69 Final Assessment Quiz # 1 – AK...... 70 Final Assessment Quiz # 2 – AK...... 70 Final Assessment Quiz # 3 – AK...... 71 Final Assessment Quiz # 4 – AK...... 71 Final Assessment Quiz # 5 – AK...... 72 Final Assessment Quiz # 6 – AK...... 73
Introduction
The Purpose of These Books Unlike any other instructional materials on grammar, KISS provides students with a definite, easily observable goal—the ability to identify (and thus intelligently discuss) the function of almost every word in any sentence that they read or write. KISS identification exercises are based on sentences and passages from real texts, and, unlike 6 any other approach, they are cumulative. Students begin by identifying subjects and verbs in simple sentences. Then they add complements—the words that answer the questions “Whom?” or “What?” after the verb. Then they add compounds, then prepositional phrases, then adjectives and adverbs, etc. In other words, there is constant review for those students who need it. Students who do not need the review find that the exercises become automatic—quick and easy, except for a few words here and there that require some thought. I still believe that two five-minute exercises a week are more than enough for almost every student to master the analytical skills. The big question, however, is why should they master them? There are three basic reasons. These reasons are addressed in more detail on the KISS website, so here I’ll simply give a few examples. First of all is the question of “errors.” Currently, many college student still have problems with “its” and “it’s.” But students who regularly identify subjects and verbs will soon learn that “it’s” is a subject/verb pattern—and “its” functions as an adjective. My second reason is “style.” Most teachers will probably agree that for many students, once a sentence is on paper, it is set in concrete. But once students can identify (and discuss) grammatical constructions, they can do a variety of exercises for revising sentences—even something as simple as moving some prepositional phrases to the beginning of a sentence. My third reason is “logic.” KISS is based on David Hume’s claim that all logical connects are one (or a combination) of three types—“identity,” “time or space,” and/or “cause and effect.” This is not the place to get into the details of this, but as a simple example, teachers often tell students to “add details” to their writing. The problem is that “detail” is a very abstract concept. Students, even first graders, will find it a lot easier to add adjectives, adverbs, and prepositional phrases of “time or space.” And they will have seen examples in the sentences that they have been analyzing. Put simply, in looking at sentences, students who study KISS begin to see not just strings of words, but individual words and constructions that work together systematically to convey meaning.
Objectives for First Grade There are actually two different objectives for first grade. One is the constructions that they should be able to identify; the second is to learn to work systematically. 7
By the end of the year, first graders should (ideally) be able to identify: 1. All the subjects, verbs, and complements in simple sentences, including those that are compounded, 2. “You” as an understood subject, 3. “There” as a subject, 4. Prepositional phrases, 5. Adjectives and adverbs, 6. Basic rules of capitalization and the punctuation of sentences, and 7. Apostrophes used in contractions and for possession. To get a sense of what this means, you might want to look at the mid-term and final assessment tests that are in this book. Because KISS is cumulative, these should be reasonable objectives. A major point here is the need to keep students’ attention focused on how much they can understand. We all have a tendency to focus on what we don’t know, don’t understand. In KISS exercises, students are expected to make some mistakes, but if they are at all trying, they will quickly learn how to identify and intelligently discuss the function of most of the words in the exercises in these books. Success motivates further success, so keep the students’ attention on what they have learned. Getting students to work systematically is also extremely important. When I was teaching this to college students, the only ones who had real problems were those who would mark a subject in one sentence, a verb in another, a prepositional phrase, and then look for a subject in a different sentence. They never developed a sense of a subject/verb pattern, and they never really knew when they were done with an exercise. As you will see, the directions for identification exercises are numbered, and the students should be encouraged to follow that numbered sequence and work sentence-by- sentence. In essence, they should learn that sequence. It makes the exercises a lot easier to do. From a larger perspective, working systematically applies to almost every subject that students will study—including math (another major problem for our students) and the writing process. 8
An Important Note about Using the Instructional Materials The study of grammar is a science; the teaching of grammar is an art—and artists work in different ways. Much of the material in this book involves learning to recognize verbs and prepositions. Some teachers prefer to have students memorize lists of these. For example, the KISS Master Collection for Level 1.5 (Prepositional Phrases) contains numerous suggestions for teaching prepositional phrases, including a “Preposition Song.” I would suggest, however, that it is easier for most students if you simply let them use the instructional materials (which include lists) while they are doing the exercises. Their brains already know what verbs and prepositions are—first graders use them all the time, usually correctly. All they need to learn is the names (“verb” and “preposition”) of the words. In other words, students will see for themselves that it is easier and faster to simply remember which words are verbs and which are prepositions. Sooner or later, the students will remember and no longer need to use the lists.
Assessment I’m a firm believer in assessment tests (but not the Common Core). You’ll find three mid-term assessment tests and six final tests. (I’m assuming that classroom teachers would use them, but not the same one every year.) I’m tentative about these tests for first graders. I’m hoping that these tests will serve as a starting point for discussions—among the teachers of first graders. Are these tests realistic? Of course, I’m looking for feedback.
How You Can Legally Use these Books The only thing that you cannot legally do with these books is to sell them. You can drop, add, or substitute exercises. I even encourage you to have students themselves make similar exercises based on what they are reading (or writing). You can then replace exercises in this book with theirs. The only thing that I ask that you not do is to change the grammatical terminology used in KISS. If you look into various grammar textbooks, you will find that different books use different terms for the same or similar things. The result has been major confusion. One of the reasons for giving KISS Grammar a name is that it defines a 9 specific set of terms. If you do change a grammatical term (or add one) please state (on the first page or you of your materials) what changes you have made.
About the Analysis Keys KISS analysis keys include the complete analysis of every sentence so that new teachers can both learn a little ahead and answer questions that students may have. (Always encourage questions.) Note also that first graders are required to identify complements (“C”) but not the types of complements (“PA,” “PN,” “IO,” and “DO”). The keys, however, give the specific type of each complement. The types are introduced in Grade Two. If you do not yet have it, be sure to get “The Teachers’ Reference to KISS Grammar Constructions, Codes, and Color Keys.” You will find the keys for this book less confusing if you study the following notations for constructions that frequently appear in the exercises.
Nouns Used as Adverbs [NuA], Interjections [Inj], and Direct Address [DirA] Example: Gee [Inj], Bill [DirA], you ran a mile [NuA] {in five minutes}! If you want to know more about these now, see KISS Level 2.3. ====Verbals==== Because KISS is based on sentences from real texts, the other term that shows up regularly in the analysis keys is “verbal.” A verbal is a verb that functions as a noun, adjective, or adverb. Students rarely have problems with verbs that function as subjects, as in “Swimming is good exercise (PN).” Because of that, verbals are not even introduced in this book. In the second book, students are taught about verbs (verbals) that can function as subjects, complements, or objects of prepositions: They like swimming (DO).
Barbara and Brenda were talking {about planting a garden (DO)}. Note that “garden” is the direct object of the verbal “planting.” Note also that the analysis keys use braces rather than parentheses. The reason for this is that braces rarely appear in texts—parentheses do. 10
In order to identify clauses, students need to distinguish finite verbs from verbals. KISS uses three tests to help students make the distinction. They are introduced in book three. See KISS Level 2.1.6. Because clauses are much more important for students to understand, the detailed study of verbals is planned for Book 7. See KISS Level 4.
Doing the Exercises Electronically Some users have suggested doing the exercises electronically, in MS Word. One person suggested using the “Styles” option. If you open the “Styles and Formatting” option, you will find styles for most of the analysis. For example, you can highlight a word and click on “_Subj” in styles and the word will be underlined once, and made bold and green. A little playing with these should make them easy to use. I may be able to figure out how to add macros to put in braces and brackets. For now, those still have to be typed in.
The Names of These “Books” There are several sequences on the KISS site for teaching the KISS curriculum. This is the “ideal,” and, I hope, the last. The original “Grade-Level” books started in each grade (in the basic KISS Level 1) and work all the way through the sequence. This sequence, on the other hand, is a real “grade” sequence. Originally, I named them “Grade One,” etc. but users noted that they were using the “Grade One” book with second and third graders—who did not appreciate using a book for first graders. Several suggestions were made, and I liked the idea of “Part,” but as I began to redesign them, I decided that I might use “Part” within some of the later books. Thus I settled on “Book.”
The Exercises in This Book Most of the exercises in this book are based on texts for very young readers. It has been simplified from the first version. In addition, I found Alonzo Reed’s Introductory language work: a simple, varied, and pleasing, but methodical, series of exercises in English to precede the study of technical grammar. Maynard, Merrill & Co. 1898, 272 pg. It is available at the Internet Archive. It is, of course, dated, but I like the way he introduces material. He tries to avoid grammatical terminology, but I’d suggest that his 11
“helping words” to denote adjectives, adverbs, and helping verbs would lead to confusion. However, many of the exercises in this book, especially in Unit 1, are adapted from this book. I’ll be interested in feedback about this. ([email protected]) Reed, by the way, makes an interesting observation about the problems of coordinating instruction in spelling, vocabulary, punctuation, and writing. My own efforts to struggle with this are reflected in this book. There are 74 exercises in this book, 60 of which are more (or less) directly related to the students’ ability to identify basic constructions. Ten or so of these are punctuation exercises. Teachers should decide whether they want to use these just for punctuation, or for punctuation and the analysis of the sentences. Of the remaining fourteen nine are “Spelling Exercises,” adapted from THE ONTARIO PUBLIC SCHOOL SPELLER (available at the InternetArchive). Some of the words are outdated, but the approach is interesting, and the exercises that have been used here include words used in sentences. Thus these exercises can also be used as analysis exercises. The remaining five exercises focus on writing or vocabulary. The books mentioned above emphasize some important ideas. First of all, students should know the meaning of the words in any exercise before they do it as an exercise. This can be accomplished by reading the exercise and asking the students which words they do not understand, and then, of course, explaining them. Reed’s book reminded me of the importance of “copying” in grammar exercises. As you will see, most of the exercises that derive from his book have the students copy the text. I copied hundreds of sentences, and dozens of verb conjugations (twenty times) in learning Russian. Copying can be not only an exercise in good handwriting, but also a way to etch spelling (and grammar) on the brain. There is also a book of “Supplemental” exercises (and one for analysis keys) on the KISS site. You can use these to replace or add to the exercises.
My Reservations about This Book As noted above, this version of Book One is simpler than the original. I’m still worried, however, about the vocabulary and complexity of the exercises. (I have no experience with first grade students.) I recently found the Cyr Readers on the internet. The InternetArchive only has the fourth and fifth grade books, but if you are willing to 12
join GoogleBooks (I seriously hesitated.), it includes Primers plus. Would the sentences in these be better for first graders?
A Few Words about the Cover Pictures Thirty years ago I attempted to publish a book about KISS Grammar. It is titled Teaching Grammar as a Liberating Art. (The responses I received stated that the idea is interesting, but since no one is using the approach, there is no market.) By “Liberating Art,’ I meant that people who study KISS Grammar are liberated from the grammarians. In essence, they become independent—they can judge correctness (and much else) on their own. Recently, I ran across Duverger’s Alone, and when I found Soeurs, I interpreted the two to mean that the child in Alone is learning to tie her shoe alone—she’s becoming independent. If you use KISS Grammar, I would suggest that you are starting your students toward the independence that I had in mind thirty years ago. As you work with it, I believe that you will agree.
Unit 1—Identifying Sentences
Note on the Source Material and Notes Reed’s “To the Teacher” notes are interesting, so I have included (adapted) many of them below in boxes like this one. Make of them what you will.
The four different kinds of sentences and the three terminal marks are introduced in the first ten lessons as a necessary foundation for intelligent composition work. As subsequent exercises repeat and continue the instruction given in these lessons, to extend this introductory work beyond a simple and clear presentation would be bad economy. --Reed, p.13
Ex. 1: Statements — Capitals — Period [Ants, 1] To the Teacher.—If the pupils are allowed to copy this outline of the ant, and to talk about it and about the statements below, it will give a keener interest to these exercises. A valuable oral lesson is here suggested. INTRODUCTORY LANGUAGE WORK. The observation exercises added to these lessons may be read with the pupils in an easy, conversational way. Lead the pupils to talk freely, but to a purpose. 13
Dictation Exercises. After copying these sentences, the pupils may write the same from dictation. Original Statements. Each pupil may write one sentence of his own. Such sentences will probably be suggested by the oral exercise. --Reed, p. 15
Ex. 2: Statements — Capitals — Period [Ants, 2] To the Teacher.— Dictation Exercise: These sentences may be written from dictation and then compared with the book for correction. Original Statements: Each pupil may write a sentence of his own. --Reed, p. 16
Ex. 3: Statements — Capitals — Period [Ants, 3] To the Teacher.— The pupils may give orally the facts related in the preceding lessons. They may be led to vary their statements and to join them into connected stories. Some of the best sentences may be put on the blackboard. Attention may be called to the apostrophe in these exercises, without attempting a full explanation. Dictation Exercise: Let the pupils write the sentences from dictation. --Reed, p. 18
Ex. 4: Questions —Question Marks — Capitals [Spiders, 1] To the Teacher.—The questions that were copied may be written from dictation. Pupils may write one or more sentences of their own. --Reed, p. 20
Ex. 5: Questions and Statements [Spiders, 2] To the Teacher.— Dictation and Original Work. The sentences may be dictated. Pupils may change orally one kind to the other. Some of the pupils’ own sentences may be written. --Reed, p. 21
Ex. 6: Question Mark—Period—Capitals [Spiders, 3] To the Teacher.—In dictating these exercises let special attention be given to the way in which the groups are separated. The length of the pupils’ lines should correspond to the width of the paper used, rather than to the copy. 14
--Reed, p. 22
Ex. 7: Joining Sentences [Spiders, 4] To the Teacher.—Pupils may be encouraged to point out most of the changes in these sentences. Guard against attempting too much, or what is technical. Similar experiments may be made with other preceding lessons. Pupils may join the sentences orally. Some of the best may be commended and placed on the board for copying. --Reed, p. 24
Ex. 8: Exclamation Mark [Summer Shower, 1] To the Teacher.—The pupils should write these sentences from dictation. --Reed, p. 25
Ex. 9: Commands [Summer Shower, 2] None
Ex. 10: Different Kinds of Sentences [Summer Shower, 3] To the Teacher.—Let the pupils write the sentences from dictation. --Reed, p. 27
Ex. 11 [W]: Putting Sentences Together [Summer Shower, 4] To the Teacher.—The pupils may read aloud and make up the story orally. The order in which these things should be told requires attention. Some of the best of the changed, connected, or original sentences should be written. --Reed, p. 27
Ex. 12 [W]: Original Work To the Teacher.—Nature in her varying phases and moods will ever be an unfailing source of interest to a child. The teacher of language may secure many original and thoughtful exercises in composition by leading the pupils to recall their own observations of the things and the processes about them. In the exercise suggested above the pupils should not be allowed to talk at random. Their best sentences should be noted. These they should write. Perhaps the combining and correcting of these may require another recitation. --Reed, p. 29 15
Ex. 13 Spelling 1. Some beets have a lot (DO) {of sugar} {in them}. | 2. We sleep {under a cool sheet}. | 3. Four horses have how many feet (DO)? | 4. Snow and sleet come {in winter}. | 5. Owls hoot {at night}. | 6. John toots {on his new horn}. | 7. The boys scoot {down the street}. | 8. The young boys shoot {at the target}. | 9. The fleet meets next week [NuA]. | 10. Some roots are sweet (PA). |
Unit 2—Identifying Subjects and Verbs
Ex. 1 - Sentence or Phrase?
Note that KISS Analysis Keys include the complete analysis of sentences. 16
1. Fire burns. | 11. On a square piece of velvet
2. Full of apples 12. Why did you fall? | 3. On the floor 13. In the running water
4. Wasting his time 14. The rose is red (PA). |
(PA) 5. Is he well ? | 15. Helping his mother
6. Bitten by a dog 16. Sugar is sweet (PA). | 7. Eating a red apple 17. Life is short (PA). | 8. In the rain 18. At my home by the sea 9. The earth is round (PA). | 19. During the storm 10. May I go {with you}? | 20. When did you come? |
Understood “You” When they see a sentence such as “Close the door,” some students can figure out on their own that “You” is the understood subject of “close.” However, brief instruction and an exercise or two should make this clear for all students. Traditional grammars refer to these sentences as “Imperatives” or the “Imperative Mood.” Some grammars simply use the term “Commands.” Obviously, you can, if you wish, teach students these names, but remember that the primary problem in the teaching of grammar is an overabundance of terminology.
Ex. 2 - “You” as the Understood Subject from Bunny Rabbit's Diary (# 1) Note that in # 5 and # 10, “you” may be included before each verb, or just before the first. (This is another question that most grammar books do not discuss.) Although the directions do not ask students to identify examples of Direct Address, in reviewing this exercise, teachers may want to ask students if they see any.
1. *You* Follow us (DO) | and you will see. | 17
2. *You* Come down here. |
3. *You* Wait {for me}. |
4. *You* See this big oak leaf (DO)? |
5. *You* Look, | *You* look! |
6. *You* Come, little leaves [DirA]. |
7. *You* Put on your dresses (DO) {of red and gold} [Adj. to "dresses"]. |
At this point in their work, I would also accept "put on" as the verb. See KISS Level 2.1.5 Phrasal Verbs.
8. *You* Wake up, Billy [DirA] ! |
9. *You* Don’t make a noise (DO). |
10. *You* Come down and play {with us}. |
Ex. 3 - “You” as the Understood Subject from Bunny Rabbit's Diary (# 2) 1. *You* Look {at that}! |
2. *You* See my ducks (DO). |
3. *You* Come back! |
4. *You* See Mrs. Duck (DO) and all the little ducks (DO). |
5. *You* Paddle your feet (DO), | *You* paddle your feet (DO)! |
6. *You* Show it (DO) {to us}. |
7. *You* See the fishes (DO) {in the water} [Adj. to "fishes," or "Adv. to
"See"]. |
8. *You* Don’t go {into that house}. | 18
9. *You* Just see the flowers (DO) {after the rain}. |
10. *You* Flap your wings (DO)! |
“There” as a Subject Most grammar textbooks consider this “there” to be an “expletive.” (Why, I do not know.) They then identify a word that appears later in the sentence as the subject. For those who want to use it, this explanation is acceptable in KISS Grammar, but it adds a concept that students really do not need. The pattern can be explained in two other ways: 1. The “there” can be explained as an adverb and the later word as the subject. However, a sentence such as “There are five men there” raises questions with the two adverbs. 2. The preferred KISS explanation is to view “there” as the subject and the later word as a predicate noun. I have been asked how this perspective deals with the subject/verb agreement problem, but the pattern always has a predicate noun. Since a predicate noun “equals” the subject, if the predicate noun is plural, the verb must be also. There [Expl] is a place for us. or There is a place for us. or There is a place (PN) for us. There [Expl] are five people at the table. or There are five people at the table. or There are five people (PN) at the table. There [Expl] must be no mistake this time. or There must be no mistake this time. or There must be no mistake (PN) this time.
Ex. 4 - From The Haliburton First Reader This exercise illustrates an interesting question about subject/verb agreement. Because a predicate noun “equals” the subject in some way, the verb in this pattern normally agrees in number with the complement(s), as in sentences four and five. The comma after “pudding” in sentence six implies an ellipsed “there was” after it—“There was pudding, and there was some meat.” In sentences nine and ten, however, the complements are compound but the verb is the singular “was.” This implies that the complements are viewed as one couple, as in “Peanut butter and jelly makes a good snack.” 19
These sentences are, by the way, taken—with one exception—verbatim from the 1912 edition of the book, available on the Internet Archive. The exception is sentence nine, which reads, in the original, “There was once a good king and queen who had no children.” At this point in their work, subordinate clauses will causes too much confusion so “who had no children” was dropped. 1. There are three little eggs (PN). |
2. There are three baby birds (PN) (in that little nest}. |
3. There is a song (PN) {about the summer night}. |
4. There were sweet cakes (PN) and buns (PN). |
5. There were oranges (PN) and apples (PN). |
6. There was pudding (PN), and some meat (PN). |
Some thoughtful students may ask why there is a comma before “and” in this sentence but no comma in sentences four and five. One reason may be that “pudding” and “meat” do not belong to the same class of things as “cakes and buns” and “oranges and apples” do. Another reason may be that the comma sets “meat” off as an afterthought.
7. Now there was no spring (PN) {near the castle}. |
8. Soon there was a deep hole (PN) {in the ground}. |
9. There was once a good king (PN) and queen (PN). |
10 Once there was a little old woman (PN) and a little old man (PN). |
Ex. 5 - Based on The Tale of Tom Kitten 1. Once {upon a time} there were three little kittens (PN). |
2. There were several green smears (PN)! |
3. There was a pit pat, paddle pat (PN)! |
4. Somehow there were very extra--ordinary noises (PN) overhead. |
5. There were no buttons (PN). | 20
Single-Word Verbs
Ex. 6 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#1) 1. The little pine tree stood {near the path}. |
2. The path led {through the woods}. |
3. The rabbits often sat {under this tree}. |
4. The tree listened {to the stories}. |
5. The birds flew {to its branches}. |
6. Sammy Red Squirrel knew something (DO) {about this tree}. |
7. The hole was not very large (PA). |
8. He put a piece (DO) {of bark} {in the hole}. |
9. This is a good door (PN) {for my store-house} [#1] . |
10. I am sure (PA). |
Note The “for my store-house” prepositional phrase can also be explained as adverbial to “is.”
Ex. 7 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#2) 1. Sammy ran {to the hole} very often. |
2. The little red squirrel hunted {for nuts} {under the trees}. |
3. The holes were empty (PA). |
4. The hunting was always good (PA). |
5. Then Sammy went {to his store-house} {in the stone wall}. |
6. {At last} it became very cold (PA). | 21
7. North Wind blew {through the woods}. |
8. The squirrels slept {in their nests}. |
9. Blacky Crow stayed {in the deep woods}. |
10. He melted the snow (DO) {in the warm hollows}. |
Ex. 8 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#3) 1. The squirrels ran {up and down the trees}. |
2. All {at once} Bunny Rabbit heard a noise (DO). |
3. The other rabbits listened, too. |
4. It is the dog (PN)! |
5. Sammy and Bobby were safe (PA) {in the tree}. |
6. The man had an axe (DO) {in his hand}. |
7. The two children ran {along the path}. |
8. This is a good one (PN). |
9. She pointed right {at the little pine tree}. |
10. That is too large (PA) {for our Christmas tree}. |
Ex. 9 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#4) 1. And {before long [#1]} the sound {of the axe} rang out {through the stillness}. |
2. I thought so (DO) [#2], too. |
3. But I have a store-house (DO) {in this tree}. |
4. Where is it? | 22
5. I am as hungry (PA) {as a bear}. |
6. So [#3] am I. |
7. Sammy took out a nut (DO). |
8. I saw many pretty things (DO). |
9. Oh [Inj], it was pretty (PA)! |
10. Then the little sparrow flew away. |
Notes 1. “Long” is not a noun or pronoun. What we have here is a case of ellipsis—the leaving out of understood words—that has become idiomatic. We all understand this to mean “before a long time had passed.” 2. Alternatively, “so” can be explained as an adverb meaning “in the same way.” [For an explanation of “alternative explanations,” see “Alternative Explanations” in the Background Essays.] 3. It is difficult to tell how most grammarians would explain this “so.” Most grammar textbooks do not explain how to analyze real sentences. My guess is that many grammarians would explain it as an adverb, but note how, in the context of the preceding sentence, it functions as a “pro-adjective”—it replaces “hungry.” I would not, by the way, even attempt to explain this to second-graders. I mention it as an example of the difference of the KISS Approach.
Ex. 10 - Just for Fun: Riddles Note: If you have the students do this in class, you can read each joke and ask for the answer. If no one responds, you can give it to them so that every student will be able to write the sentence.
1. Q: What has four wheels (DO) and flies? | A: A garbage truck! A garbage truck has four wheels (DO) and flies (DO)! |
Note how the joke depends on the difference between “flies” as a verb and “flies” as a noun.
2. Q: What kind {of driver} has no license (DO) ? | A: Screwdriver! A screwdriver has no license (DO). |
3. Q: What kind {of building} has the most stories (DO) ? | 23
A: The library! The library has the most stories (DO). |
4. Q: What animal always breaks the law (DO)? | A: A cheetah. A cheetah always breaks the law (DO). |
5. Q. What dog keeps the best time (DO) ? | A. A watch dog! A watch dog keeps the best time (DO). |
6. Q. Four cats were {in a boat}. | One jumped out. | How many were left (PA)? | A. None. None were left (PA)! | They were all copy cats (PN)! |
“Many” functions here as the subject because it means “many cats.” At this point in their work, I would accept “were” as the verb. Technically, the “left” can be viewed as part of a finite passive verb (and thus underlined twice), or as a predicate adjective.
Ex. 11–Spelling 1. She tied her apron strings (DO). | 2. The flowers soon died. | 3. A chunk {of beech wood} burns well. | 4. You choose the cheese (DO)? | 5. I spied you (DO) first. | 6. She fried two lamb chops (DO). | 7. We tied the chest (DO). | 8. The sun dried my hair (DO). | 9. Robins chirp. | 10. They checked the boxes (DO). |
Unit 3—Verb Phrases
“Helping” Verbs (Tense) Students do not need to learn the names of the various types (“tense,” “modal,” etc.) of helping verbs (also called “auxiliary” verbs). At this point in their work, these verbs are set up in this way so that we (the teachers) can make sure that the students will underline all the words in the verb phrases. 24
Ex. 1 - Helping Verbs from “The Swimming Lesson” (#1) 1. Mrs. Duck was walking {along the little path} {through the meadow}. |
2. Bunny Rabbit was sitting {under a tree}. |
3. He did not hear them (DO). |
4. He was dreaming {about the little birds}. |
5. All the other rabbits were sitting {on the ground}. |
6. What (DO) are you saying, Bunny [DirA]? |
7. I was going far away. |
8. I am going to teach my little ones (IO). |
The object is indirect, because we teach someone (IO) something (DO).
9. I will teach you (IO), too. |
10. Mrs. Duck was talking {to her ducklings} (IO). |
Ex. 2 - Helping Verbs from “The Swimming Lesson” (#2) 1. We will all go {into the water} together. |
“All” can be explained in three ways: 1) as an adjective to “We,” 2) as an adverb, or 3) as an appositive to “We.”
2. That will be the best way (PN) {for me}. |
3. The little ducks had been standing {in a row} {behind their mother}. |
4. Mrs. Duck was soon swimming {in the middle} {of the brook}. |
5. All the little ducks were swimming {after their mother}. |
6. Why don’t you try it (DO), Bunny [DirA]? |
7. Mr. Green Frog was sitting {on a rock} close by. | 25
“Close” is a post-positioned adjective to “rock.” “By” is a preposition in an ellipsed phrase, “by *them*.”
8. Bunny had been sitting still (PA) {on the bank}. |
Some people will read “still” as a predicate adjective for two reasons. First, it can be seen as describing “Bunny”—the equivalent of “motionless.” Second, as an adverb, “still” is usually interpreted as referring to time. Other people will explain “still” as an adverb. Within KISS the predicate adjective explanation can be accepted by seeing this as an example of a “palimpsest pattern.” See KISS Level 2.1.4.
9. But he had not said a word (DO). |
10. The ducks had to paddle their feet (DO). |
Ex. 3 - Helping Verbs from “The Swimming Lesson” (#3) 1. He did put one foot (DO) {in the water}. |
2. You will like it (DO). |
3. Bunny had gone a step [NuA] nearer. |
Expect some students to label “step” and/or “nearer” as a complement since they can be seen as answering the question “Bunny had gone what?” I would accept those answers at this point, even though most grammarians would probably consider “nearer” to be an adverb (answering “where?”), and “step” to be a noun that functions as an adverb to “nearer.”
4. Bunny did not know how (DO). |
5. He was splashing around {in the brook}. |
6. The water was running {into his eyes}. |
7. {At last} his feet had touched the ground (DO). |
8. You did not paddle your feet (DO). |
9. But Mr. Sun had been shining down brightly. |
10. Bunny will soon be dry (PA). | 26
Other Helping Verbs No grammar textbook that I know of considers words like “begin” and “want” as helping verbs, but all grammar textbooks that I know of simply teach simple definitions, give a few simple examples, and then drop the subject. As you are seeing, KISS attempts to enable students to identify the constructions in what they actually read and write. KISS therefore appeals here to what Jerome Bruner called a “spiral curriculum.” (See the Background Essays.) Primary school students will see (and write) a lot of sentences such as “Bill began to think.” Technically, the verb is “began” and ‘to think” is a verbal (infinitive) that functions as the direct object of “began.” In KISS Level 1.3, students will be introduced to verbs as subjects and complements, but even after that, I would simply accept “began to think” as a verb phrase. In Level 2.1.6, students will be taught how to distinguish finite verbs from verbals. At that point, students can return to phrases like “began to think” and be expected to refine their concept.
Ex. 4 - Other Helping Verbs From Bunny Rabbit's Diary (#1) 1. But Jip wanted to play. |
The verbal (infinitive) “to play” functions as the direct object of “wanted.”
2. Bobtail stopped eating. |
The verbal (gerund) “eating” functions as the direct object of “stopped.”
3. I like to see the water (DO). |
The infinitive “to see” functions as the direct object of “like,” and “water” is the direct object of the infinitive.
4. Bobtail began to hop around. |
I would expect some students to include “around” in the verb, and I would simply accept it since the phrase is almost idiomatic. The infinitive “to hop” functions as the direct object of “began.”
5. Bobtail liked to play {with Bunny}. |
The infinitive “to play” functions as the direct object of “liked.”
6. I never can learn to swim. |
The infinitive “to swim” functions as the direct object of “can learn.” 27
7. The birds tried to keep warm (PA). |
The infinitive “to keep” functions as the direct object of “tried.” Expect “warm” to confuse many students. (Note also that you will probably never find this phrase explained in grammar textbooks.) “Warm” can be explained in at least two ways. The simplest is that it is a predicate adjective to “tried to keep.” Note that within KISS, the procedure will lead students to predicate adjective because the question “tried to keep what?” evokes the answer “warm” and “warm” describes “birds.” To explain what is going on here, note that “tried to keep” implies that they “were,” and, if they get their wish, they “will be.” (Students will probably easily accept “warm” as a predicate adjective in “The birds were warm,” and in “The birds will be warm.) In a KISS level-four explanation, “warm” is a predicate adjective after an ellipsed infinitive to be, the subject of which is an ellipsed “*themselves*. The infinitive phrase (“themselves to be warm”) functions as the direct object of “to keep.”
8. I love to eat the seeds (DO). |
The infinitive “to eat” functions as the direct object of “love.” “Seeds” is the direct object of the infinitive.
9. Bobby began to scold Jip (DO). |
The infinitive “to scold” functions as the direct object of “began,” and “Jip” is the direct object of the infinitive.
10. Do you like to live {in a little house}? |
The infinitive “to live” functions as the direct object of “do like.”
Ex. 5 - Other Helping Verbs From Bunny Rabbit’s Diary (#2) 1. The wind stopped blowing. |
The gerund “blowing” functions as the direct object of “stopped.”
2. He did not like to work. |
The infinitive “to work” functions as the direct object of “did like.” 28
3. I am trying to find someone (DO). |
The infinitive “to find” functions as the direct object of “am trying,” and “someone” functions as the direct object of the infinitive.
4. Bobtail began to nibble the greenest leaves (DO). |
The infinitive “to nibble” functions as the direct object of “began,” and “leaves” functions as the direct object of the infinitive.
5. He did not ask to play. |
The infinitive “to play” functions as the direct object of “did ask.”
6. And the rabbits did not like to wet their feet (DO). |
The infinitive “to wet” functions as the direct object of “did like,” and “feet” functions as the direct object of the infinitive.
7. I did not want to leave my home (DO) {in the field} this week [NuA]. |
The infinitive “to leave” functions as the direct object of “did want,” and “home” functions as the direct object of the infinitive.
8. He loved to curl up {in the tall grass}. |
The infinitive “to curl up” functions as the direct object of “loved.” (Note that “curl up” is idiomatic, but if a student wanted to consider “up” as an adverb (not part of the verb phrase), I would simply accept that.
9. A gentle wind began to blow {over the tall grass} {in the field}. |
The infinitive “to blow” functions as the direct object of “began.”
10. Billy always liked to have a game (DO) {of tag} {with Bobtail}. |
The infinitive “to have” functions as the direct object of “liked,” and “game” is the direct object of the infinitive.
Ex. 6 - An Exercise on Verbs from The Haliburton First Reader These are the verbs in the original. Although some of these sentences present few options for verbs, teachers may want to review this exercise in class and list and discuss the verbs students used for each blank. 1. It is the spring time (PN). |
2. The bright stars shine {in the sky}. | 29
3. The birds fly {through the sweet air}. |
4. The bees hum {through the orchard}. |
5. We made a nest (DO) {in the tall tree}. |
6. Betty and Alice have pet lambs (DO). |
Note that out of context, the verb in this sentence could be interpreted as “have pet.”
7. The lambs run and jump {in the clover}. |
8. The children sing and play {with the lambs}. |
9. Mary and her sister were watching the rain (DO). |
10. Do you see the flowers (DO) {on Alice's lamb}? |
The phrase “on Alice’s lamb” can be processed as an adjective to “flowers” and/or as an adverb (where?) to “Do see.”
Ex. 7 – Spelling 1. The fish are splashing {in the water}. |
2. The dish had fallen {with a crash}. |
3. How much cash (DO) do you have? |
4. Do you wish to have a little [1] more hash (DO)? |
“A little” here functions as a Noun Used as an Adverb to modify the adjective “more.” See KISS Level 2.3: http://kissgrammar.org/kiss/wb/LPlans/WB_L2_3_Ttree_Add.htm#NuA
5. Will you snap the new lash (DO)? |
6. My horse had been running {like a flash}. |
7. *You* Don’t thrash your pony (DO) so. |
8. The sharp knife had cut a gash (DO) {in my finger}. | 30
9. Billy has to write two more words (DO). |
10. Where has your new knife been? |
Ex. 8 - Just for Fun 1. Q. Why do cows have bells (DO)? | A. Their horns don’t work! |
2. Q. What (DO) did the spider do {on the computer}? | A. It made a website (DO)! |
3. Q. Why was the dog sweating so much? | A. He was a hotdog (PN)! |
4. Q. Why did Santa have three gardens (DO)? | A. So he could hoe-hoe-hoe. |
5. Q. Why did fruit punch and cereal box? | A. They were having a food fight (DO). |
The humor depends on the confusion—are “fruit” and “cereal” adjectives, or subjects? Are “punch” and “box” nouns, or verbs? Read the first way, the sentence is not complete, which makes us go back to figure it out.
Unit 4—Apostrophes in Contractions
Ex. 1 – Contractions and Apostrophes To the Teacher.—These exercises may be continued by changing the statements to questions. Let such exercises be extended, and reviewed again and again till the tendency to say “He don’t,” etc., is overcome. --Reed, p. 102 Reed avoided the word “apostrophe,” and I’ll admit it may be difficult for some young students. As long as they learn what the word means, they do not yet have to be able to use it themselves. I have included this exercise because it reinforces the idea by having the students do more writing. 31
Ex. 2 - Contractions Based on Bunny Rabbit’s Diary Note: Students often ask if the “n’t” should be underlined in contractions of “not.” I have never seen this question discussed in any grammar textbook, so my answer is that it does not make any difference. 1. I don’t like to fly kites (DO). | [do not]
2. I’ve never seen you (DO) before. | [I have]
3. But Teddy didn’t speak. | [did not]
4. You can’t swim {on dry land}. | [can not]
5. It’s the dog (PN)! | [It is]
1. It is going to rain. | [It’s]
2. I do not like the wind (DO). | [don’t]
3. Teddy did not say a word (DO). | [didn’t]
4. But you will never be hungry (PA) here. | [you’ll]
5. But he could not find Bobtail (DO). | [couldn’t]
Ex. 3 [R]- More Practice with Helping Verbs From Old-time Stories 1. You have almost spoiled it (DO). |
2. One day [#1] they were playing {in the garden}. |
3. So no one could get the golden fleece (DO). |
4. The Frost Giants did not like the sunshine (DO). |
5. You may have the falcon suit (DO). |
6. These rocks had been put (P) {in the sea}. |
7. I am going to see those birds (DO). | 32
8. Then you must pay {for cutting off my wife's hair [#2] }. |
9. Did you cut off [#3] Sif's hair (DO)? |
10. They had to put rags (DO) {in the windows}. |
11. Can you lay eggs (DO)? |
Notes 1. “Day” is a Noun Used as an Adverb. See KISS Level 2.3. 2. Some students may underline “cutting” as a verb. Tell them that this is not a test, and that you expected them to have trouble with it. (Mistakes are a way to learn.) “Hair” is the direct object of the verbal (gerund) “cutting.” The verbal phrase functions as the object of the preposition “for.” 3. If students consider “off” as part of the verb phrase, I would simply accept it. The sentence, however, means “Did you cut Sif’s hair off her head.” This problem is the focus of KISS Level 2.1.5 - Phrasal Verbs.
Ex. 4 – Spelling 1. Sam hadn’t given the horse (IO) less grass (DO). |
2. Isn’t there a brass clock (PN)? |
3. Jack didn’t catch six black bass (DO). |
4. Don’t they pack the moss (DO) {in a glass box}? |
5. *You* Don’t muss your new dress (DO). |
6. Mabel hasn’t tossed her baby doll (DO) {across the room}! |
7. Aren’t you happy (PA) {with the flossy gloss}? |
8. Miss Bess isn’t very cross (PA). |
9. Haven’t you tossed the sack (DO) {across your back}? |
10. *You* Don’t make a fuss (DO) {in class}! | 33
Ex. 5 - Just for Fun 1. Q: Did you hear {about the pregnant bed-bug}? | A. She’s having her babies (DO) {in the spring}. |
2. Q: Why don’t dogs make good dancers (PN) ? | A. They have two left feet (DO)! |
Some people may want to view “dancers” as a direct object, so I would not count that explanation as incorrect. I view it as a predicate noun because “make” here essentially means “equal.”
3. Q: What is the difference (PN) {between a bird and fly}? | A: A bird can fly, | but a fly can’t bird! |
4. Q: Why doesn’t the elephant use a computer (DO)? | A. It’s afraid (PA) {of the mouse}! |
5. Q: Why don’t mountains get cold (PA) {in the winter}? | A. They wear snow caps (DO). |
Unit 5—Adding Simple Complements
A Note for Teachers The students are instructed to label complements “C.” Here, FYI, I label them by type—“PN (Predicate Noun), PA (predicate Adjective), (IO) Indirect Object, and “DO” (Direct Object). Students will be expected to learn the distinctions in Second Grade. The three exercises that focus on adding simple complements are followed by four exercises that focus on modal helping verbs. But in these exercises, and in the identification exercises for the rest of the year, students will be expected to identify complements.
Ex. 1 - Adding Complements, Based on “April Fool’s Day” (#1) 1. Billy opened his sleepy eyes (DO). |
2. Then he went {to the door}. |
3. Billy hopped {out of doors}. | 34
4. It was a warm sunny day (PN). |
5. But first the little rabbits found their breakfast (DO). |
6. Bobtail grew very fat (PA). |
7. They stored away nuts (DO). |
8. Jack Frost covered the ground (DO) {with snow}. |
9. The squirrels dug up these nuts (DO). |
I would also accept “dug up” as the verb. (See the discussion of “phrasal verbs” in the instructional material for Level Two.)
10. But now the ground was soft (PA) again. |
Ex. 2 - Adding Complements Based on “April Fool’s Day” (#2) 1. They never opened the store-house doors (DO). |
2. They just hopped around {under the trees}. |
3. But {on this first day} {of April} Bunny found the biggest acorn (DO). |
4. He told Bobtail (IO) {about the joke}. |
5. {In a few minutes} the three rabbits finished their breakfast (DO). |
6. Bunny saw a string (DO) {under the oak tree}. |
7. It was the same string (PN). |
8. The string held the kite (DO) {to the branch} {for a long time}. |
9. Then one day [NuA] North Wind came again. |
10. The string dropped {to the ground} {under the oak tree}. |
Ex. 3 - Adding Complements Based on “April Fool’s Day” (# 4) 1. That was a good trick (PN). | 35
2. Bobby often comes {to the big oak tree}. |
3. Then they all hid {behind the tree}. |
4. Sammy Red Squirrel dropped that big acorn (DO). |
5. Then all {at once} it was not still (PA) {in the woods}. |
Because “still” means “quiet” in the original text, it functions as a complement (a predicate adjective). But if one interprets “still” to mean “was and continues to be,” then it functions as an adverb.
6. Bobby forgot all (DO) {about the acorn}. |
There are two equally valid options for explaining “all.” If one reads it as “everything,” then it functions as a complement (a direct object). But if one interprets it as “completely,” then it functions as an adverb.
7. Sammy skipped {up the tree} {after him}. |
8. The three little rabbits put their ears (DO) down {on their heads}. |
9. Four little bright eyes watched Jip (DO) {from the oak tree}. |
10. One {of the squirrels} had that big acorn (DO) {for his dinner}. |
Note how many students underline "squirrels" as the subject here. The fact that they will do so indicates why students need to learn to identify prepositional phrases.
Ex. 4 - Punctuating a Sentence from “Billy’s Slide” (# 1) 1. One morning [NuA] {in winter} Bunny opened his eyes (DO). |
2. Then he pulled Bobtail’s long ears (DO). |
3. Oh [Inj], I am so sleepy (PA)! |
Note that we should also accept a period after “sleepy.” The exclamation point is the writer’s tool for indicating an exclamation. Without it, readers cannot be expected to know that the sentence is one. 4. the sled going faster every minute [NuA] [NS] Although they may have missed this, once it is pointed out most students will easily agree that “The sled is going faster every minute,” or “The sled was going 36
faster every minute,” would be sentences. This is actually a noun absolute fragment—a noun modified by a gerundive.
5. It is too cold (PA). |
6. Did the three little rabbits hop off {through the woods}? |
7. Bunny jumped up and down {in the snow}. |
8. Something hit Bunny (DO) {on the head}. |
9. The three rabbits soon found some tender little roots (DO). |
10. Is this a good breakfast (PN)? |
Ex. 5 – Spelling 1. The brick is very thick (PA). |
2. *You* Pick two pecks (DO) {of peas}. |
3. *You* Be quick (PA). |
4. Where is the brick house? |
5. There is a speck (PN) {of red} {on the chick}. |
6. Is Jack sick (PA) ? |
7. *You* Play no bad tricks (DO). |
8. The ship was a wreck (PA). |
9. The hen has two chicks (DO). |
10. Can you see the house (DO) {with the thick bricks}? |
Ex. 6 - Just for Fun 1. Q: Why didn’t the skeleton cross the road (DO)? | A: He didn’t have the guts (DO)! | 37
2. Q. Why did the Easter egg hide? | A. He was a little chicken (PN)! |
3. Why did the computer squeak? | A. Someone stepped {on its mouse}. |
4. Q. Why did the elephant eat the candle (DO)? | A. He wanted a light snack (DO)! |
5. Q: How does a dog stop a video (DO)? | A: He presses the paws button (DO). |
Mid-Term Assessment
I’ve provided three mid-term assessments in this book, each of which is followed by an analysis key and suggestions for scoring. You probably only need to use one, but classroom teachers may want to use a different one each year. To save paper, I’ve put each test on a separate page (so you can just print as many copies as you need), but the analysis keys follow them—not on separate pages. 38
MT – 1 Based on Lesson Five in the STANDARD FIRST READER NEW YORK AND LONDON: FUNK & WAGNALLS COMPANY, 1902
Directions: 1. Write in any understood words. 2. Underline verbs twice, their subjects once. 3. Label complements “C”.
See the ant.
Is the ant taking a bath?
No, the ant is on some grass.
The bird dropped the grass.
The grass is a raft for the ant. 39
MT - 2 Based on Lesson Six in the STANDARD FIRST READER NEW YORK AND LONDON: FUNK and WAGNALLS COMPANY, 1902
Directions: 1. Write in any understood words. 2. Underline verbs twice, their subjects once. 3. Label complements “C”.
Note that one sentence has more than one S/V/C pattern.
See the basket party on the grass in the park.
The grass is green; the sky is blue.
The bark on the trees is dark.
How many trees do we see? 40
MT – 3 Based on Lesson Seventeen in the STANDARD FIRST READER NEW YORK AND LONDON: FUNK and WAGNALLS COMPANY, 1902
Directions: 1. Write in any understood words. 2. Underline verbs twice, their subjects once. 3. Label complements “C”.
This yellow flower is a dandelion.
It grows in gardens and in fields.
It blooms in the Spring.
Bees and birds fly around it.
Have you ever seen a dandelion?
Where did you see it? 41
MT – 1 AK These analysis keys give a complete analysis. At this point in their work, students will simply be labeling the types of complements as “C.”
Suggested Scoring # Points each Total Points Words in S/V/C patterns 15 7 105 Deduct seven points for anything that is incorrectly marked as one of these constructions. I would consider any grade below 90 as failing, and thus requiring more practice.
*You* See the ant (DO). |
Is the ant taking a bath (DO)? |
No, the ant is {on some grass}. |
The bird dropped the grass (DO). |
The grass is a raft (PN) {for the ant}. |
MT – 2 AK Suggested Scoring # Points each Total Points Words in S/V/C Patterns 16 6 96 Give the students four points. Total Points 100 Deduct six points for anything that is incorrectly marked as one of these constructions. I would consider any grade below 90 as failing, and thus requiring more practice.
*You* See the basket party (DO) {on the grass} {in the park}. [#1] |
The grass is green (PA); | the sky is blue (PA). |
The bark {on the trees} is dark (PA). |
How many trees (DO) do we see? | 42
Note (FYI) Both of these prepositional phrases can be viewed either as adjectives or as adverbs. “On the grass” can be explained as an adverb (where) to “see,” or as an adjective modifying “party.” “In the park” can be explained as an adjective to “grass,” or as an adverb to “See.”
MT – 3 AK Suggested Scoring # Points each Total Points Words in S/V/C Patterns 18 6 108 Total Points 108 Deduct eight points for anything that is incorrectly marked as one of these constructions. I would consider any grade below 90 as failing, and thus requiring more practice.
This yellow flower is a dandelion (PN). |
It grows {in gardens} and {in fields}. |
It blooms {in the Spring}. |
Bees and birds fly {around it}. |
Have you ever seen a dandelion (DO)? |
Where did you see it (DO)? | 43
Unit 6—A Focus on Compounds
Coordinating Conjunctions and Compounding (Note) KISS Level 1.4 is all about compounds, primarily about style. Here, however, we are primarily interested in the students’ finding all of the subjects, verbs, etc. in a sentence. Some students, having found a verb or verb phrase, for example, will find its subject, but not look to see if there are compound subjects or compound verbs. KISS therefore introduces “compound” here so that if a student misses a compound subject, verb, etc., the teacher (or a classmate) can say “Isn’t that part of a compound subject?” and the student will immediately understand and know what to look for. The stylistic exercises on compounding are used in later grades.
Ex. 1 - A Focus on Compounding From Ben and Alice (# 1) 1. They put bread (DO) and water (DO) {in the bird house}. |
2. Ben and Alice ran and ran. |
3. You are a bird (PN) and can fly. |
4. I run and play {in the garden}. |
5. Alice ran {after Ben and Blackie}. |
In that they have not yet studied prepositional phrases, this one will cause some hesitation, as it was meant to.
6. Mother, Ben, and Alice went {to Uncle Ben’s farm}. |
7. He had bread (DO), milk (DO), eggs (DO), and apples (DO) {with him}. |
8. The tree was black (PA) and white (PA). |
9. The children looked and looked {at the baby bear}. |
10. I took Ben (DO) and Alice (DO) {to my room}. | 44
Ex. 2 - A Focus on Compounding From Ben and Alice (# 2) 1. It was little (PA) and brown (PA). |
2. Away ran Blackie and Whitie. |
3. Then he went {to the door} and looked out. |
4. We work and play here. |
5. We saw the cow (DO), the sheep (DO), and the hen (DO). |
6. You and Alice and I will make the house (DO). |
7. I see a father monkey (DO) and a mother monkey (DO). |
8. We keep a big white bear (DO) and a little baby bear (DO). |
9. The mouse ran {around a chair} and then jumped {into Ben’s cap}. |
10. Ben jumped {out of his chair} and ran {to the telephone}. |
Ex. 3 – “The Robin”—A Poem for Analysis The north wind doth blow, |
Praise the students who figure out that “doth” means “does.”
And we shall have snow (DO), |
And what (DO) will poor robin do then,
Poor thing [#1] ? |
He’ll sit {in a barn}, And keep himself warm, Expect students to be confused. I would accept “himself” as the direct object here, but the KISS technical explanation for this is that “warm” is a predicate adjective after the ellipsed infinitive (“to be”). “Himself” is the subject of the infinitive: “keep himself *to be* warm.” The infinitive phrase is the direct object of “keep.” 45
And hide his head (DO) {under his wing},
Poor thing [#1] ! |
Note 1. Appositive to “robin,” and, in the second stanza, to “He.”
Ex. 4 [R] - Contractions from Bunny Rabbit’s Diary (#2) 1. I don’t want that (DO) now. | [do not]
2. It’s too cold (PA). | [It is]
3. I’ll never go in there again. | [I will]
Alternatively “in there” can be explained as a prepositional phrase. In this case, the “in” can be explained as an adverb because either the “in” or the “there” can be dropped from the sentence without making it ungrammatical. [This is the type of thing that is not discussed in most grammar textbooks.]
4. I’m out. | [I am]
5. I don’t like to stay {in this yard} all the time [NuA]. | [do not]
At KISS Level Four, students will have the alternative of explaining “to stay” as an infinitive that functions as the direct object of “don’t like.”
1. I am so hungry (PA). | [I’m]
2. I am going home [NuA]. | [I’m]
“Home” answers the question “Where?” Thus it is not a complement.
3. I will show you (IO). | [I’ll]
Since we show someone something, “you” is an indirect object.
4. I have had enough (DO) to last me all day [NuA]. | [I’ve]
“To last” will confuse students. It is an infinitive that functions as an adjective to “enough.” Grammarians will probably disagree as to whether “me” is its direct or its indirect object.
5. I can not swim. | [can’t] 46
Ex. 5 – Spelling 1. Teachers talk and write {on the board} {with chalk}. |
2. Baby and kitty crept {on hands and knees}. |
3. Next year [NuA] baby will walk and talk. |
4. Aunt Lucy wept and couldn’t sleep. |
5. My brothers and sisters like the flowers (DO) {on that stalk}. |
6. I slept {till half-past eight} and then walked {to class}. |
7. I kept the dishes (DO) and glasses (DO) {from Uncle Alfred} [1]. |
8. She moved the boxes (DO) and swept the floor (DO). |
1: Out of context, this is ambiguous. To consider “from Uncle Alfred” as adjectival to “dishes” and “glasses,” means that they came from him. If we view the phrase as adverbial to “kept,” it means that “I” would not let him have them.
Ex. 6 - Riddles 1. Q. What always falls but never gets hurt (PA)? | A: Rain! Rain falls but never gets hurt.
2. Q. What is full (PA) {of holes} but can still hold water (DO) ? | A: A sponge. A sponge is full of holes but can still hold water.
3. Q. What (DO) did one flea say {to the other}? | A. Should we walk or take a dog (DO)? |
4. Q. What has a neck (DO) but no head (DO)? | A. A bottle. A bottle has a neck but no head.
5. Q. What three inventions help man (IO) up {in the world}? | A: The elevator, the ladder and the alarm clock. The elevator, the ladder and the alarm clock help man up in the world
6. Q. What’s big (PA) and grey (PA) and has sixteen wheels (DO)? | 47
A. An elephant on roller skates! An elephant on roller skates is big and grey and has sixteen wheels.
Unit 7 Adding More Helping Verbs
Ex. 1 - More Helping Verbs From “Mrs. Duck’s Secret” (#1) 1. Mrs. Duck would not tell him (IO) [#1]. | [past]
2. Mrs. Duck must have gone long ago. | [past]
3. They ran back and forth [#2] {along the little path}. | [past]
4. {In the sun} we shall go to sleep [#3]. | [future]
5. {After a while} the three little rabbits became sleepy (PA). | [past]
6. I can not tell you (IO) [#1]. | [present]
7. Where are you going, now? | [present]
8. But they did not tell the secret (DO) [#1] {to any} {of their friends}. | [past]
9. May we go {with you}? | [present]
10. Some little yellow heads were peeping out {from under her wings}. | [past]
Notes 1. We tell someone something. The someone is the indirect object; the something is the direct object. 2. Some students may mark “back” and “forth” as complements, but these words indicate “ran where,” not “ran what.” 3. “[T]o sleep” may explained as part of the finite verb, or as a prepositional phrase, or, with a slightly different meaning, as an infinitive of purpose.
Ex. 2 - More Helping Verbs From “Mrs. Duck’s Secret” (#2) 1. Now I must cover my eggs (DO) up. | [present]
2. Mrs. Duck would not get {off the nest}. | [past] 48
Since “get off” means “leave,” I would also accept it as the verb here. That would make nest a complement (a direct object).
3. I will show you (IO) my secret (DO). | [future]
4. Then we shall not see Mrs. Duck (DO). | [future]
5. How pretty (PA) they are! | [present]
Expect some students to miss this. A complement before the subject and verb is unusual and will surprise them.
6. Where can the ducks be? | [present]
7. Perhaps he can keep awake (PA). | [present]
Some students will not see “awake” as answering the question “He can keep what?” and will thus miss “awake” as a complement. To explain it to them, you might note that “keep” here means “remain,” or simpler still, “to be and to continue to be.” Thus, “perhaps he can continue to be what?”—“Awake.” In addition to this problem, I don’t remember ever seeing a grammar textbook that included “keep” among a list of so-called “linking verbs.” “Awake” is, however, an adjective, and it modifies the “he,” so it functions as a predicate adjective.
8. Perhaps you have guessed Mrs. Duck’s secret (DO) {by this time}. | [past]
9. What (DO) can you see? | [present]
10. You must stay {in the nest}. | [present]
Ex. 3 – More Helping Verbs From Bunny Rabbit’s Diary (# 1) 1. Bunny could not find one picture (DO). |
2. You must write the stories (DO) {in the book}. |
3. You can write {about the good times}. |
4. I can not find one story (DO). |
5. What (DO) shall we do? |
6. That must be a Christmas tree (PN). | 49
7. They could not find very much (DO). |
Here we hit a question that is rarely discussed in grammar textbooks. Grammarians will disagree about how to explain “very.” The problem revolves around “much,” which is technically an adjective, but here functions as a pronoun. Thus, in KISS, “very” would be explained as an adverb to “much,” which is an adjective that functions as a pronoun because its noun is ellipsed (as in “very much stuff”).
8. Bunny may have his turn (DO) first. |
9. This would make a good Christmas tree (PN). |
10. I shall stay {in the house} today. |
Ex. 4 – More Helping Verbs From Bunny Rabbit’s Diary (# 2) 1. We must find one (DO). |
2. This would make a good kite (PN). |
3. Sammy dared to play a joke (DO) {on Bobby Gray Squirrel}. |
4. I am going to teach my little ones (IO). |
Some students may mark “ones” as a direct object, but we teach someone (IO) something (DO).
5. Bobby Gray Squirrel must have been here. |
6. The squirrels could not dig up these nuts (DO). |
I would also accept “could not dig up” as the verb.
7. The squirrels ought to dig them (DO) out. |
8. Bobtail could not see it (DO). |
9. Sammy Red Squirrel must have dropped that big acorn (DO). |
10. Would you show it (DO) {to me}? | 50
Ex. 5 Spelling 1. Did Dick dare spring {upon that brown horse}? |
2. One man would loudly bang the drum (DO). |
3. The two boys might be {in the grand stand}. |
4. Must you hang the key (DO) {near the clock}? |
5. That girl ought to sing {in church}! |
6. Could Jack even do one exercise (DO)? |
7. No, he can’t do any (DO) {of them}. |
8. Should the baby stand {in the wet sand}? |
9. Does the bell need to clang so loudly? |
10. Will Sally hang her hat (DO) and coat (DO) {upon the rack} {in church}? |
Ex. 6 - Just for Fun: Q and A (Puns) 1. Q. Why did Cinderella get thrown (P) {out of the football team}? |
A. She kept running away {from the ball}!! |
2. Q. Why can't two elephants go swimming? |
A. They only have one pair (DO) {of trunks}!! |
“Swimming” is a gerund that functions as a Noun Used as an Adverb, but students won’t study gerunds until KISS Level Four, so at earlier KISS levels I would also accept “swimming” as part of the finite verb.
3. Q. Why are clocks dirty (PA)? |
A. They work 24 hours [NuA] a day [NuA], and never wash their hands (DO) or
face (DO)!! | 51
4. Q. Why do golf players wear two pairs (DO) {of trousers}? |
A. They might get a hole (DO) {in one}!! |
Note that some people may justifiably see “in one” as an adjective to “hole.”
5. Q. What (DO) do clouds wear {under their clothes}? |
A. They wear thunderwear (DO). |
Unit 8—Adding Adjectives and Adverbs
Adjectives and Adverbs For two reasons, KISS ignores most of the instruction on identifying adjectives and adverbs that is found in textbooks. First, that instruction is vague—many adjectives, for example, end in “-ly.” Second, the KISS functional approach (whatever modifies a noun is an adjective) introduces students to the major difference of KISS—how almost every word in any sentence chunks to another word or construction. This is picked up in the second grade book where students learn that almost all prepositional phrases function either as adjectives or adverbs—and the way to tell whether a phrase is adjectival or adverbial is to look at what it modifies. Expect students to have problems drawing arrows to some of the words that the adjectives and adverbs in these exercises modify. The objective here should be to have students recognize the simple adjectives that precede the word that they modify and adverbs such as “not” and those that indicate how, when, or where in relation to a verb.
“The Clover Patch” Have the students read (or read to them), Blaisdell’s “The Clover Patch.” Then have them do the following four exercises based on it. Then, set them up in pairs so that they can take turns retelling the story to each other, or have them rewrite their own version of it, in as much detail as they can.
Ex. 1 - Adjectives and Adverbs from “The Clover Patch” (# 1) Note: What most adjectives and adverbs modify is usually obvious. Therefore, because arrows would require time-consuming graphic images of the keys, they have been left out. Cases that might raise questions are explained within small brackets or in the notes. 1. It was a lovely day (PN) {in June}. |
The phrase “in June” can be explained either as an adjective to “day” or as an adverb to “was.” Most people will probably take it to "day," simply because our brains tend to connect words to the nearest word that makes sense. 52
2. I know a great big patch (DO) {of clover} [Adj. to "patch"]. |
3. I have not had a taste (DO) {of clover} [Adj. to "taste"]. |
4. I like clover (DO), too. |
Although “too” modifies “like,” what it means is not clear out of context. The context would clarify if someone else likes clover, and I do too, or if I like carrots, and clover too.
5. I sit very far {from here}. |
There should be a line from “very” to “far.” If the students have not yet studied prepositional phrases, they will have trouble with the function of “far.” Some people would probably say that it modifies the phrase “from here.” Others will say that the “from here” phrase modifies “far.” In either case, one ends up with the entire phrase (“very far from here”), which modifies “is.”
6. The three little rabbits hopped off {to the patch} {of clover}. |
“Of clover” functions as an adjective to “patch” and thus is embedded in that phrase. “To the patch” functions as an adverb to “hopped.”
7. They hopped down {to the brook} [Adv. to "hopped"]. |
8. But they could not see any clover (DO) there. |
Note how definitions of adjectives often fail. “Any” does not really describe “clover.” But any native speaker of English intuitively knows that “any” forms a phrase with “clover” in this sentence.
9. The brook runs quietly {through the meadow} [Adv. to "runs"]. |
10. Then it runs quickly {through the woods} [Adv. to "runs"]. |
Ex. 2 - Adjectives and Adverbs from “The Clover Patch” (# 2) 1. Clover would not grow {under the trees} [Adv. to "would not grow"]. |
2. The warm sun shines brightly {in the meadow} [Adv. to "shines"]. |
3. They were eagerly watching the small fishes (DO) {in the water}. |
Although most people will probably explain “in the water” as an adjective to “fishes,” others may, with reason, see it as adverbial to “were watching.” 53
4. Billy hopped very close {to the brook} [Adv. to "close"]. |
The arrow from “very” should go to “close,” and that from “close,” to “hopped.” Note that the phrase is not adverbial to “hopped” because “very close” indicates that he did not get there.
5. Then Billy hopped back {from the water} [Adv. to "back"]. |
6. That was just old Mr. Green Frog (PN). |
Grammar textbooks rarely, if ever, discuss a word such as “just.” Since is means “only,” here most grammarians would probably consider it to be an adverb to “was,” but expect students to have problems here, and don’t worry about them. Ultimately, it does not make much difference how “just” is explained in this context.
7. There he is now. |
8. I frightened you (DO), too. |
9. You almost hopped {on my back} [Adv. to "hopped"]. |
10. I was very frightened (PA). |
Alternatively, “was frightened” can be consider the verb here, but I would expect most students to explain “frightened” as a complement. Either explanation should be accepted.
Ex. 3 - Adjectives and Adverbs From “The Clover Patch” (# 3) 1. We must find that clover patch (DO) soon. |
2. They could not hop so {near the brook} now. |
Expect students to be confused by “so.” It modifies the prepositional phrase “near the brook.” (That adverbs can modify prepositional phrases is rarely explained in grammar textbooks.)
3. The muddy ground was very soft (PA) and wet (PA). |
This one should confuse most students. “Very” modifies the predicate adjectives “soft” and “wet,” and students have not yet been exposed to the types of complements, and thus to predicate adjectives.
4. The white blossoms held their heads (DO) up {to the sun} [Adv. to "held"]. | 54
5. The sun smiled sweetly {at the pretty white flowers} {among the green leaves}. |
The phrase “among the green leaves” functions as an adjective to “flowers,” and thus this phrase is embedded in the “at ,,, flowers” phrase. That phrase functions as an adverb to “smiled.”
6. Many bees were flying {over the clover patch} [Adv. to "were flying"]. |
7. They were politely asking the beautiful blossoms (DO) {for nectar} [Adv. to "were
asking"]. |
8. The busy bees flew swiftly {from flower} {to flower}. |
Both phrases are adverbial to “flew.”
9. Bobtail hungrily began to nibble the greenest leaves (DO). |
The infinitive “to nibble” functions as the direct object of “began,” and “leaves” is the direct object of “to nibble.”
10. What good honey (DO) we can make! |
Ex. 4 - Adjectives and Adverbs from “The Clover Patch” (# 4) 1. How good (PA) this clover is! |
Expect students to have problems with “How” because they have not yet been introduced to predicate adjectives. [This sentence is included primarily so the students will see another example of a complement that precedes its subject and verb.]
2. I never tasted such sweet clover (DO) before. |
“Such” can be explained as an adverb to “sweet” or as an adjective to “clover.” Note also that “before” is a preposition with its object (“this clover”) ellipsed.
3. Billy hopped round and round. |
4. He carefully rubbed his sore nose (DO). |
5. I just took a big bite (DO) {of this clover} [Adj. to "bite"]. |
6. A small bee flew up {from the clover} [Adv. to "flew"]. |
7. I did not want to come so far anyway. | 55
“So” modifies “far” which modifies “to come.” “Anyway” modifies “did not want.” At this level, students can explain the infinitive “to come” as part of the verb phrase. Later they will learn that it functions as the direct object of “did not want.”
8. Billy hopped along home [NuA] very slowly. |
9. He stopped every few steps [NuA] and softly rubbed his poor little nose (DO). |
“Every” here functions as an adverb to “few” which is an adjective to “steps.” Note that compounding has not yet been introduced. The sentence is included so that you can praise any students who note it on their own.
10. {Because of the dirt} {on his nose}, the pain soon went away. |
The phrase “on his nose” functions as an adjective to “dirt” and thus is embedded in the “Because ... dirt” phrase. The “Because” phrase functions as an adverb to “soon.”
Ex. 5 - Fill in the Blanks with Adjectives and Adverbs “How Nice!” The following is the original. In addition to having students share their responses with the class, you may want to use this as a very quick “retelling” writing assignment. Hubert has just been reading {to his little sister} a pretty story (DO), | and they are now looking {at the picture}. | Their mama buys many nice books (DO)
{for them}, [Adv. (result) to "buys" so they have a lot (DO) {on the shelf} {in their schoolroom}]. | They always take great care (DO) {of their books}, [Adv. (purpose) to
"take care" so that they last a long time [NuA] ]. |
Ex. 6 – Spelling 1. Two big blue birds quickly built a beautiful nest (DO) there. |
2. Were some birds {in the new church?} |
3. You should carefully brush your best coat (DO) and brown vest (DO). |
4. John said that (DO) {about the old chest} {in jest}. |
5. Did John run fast {past the ducks}? | 56
Ex. 7 - Just for Fun [AK] I’m not thrilled by this exercise, but it was very difficult finding something humorous from which I could eliminate the subordinate clauses and verbals and still have a fair number of adjectives and adverbs. If you would like to offer a replacement, send it to me at [email protected].
A poor duck, an unusual skunk and a female deer happily went out {for dinner} {at a restaurant} one night [NuA]. | They needed to pay (DO). | The skunk didn’t have a scent (DO). | The deer didn’t have a buck (DO). | So they put the meal (DO) {on the duck’s bill}. | At this point in their work, I would accept “needed to pay” as the verb phrase. “to pay” is a verbal, infinitive that functions as the direct object of “needed.” ~~~ Q. There are four apples (PN), | and you carefully take away three (DO). | How many (DO) do you now have? | A. You took three apples (DO). | So obviously you have three (DO). | “Three” is an adjective to an ellipsed “apples,” but making such explanations takes a lot of time, so we can just consider “three” the direct object. Similarly with “many,” it is an adjective to an ellipsed “apples,” so it is modified by the adverb “How.” [Don’t expect your students to get this at this point in their work.] ~~~ Q: What is the difference (PN) {between a unicorn and a lettuce}? | A: One is a funny beast (PN). | The other is a bunny feast (PN). |
Unit 9—Adding Simple Prepositional Phrases
What Is a Prepositional Phrase? Learning how to identify prepositions is, in one sense, the most difficult aspect of KISS Grammar for some students. Our students have been trained to “look for the answer,” and not to “follow directions and figure it out.” I noticed this when many of my college students complained that they had spent hours working on prepositional phrases and still could not get them. When I asked what they did during these hours, they said that they had searched the web for more “information.” They had, of course, wasted their time because they did not follow the directions. People who have used KISS have contributed a number of ideas—from games to a preposition song. You can find these in the Appendix to an old introduction to KISS Level 1.5. [Check this link.] Perhaps the easiest way, however, is just to let the students use the list of words that can function as prepositions. After a while, they won’t need it. 57
Ex. 1 - A Matching Game with Prepositional Phrases from “The Cabbage Patch” The two rabbits hopped off ____5______and _____3_____. [Note that lacking context, many students may justifiably have these two reversed.] There they found the biggest cabbages they had ever seen. There were rows and rows ____7______. They were great big green cabbages. How good they did look ____1______! “I am going to eat this one,” said Bunny. And he stopped _____6______4______2______. The two rabbits hopped off {across the yard} and {into the garden}. |
There they found the biggest cabbages (DO) [Adj. to "cabbages" they had ever seen]. |
There [#1] were rows (PN) and rows (PN) {of them}. |
They were great big green cabbages (PN). | How good (PA) they did look
{to the hungry little rabbits}! |
[DO [#2] “I am going to eat this one (DO),”] said Bunny. | And he stopped {at a big, big cabbage} {at the end} {of one long row}. |
Notes 1. Alternatively, “There” can be explained as an expletive or as an adverb, and “rows” and “rows” as the subject. 2. KISS allows an alternative explanation in which the “I am” clause is the main clause, and “said Bunny” is a subordinate clause that functions as an interjection.
Ex. 2 - Adding Prepositional Phrases from “The Cabbage Patch” (# 1) 1. Bobtail and Bunny hopped off {down the road}. |
2. They hopped {along the road} and came {to Mr. Man’s barn}. |
3. So the two little rabbits laid their ears (DO) down {on their heads} and hopped away
{behind the barn}. |
4. Where are you going {in such a hurry}? |
5. The rooster flapped his wings (DO) and flew up {on the fence}. | 58
6. This is no place (PN) {for us}. |
“For us” can be explained as either an adjective to “place” or as an adverb to “is.”
7. Not a word (DO) did the little rabbits speak. |
"Not" is an adverb to the adjective "a."
8. How still (PA) it was {in the garden}! |
“Still” here means “motionless” and thus functions as an adjective.
9. The bees were humming {among the flowers}. |
10. The tender and sweet corn had just peeped {out of the ground}. |
Ex. 3 - Prepositional Phrases from “The Cabbage Patch” (# 2) 1. Jip bounded {across the field}. |
2. Someone is {in my master’s garden}. |
3. Off {through the garden} they hopped. |
4. Jip ran {after them} and barked louder and louder {at every step}. |
5. They hopped {across the field} and {into the woods}. |
6. They had hopped {into a hole} {under the big rock} {at the foot} {of the oak tree}. |
7. {At last} Bunny pulled his head (DO) back {through the hole}. |
8. He was safe (PA) { on the outside} {of the hole}. |
9. Mother Rabbit was standing {at the door} and watching {for him}. |
Note how the “was” carries across the “and” to “watching.”
10. Bunny pointed {to his poor little scratched nose}. |
Ex. 4 - “Rain” from A Child’s Garden of Verses. The rain is raining all around, | 59
It falls {on field and tree}, |
It rains {on the umbrellas} here,
And {on the ships} {at sea}. |
Ex. 5 – Spelling 1. Frank writes {in ink} {on a copy book}. |
2. Did you wink your eye (DO) again? |
3. The iron trunk sank {in the water}. |
4. People often see the sailors (DO) {near the bay}. |
5. Sailors sleep {in bunks} {on ships}. |
6. Frank drank much orange tea (DO) {after supper}. |
7. *You* Thank mamma (DO) again {for the pear}. |
8. {In the evening}, Eddie sank {into the muddy bank}. |
9. She is busy (PA) {with her pink mink}. |
10. Dick found a chunk (DO) {of coal} {in the sink}. |
Ex. 6 - Punctuating Sentences from “Billy’s Slide” (# 2) 1. Soon they came {to the long hill}. |
2. Is the ice thick (PA) {on the pond}? |
3. Jack Frost covered the pond (DO) {with ice} last night [NuA]. |
4. the time to sleep [NS]
5. Ice is very thick (PA). | 60
6. The big round sun peeped up {from behind the hills}. |
7. I know that (DO). |
8. Was Billy {on the sled}? |
9. It was not very deep (PA). |
10. It came {to the pond}. |
Ex. 7 - Just for Fun 1. Q. Why did the witch travel {on a broom}? |
A. She couldn’t afford a vacuum cleaner (DO)! |
2. Doctor [DirA], I feel {like a pack} {of cards}. |
I’ll deal {with you} later. |
3. Q: What (DO) did the left ear say {to the right ear}? |
A: {Between us}, we have brains (DO). |
4. Q: What is the same size (PN) and shape (PN) {of an elephant} and weighs
nothing (DO)? | A: His shadow. An elephant’s shadow is the same size and shape of an elephant and weighs nothing.
5. Q: A man arrived {in a small town} {on Friday}. | He stayed {for two days} and
left {on Friday}. | How is this possible (PA)? |
A: His horse’s name is Friday (PN)! | 61
Unit 10—Adding Apostrophes to Show Possession
Ex. 1 [P] - Apostrophes for Possession from Bunny Rabbit’s Diary (#2) 1. One great big drop fell {on Bunny’s nose}. |
Note how “great” could be considered as modifying “big,” and thus functioning as an adverb to it. [This is the type of thing that is rarely discussed in grammar textbooks.]
2. You would have to go {to Mr. Man’s garden}. |
3. Did he know Mrs. Duck’s secret (DO)? |
4. Jack dropped Whitie’s supper (DO) {on the ground}. |
5. The oak leaf fell {to the ground} {at Billy’s feet}. |
If one views “at Billy’s feet” as describing “ground,” then the phrase would function as an adjective and be embedded in “to the ground.”
6. And the little duck wriggled back again {under her mother’s wing}. |
(“Her” is an adjective to “mother’s”)
7. Jip is Jack’s dog (PN). |
8. They could not find the bunnies’ home (DO). |
Without the apostrophe, “bunnies” will be read as a noun, the direct object of “could not find,” and “home” will be read as a noun used as an adverb, in effect meaning “at home.”
9. The kite was stuck (P) {in the tree’s branches}. |
When students are confused about the apostrophe in this one, point to the importance of the place of the apostrophe for determining whether it means one tree, or more than one.
10. The children’s Christmas tree was very big (PA). |
Ex. 2 [P] – Apostrophes in Contractions from Bunny Rabbit's Diary (#3) 1. I don’t believe him (DO). | [do not] 62
2. I’m going to eat this one (DO). | [I am]
3. I'll write a story (DO) every day [NuA]. | [I will]
4. I don’t want to learn to swim. | [do not]
At KISS Level Four, students will learn that “to swim” is an infinitive that functions as the direct object of “to learn,” which is an infinitive that functions as the direct object of “don’t want.”
5. They’re going {to the pond}. | [They are]
1. She will go {to the pond}. | [IShe’ll]
2. Bobby Gray Squirrel did not like the noise (DO). | [didn’t]
3. We are going {to the garden}. | [We’re]
4. But Blacky Crow did not fly down {to the garden}. | [didn’t]
5. They will look just {like wings}. | [They’ll]
Alternatively, “look like” can be considered the verb (meaning “resemble”) which would make “wings” the direct object.
Ex. 3 [P] – Fix the Capitalization and Punctuation from New National First Reader (20) Note: Expect students to put some periods where these authors have exclamation points, and vice versa. What is exclaimed is a matter for the writer to decide. You may want to have the students discuss why they put the punctuation marks where they did. There are several constructions in this passage that will give students problems. Remind them that they are looking at a real little story, just as it appears in New National First Reader, and focus their attention on all the things that they have already gotten right. Here [#1], Rover [DirA], here [#1] ! That is my hat (PN)! | *You* Do not run off [#2] {with it}! |
You are a bad dog (PN) to run off [#3] {with my hat}. | I will not have you (DO)
{with me}. | You are not a good dog (PN). |
You bad dog! [#4] Why did you go off {with my hat}? | 63
Notes 1. I’m considering this as an interjection, but it could also be viewed as an adverb in a separate sentence—“*You come* here.” 2. In will be interesting to see how many students include “off” as part of the verb. Expect some to do so, and some not. This problem is addressed in KISS Level 2.1.5 - Phrasal Verbs (Preposition? Adverb? Or Part of the Verb?). Note that “off” here means “away.” 3. “To run off” is a verbal (infinitive) phrase that functions as an adverb. Some students will probably underline it twice, but tell them not to worry about that. They will learn the different when they get to KISS Level 2.1.6 - Distinguishing Finite Verbs from Verbals. 4. “You bad dog!” can be considered a phrase that functions as an interjection, but it can also be viewed as a sentence by itself—“You *are* a bad dog!” Unit 11 - Performing and Analyzing a Little Play
THE TWO HOLES This version is for reading and performing. I have devoted a page to an illustration—perhaps first graders would enjoy coloring it?
Ex. 1 -A Passage for Analysis “THE TWO HOLES” Be sure to point out to the students how much of this little play they can already explain.
The Old Lady and her Friend are having a cup (DO) {of tea}. |
I’ve considered “Old” as part of the Lady’s name because it is capitalized. It also functions as an adjective to “Lady.”
The explanations {in brackets} may be read (P) aloud {by the teacher}. |
Friend. I see two holes (DO) {in that door}. |
Some people will see the phrase “in the door” as an adverb to “see” (indicating where he sees it); others will explain it as an adjective to “holes” (indicating where the hole are). I have yet to see a grammar textbook that explains such alternative explanations. Old Lady. Yes, yes, two holes.
Friend. Why are there two holes (PN)? |
This sentence will confuse some students. In KISS Level 2.1.3, they will learn that the “there” can be explained as an expletive (or adverb) and “holes” can be viewed as the subject. 64
Old Lady. I have two cats (DO). |
Friend. Are the holes {for your cats}? |
Some people will see the prepositional phrase “for your cats” as a predicate adjective. This question is the focus of Exercise 4 in KISS Level 1.5. As this point in their work, simply expect students to identify the phrase—and, perhaps, be confused by its function.
Old Lady. Yes. The cats come and go {through the holes}. |
“Yes” and “No” are usually considered adverbs, but, as in cases like this one, they are often not part of sentences, and can therefore also be explained as interjections.
Friend. Why is one hole so large (PA)? | Why is the other so small (PA)? |
Old Lady. One cat is large (PA). | The other is a kitten (PN). |
Friend. Is not one hole enough (PA)? |
Old Lady. Oh [Inj] no [Inj] ! The large cat cannot get {through the small hole}. |
Friend. No [Inj], but the small cat can get {through the large hole}. |
Old Lady. Why [Inj], I had not thought {of that}! | It is true (PA)! | It is quite
true (PA)! Ha, ha, ha [Inj] ! |
Ex. 2 [W] - A Writing Assignment on “THE TWO HOLES” I’m curious about how first graders will be able to handle this writing assignment.
Final Assessments 65
Final Assessment Quiz # 1 based on Lesson Eighteen from STANDARD FIRST READER NEW YORK AND LONDON: FUNK and WAGNALLS COMPANY, 1902
Directions: 1. Write in any understood words. 2. Draw an arrow from each adjective and adverb to the word it modifies. 3. Place parentheses ( ) around each prepositional phrase. 4. Underline verbs twice, their subjects once. 5. Label complements (“C”).
This is a picture of the Capitol of the United States.
The Capitol is in Washington.
The President of the United States works in the Capitol.
George Washington was the first President. 66
Final Assessment Quiz # 2 based on Lesson Twenty-one from STANDARD FIRST READER NEW YORK AND LONDON: FUNK and WAGNALLS COMPANY, 1902
Directions: 1. Write in any understood words. 2. Draw an arrow from each adjective and adverb to the word it modifies. 3. Place parentheses ( ) around each prepositional phrase. 4. Underline verbs twice, their subjects once. 5. Label complements (“C”).
The birds fly here and there.
They build nests in trees.
Their little eggs are in the nests.
The pretty birds perch on the branches of the flowers.
How many birds can you name? 67
Directions: 1. Write in any understood words. Final Assessment Quiz # 3 2. Draw an arrow from each adjective and adverb to the word it modifies. based on Lesson Twenty-Two 3. Place parentheses ( ) around each from STANDARD FIRST READER prepositional phrase. NEW YORK AND LONDON: 4. Underline verbs twice, their subjects FUNK and WAGNALLS COMPANY, 1902 once. 5. Label complements (“C”).
The daisy grows in the fields.
Have you ever seen a daisy?
Some daisies are yellow, with black eyes.
Some daisies are white, with yellow eyes.
The daisies bloom in May.
Can you make a daisy-chain? 68
Final Assessment Quiz # 4
based on Lesson Thirty-Three from STANDARD FIRST READER NEW YORK AND LONDON: FUNK and WAGNALLS COMPANY, 1902 Directions: 1. Write in any understood words. 2. Draw an arrow from each adjective and adverb to the word it modifies. 3. Place parentheses ( ) around each prepositional phrase. 4. Underline verbs twice, their subjects once. 5. Label complements (“C”).
What color do you like best in a rose?
Here are red roses, pink roses, yellow roses, and white roses.
A rose-leaf is called a petal.
The stems of some roses have sharp thorns upon them. 69
Final Assessment Quiz # 5
based on Lesson Forty-One adapted from STANDARD FIRST READER NEW YORK AND LONDON: FUNK and WAGNALLS COMPANY, 1902 Directions: 1. Write in any understood words. 2. Draw an arrow from each adjective and adverb to the word it modifies. 3. Place parentheses ( ) around each prepositional phrase. 4. Underline verbs twice, their subjects once. 5. Label complements (“C”).
The ship is in the harbor.
The sailors are on the deck.
The big ship belongs to the United States and is named the Oregon.
Do you see the big guns? 70
Final Assessment Quiz # 6
based on Lesson Forty-Five from STANDARD FIRST READER NEW YORK AND LONDON: FUNK ? WAGNALLS COMPANY, 1902 Directions: 1. Write in any understood words. 2. Draw an arrow from each adjective and adverb to the word it modifies. 3. Place parentheses ( ) around each prepositional phrase. 4. Underline verbs twice, their subjects once. 5. Label complements (“C”).
Brooks are in the woods.
Bushes grow by the side of the brooks.
In Winter the woods are covered with snow.
There are deer in the woods.
They run very fast.
The deer have horns.
Have you ever been in the woods? 71
Final Assessment Quiz # 1 – AK Based on Lesson Eighteen from the STANDARD FIRST READER Suggested Scoring # Points each Total Points Adjectives and Adverbs 9 1 9 Prepositional Phrases 5 5 25 Words in S/V/C Patterns 11 6 66 Total Points 100 Deduct the point value for anything that is incorrectly marked as one of these constructions. I would consider any grade below 90 as failing, and thus requiring more practice.
This is a picture (PN) {of the Capitol} {of the United States}. |
The Capitol is {in Washington}. |
The President {of the United States} works {in the Capitol}. |
George Washington was the first President (PN). |
Final Assessment Quiz # 2 – AK Based on Lesson Twenty-one from the STANDARD FIRST READER Suggested Scoring # Points each Total Points Adjectives and Adverbs 12 1 12 Prepositional Phrases 4 2.5 10 Words in S/V/C Patterns 13 6 78 Total Points 100 Deduct the point value for anything that is incorrectly marked as one of these constructions. I would consider any grade below 90 as failing, and thus requiring more practice. The birds fly here and there. |
They build nests (DO) {in trees}. |
Their little eggs are {in the nests}. | 72
The pretty birds perch {on the branches} {of the flowers}. |
How many birds (DO) can you name? |
Final Assessment Quiz # 3 – AK Based on Lesson Twenty-Two from STANDARD FIRST READER Suggested Scoring # Points each Total Points Adjectives and Adverbs 10 1 10 Prepositional Phrases 4 4 16 Words in S/V/C Patterns 18 4 72 Give the students two points. Total Points 98 Deduct the point value for anything that is incorrectly marked as one of these constructions. I would consider any grade below 90 as failing, and thus requiring more practice.
The daisy grows {in the fields}. |
Have you ever seen a daisy (DO)? |
Some daisies are yellow (PA), {with black eyes}. |
Some daisies are white (PA), {with yellow eyes}. |
The daisies bloom {in May}. |
Can you make a daisy-chain (DO)? |
Final Assessment Quiz # 4 – AK Based on Lesson Thirty-Three from the STANDARD FIRST READER Suggested Scoring # Points each Total Points Adjectives and Adverbs 13 1 13 Prepositional Phrases 3 2 6 Words in S/V/C Patterns 16 5 80 Give the students one point. Total Points 99 Deduct the point value for anything that is incorrectly marked as one of these constructions. I would consider any grade below 90 as failing, and thus requiring more practice. 73
What color (DO) do you like best {in a rose}? |
Here are red roses, pink roses, yellow roses, and white roses. |
A rose-leaf is called (P) a petal (RPN) [#1]. |
The stems {of some roses} have sharp thorns (DO) {upon them}. |
Note 1. Students should be expected to mark “petal” with a “C” for “complement.” In KISS Level 5.7, they will learn that it is a retained predicate noun after the passive “is called.”
Final Assessment Quiz # 5 – AK Based on Lesson Forty-One from STANDARD FIRST READER Suggested Scoring # Points each Total Points Adjectives and Adverbs 10 1 10 Prepositional Phrases 3 4 12 Words in S/V/C Patterns 13 6 78 Total Points 100 Deduct the point value for anything that is incorrectly marked as one of these constructions. I would consider any grade below 90 as failing, and thus requiring more practice. The ship is {in the harbor}. |
The sailors are {on the deck}. |
The big ship belongs {to the United States} and is named (P) the Oregon (RPN) [#1]. |
Do you see the big guns (DO)? |
Note 1. Because it answers the question “Is named what?”, students should label “Oregon” “C” for “complement.” In KISS Level 5.7, they will learn that it is a retained predicate noun after the passive “is named.” 74
Final Assessment Quiz # 6 – AK Based on Lesson Forty-Five from the STANDARD FIRST READER Suggested Scoring # Points each Total Points Adjectives and Adverbs 10 1 10 Prepositional Phrases 7 2.5 17.5 Words in S/V/C Patterns 18 4 72 Give the students one point. Total Points 99.5 Deduct the point value for anything that is incorrectly marked as one of these constructions. I would consider any grade below 90 as failing, and thus requiring more practice. Brooks are {in the woods}. |
Bushes grow {by the side} {of the brooks}. |
{In Winter} the woods are covered (P) {with snow}. |
There are deer (PN) {in the woods}. |
They run very fast. |
The deer have horns (DO). |
Have you ever been {in the woods}? |