Download Final Assessment

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The Teacher
by John George Brown
(1866) Private collection
From The Athenaeum
In searching for an image for the cover of the students’ second book, I decided
that Brown’s image of a young boy smiling while reading couldn’t hurt. Reading really
is fundamental. In collecting images at The Athenaeum (link above), Brown’s The
Teacher reminded me that the best way to learn is to teach. It’s a tricky business, but
students do profit from teaching each other. At a very simple level, in reviewing KISS
exercises in class, students can take turns in explaining the answers to each sentence. And
if they know that they will be randomly asked to explain their own answers, they tend to
be more prepared for class. They can also do well in helping each other analyze their own
writing.
Perhaps the most fruitful way to engage students in teaching is to have them make
exercises for their peers and/or future students. Simply have students collect sentences (or
parts of sentences) from things that they are reading that would fit in any of the exercises
they are doing. They can then work by themselves or in groups to make the analysis keys.
Teaching makes students focus more on what they need to say, and it gives them
confidence.
© Dr. Ed Vavra
Revised September 22, 2015
KISS Instructional Materials are available for free at KISSGrammar.org.
2
The study of grammar is a science.
The teaching of grammar is an art.
Related Books:
Supplemental:
Students’ Workbook
Book 2 Reader
Workbook
Teachers’ Guide
I plan on adding exercises to the Supplemental Book—which is currently rather empty.
Introduction................................................................................................................ 5
Initial Assessment ......................................................................................................... 6
Initial Assessment - AK ................................................................................................ 7
Unit 1—Review .......................................................................................................... 8
Capital Letters .................................................................................................................. 8
Ex. 1 - On Capitalization .............................................................................................. 8
Punctuation ....................................................................................................................... 9
Ex. 2 - Punctuating Sentences from "Dick Whittington" ............................................. 9
Ex. 3 - Apostrophes to Show Possession ...................................................................... 9
Ex. 4 - Punctuating Contractions ................................................................................ 10
Ex. 5 – Replacing Lost Punctuation ........................................................................... 11
Other Constructions........................................................................................................ 12
Ex. 6 - “There” as a Subject - Based on The Tale of Samuel Whiskers ...................... 12
Ex. 7 - Modal Helping Verbs...................................................................................... 13
Unit 2—Nouns and Pronouns ................................................................................. 14
Ex. 1 - Identifying Nouns from Bunny Rabbit’s Diary............................................... 14
Ex. 2 - Identifying Nouns and Pronouns “The Stork” ................................................ 15
Ex. 3 - A Focus on Pronouns from Bunny Rabbit’s Diary (#1).................................. 16
Common and Proper Nouns ........................................................................................... 17
Ex. 4 - Common and Proper Nouns ............................................................................ 17
Ex. 5 - Singular and Plural Nouns [NA] ..................................................................... 19
Ex. 6 – Number: Irregular Plurals [NA] .................................................................... 19
Ex. 7 - Replacing Nouns with Pronouns “The Blacksmith” ....................................... 19
Ex. 8 - Possessive Nouns and Pronouns from The Haliburton First Reader (#1) ...... 19
Ex. 9 - Possessive Nouns and Pronouns from The Haliburton First Reader (#2) ...... 20
Unit 3 – The Five Types of Complements .............................................................. 21
Note ................................................................................................................................ 21
Ex. 1 - From Old-time Stories, by E. Louise Smythe ................................................. 21
Ex. 2 - From Old-time Stories, by E. Louise Smythe ................................................. 22
Ex. 3 - Identifying Predicate Adjectives from “The Ugly Duckling” ......................... 22
Ex. 4 - Identifying Predicate Nouns from “The Ugly Duckling” ............................... 23
Ex. 5 - Identifying Indirect and Direct Objects from “The Ugly Duckling” .............. 23
Ex. 6 - Zero Complements from “The Ugly Duckling” ............................................. 24
Ex. 7 – A Passage for Analysis from “The Ugly Duckling” ...................................... 25
Ex. 8 – Writing about “The Ugly Duckling” .............................................................. 25
Unit 4 – Adding Three Simple Constructions ....................................................... 26
Nouns Used as Adverbs ................................................................................................. 26
Ex. 1 - Nouns Used as Adverbs from Laughing-Eyes ................................................ 26
Simple Interjections........................................................................................................ 27
3
Ex. 2 - Interjections from Growth in English: Seventh Year ...................................... 27
Direct Address ................................................................................................................ 28
Ex. 3 -Exercise on Direct Address from The Haliburton First Reader ...................... 28
Ex. 4 - Nouns Used as Adverbs, Interjections, and Direct Address from The
Haliburton First Reader ..................................................................................... 29
Unit 5 – A Focus on Style—“The Gingerbread Boy” ........................................... 29
Ex. 1 - Sentence Combining with Adjectives ............................................................. 29
Ex. 2 - Sentence Combining with Verbs .................................................................... 30
Ex. 3 - Sentence Building with Adjectives and Adverbs [NA] .................................. 30
Ex. 4 - Sentence Building [NA] .................................................................................. 30
Ex. 5 - Sentence Models ............................................................................................. 30
Ex. 6 - Writing Your Own Version of “The Gingerbread Boy” ................................. 31
Mid-Term Assessment ............................................................................................. 31
Mid-Term Assessment # 1 .......................................................................................... 32
Mid-Term Assessment # 2 .......................................................................................... 34
Mid-Term Assessment # 3 .......................................................................................... 36
Mid-Term Assessment # 1 AK ................................................................................... 38
Mid-Term Assessment # 2 AK ................................................................................... 39
Mid-Term Assessment # 3 AK ................................................................................... 40
Unit 6 – More about S/V/C Pattern........................................................................ 42
Verbs as Subjects and Complements.............................................................................. 42
Ex. 1 - From Pinocchio, The Tale of a Puppet ........................................................... 42
Ex. 2 - From At the Back of the North Wind ............................................................. 43
Varied Positioned in the S/V/C Pattern .......................................................................... 44
Ex. 3 - From Old-time Stories .................................................................................... 44
Palimpsest Patterns ......................................................................................................... 44
Ex. 4 - From My Book of Favorite Fairy Tales .......................................................... 44
Ex. 5 - From At the Back of the North Wind ............................................................... 45
Phrasal Verbs (Preposition? Or Part of the Verb?) ........................................................ 46
Ex. 6 - From the Tales of by Beatrix Potter ................................................................ 46
Ex. 7 - Based on The Tale of the Pie and the Patty-Pan ............................................ 47
Unit 7 – More about Prepositional Phrases ........................................................... 48
Compound Objects of Prepositions ................................................................................ 48
Ex. 1 - From Pinocchio, The Tale of a Puppet ........................................................... 48
The “To” Problem .......................................................................................................... 48
Ex. 2 - Based on The Tale of the Pie and the Patty-Pan ............................................ 48
Is It a Preposition? (PP or SC?) ...................................................................................... 49
Ex. 3 – Ten Sentences................................................................................................. 49
Prepositional Phrases as Indirect Objects ....................................................................... 50
Ex. 4 - From Pinocchio, The Tale of a Puppet ........................................................... 50
Ex. 5 - From Pinocchio, The Tale of a Puppet ........................................................... 51
Embedded Prepositional Phrases.................................................................................... 51
Ex. 6 - Based on The Tale of Mr. Jeremy Fisher ........................................................ 52
Ex. 7 - Based on The Tale of Benjamin Bunny ........................................................... 53
Unit 8 – Phrases: Modification and Chunking...................................................... 54
The Chunking and Functions of Prepositional Phrases .................................................. 54
Ex 1. – “One Stormy Winter Day,” Part 1 [AK] ........................................................ 54
Ex 2. - “One Stormy Winter Day” Part 2 -- AK ......................................................... 55
Ex 3. - Writing about One Stormy Winter Day [NA] ................................................. 55
Ex. 4 – “A Squirrel’s Morning Run,” Part 1 - AK...................................................... 55
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Ex. 5 – “A Squirrel’s Morning Run,” Part 2- AK....................................................... 56
Ex. 6 – Write about “A Squirrel’s Morning Run” [NA] ............................................. 57
Ex. 7 – “The Happy Butterfly” -- AK......................................................................... 57
Ex. 8 – Writing with “The Happy Butterfly” as a Model [NA] .................................. 57
Ex. 9 - Based on “Sammy’s Flying Machine” ............................................................ 57
Ex. 10 - Based on “Sammy’s Flying Machine” .......................................................... 59
Ex. 11 – Punctuation—“Sammy’s Flying Machine” .................................................. 59
Unit 9 -- Compound Main Clauses ......................................................................... 60
Note ................................................................................................................................ 60
Ex. 1 - From The Tale of the Pie and the Patty-Pan–AK ........................................... 61
Ex. 2 - From The Tale of Benjamin Bunny–AK ......................................................... 62
Ex. 3 - From The Tale of Squirrel Nutkin --AK.......................................................... 63
Ex. 4 - From The Tale of Mr. Jeremy Fisher --AK .................................................... 64
Ex. 5 - From The Tailor of Gloucester --AK .............................................................. 65
Ex. 6 - From The Tale of Peter Rabbit –AK............................................................... 65
Ex. 7 - Punctuation from “Billy Mink’s Swimming Party” ........................................ 67
Final Assessment ...................................................................................................... 68
Suggestions..................................................................................................................... 68
Final Assessment # 1 Based on “Evening at Home” .................................................. 69
Final Assessment # 1 AK ........................................................................................... 71
Final Assessment # 2 Based on “The Kingbird” ........................................................ 72
Final Assessment # 2 AK ........................................................................................... 74
Final Assessment # 3 Based on “The Bee” ................................................................ 75
Final Assessment # 3 AK ........................................................................................... 77
Final Assessment # 4 Based on “The Torn Doll” ....................................................... 78
Final Assessment # 4 AK ........................................................................................... 80
Final Assessment # 5 Based on “Patty and the Squirrel” ........................................... 81
Final Assessment # 5 AK ........................................................................................... 83
Final Assessment # 6 Based on “Sam and Harry” ...................................................... 84
Final Assessment # 6 AK ........................................................................................... 86
5
IInnttrroodduuccttiioonn
The original KISS sequence (the “Grade-Level” books) began in third grade.
When I was asked to make a book for second-graders, I did, but it was focused primarily
on the materials that are now in the First Book of this series. Now working toward an
“Ideal” sequence, I’ve been puzzled about what to include and excluded from this second
book. Originally, I made a mistake with the first book in this series by including too
much—I focused on enabling first graders to be able to explain almost every word in the
sentences that they themselves write. The problem, in other words, is in finding a balance
between enabling the students to explain as much as possible without overloading them
with too many concepts.
Initially I was going to include a lot more about distinguishing finite verbs (that
make sentences) from verbals (that function as nouns, adjectives, or adverbs). I also
considered including subordinate clauses that function as direct objects. In their reading,
and in their writing, second graders will meet many sentences such as “Mother said
[DO I could go.]”
I decided to delay both of those until the third book, but as you can see from the
Table of Contents, the final unit in this book introduces the important concept of
“clause.” (The distinguishing of finite verbs from verbals and identifying basic
subordinate clauses are the focus of Books Three and Four.)
Part of the problem here is the extremely wide range of writing (and reading)
ability of students in the same grade level in our schools. (See the Statistical Studies of
Natural Syntactic Development.) We do not want some students to feel totally lost, but on
the other hand, neither do we want to bore other students.
As always, I’m open to suggestions, and I definitely want to know about problems
([email protected]), but I want to aim these books near, or slightly below, the
range of average students. Teachers (and parents) of course, can move ahead and go back
later. For example, students can be introduced to subordinate clauses sooner, but then
instructors should expect the students to have problems with the complications in S/V/C
patterns and with prepositional phrases that are dealt with in this book.
6
Initial Assessment
Adapted from Lesson 12 in the
New National First Reader
by CHARLES J. BARNES, et al.
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 boy and his dog can run.
Do you see them in the picture?
They are running across the field.
Do they see the little birds in the sky?
The dog’s head is looking upward.
The birds are behind them.
Tell them about the birds.
The birds are watching the boy and his dog.
7
Initial Assessment - AK
Suggested Scoring
#
Points Each
Adjectives and Adverbs
15
1
Prepositional Phrases
5
2
Words in S/V/C Patterns
25
3
Total Points
Total Points
15
10
75
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, perhaps by using exercises in
the Supplemental First Book, before starting this Second Book.
The [Adj. to “boy”]
boy and his [Adj. to “dog”] dog can run. |
Do you see them (DO) {in the [Adj. to “picture”] picture}? |
They are running {across the [Adj. to “field”] field}. |
Do they see the [Adj. to “birds”] little [Adj. to “birds”] birds (DO) {in the [Adj. to “birds”] sky}? |
I have marked “in the sky” as modifying “birds,” simply because that is the word it is
closest to (and thus would probably be chunked to). I would, however, accept the
phrase as adverbial (where?) to “Do see.”
The [Adj. to “head”] dog’s [Adj. to “head”]
The [Adj. to “birds”]
head is looking upward [Adv. to “is looking”]. |
birds are {behind them}. |
*You* Tell them (IO) {about the [Adj. to “birds”] birds}. |
The [Adj. to “birds”]
birds are watching the [Adj. to “boy”] boy (DO) and his [Adj. to “dog”]
dog (DO). |
8
U
Unniitt 11—
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C
Caappiittaall L
Leetttteerrss
The instructional material is probably too heavy for first graders, but I couldn’t
decide what to cut. I’m sure that teachers can decide what to emphasize.
Ex. 1 - On Capitalization
1. They flew {to Sandorf, Alaska [#1] }. |
2. My brother goes {to Taylor Elementary School}. |
3. Elaine would like to go [#2] {to Tokyo, Japan} {in June}. |
4. A big pine tree is {in Mr. William's yard}. |
5. {In December}, many people have a pine tree (DO) {in their house} {for
Christmas}. |
6. Billy lives {on Maple Street} {in Greenville}. |
7. Janet Johnson visited the National Museum (DO) {in Washington, D.C.} |
8. Mary Cassatt painted a picture (DO) named A Girl in a Big Hat. [#3] |
Notes
1. This city plus state formula is idiomatic, but should one want to analyze it, it means
“Sandorf which is in Alaska.”
2. Technically “to go” is a verbal (infinitive) that functions as the direct object of “would
like,” but until students get to KISS Level 2.1.6, I would accept the verb phrase as
marked above.
3. “A Girl in a Big Hat” is a retained complement after the verbal (gerundive) “named.”
The gerundive phrase functions as an adjective to “picture.”
9
PPuunnccttuuaattiioonn
Ex. 2 - Punctuating Sentences from "Dick Whittington"
1. Dick Whittington was a poor little boy (PN). |
2. Where are you going? |
3. I could pick up [#1] gold (DO) {from the streets}! |
4. He had heard many times [#2] {about the great city} {of London}. |
5. Will you sell me (IO) that cat (DO)? |
6. Mr. Fitzwarren again and again for his kindness (NS)
7. London was a long way [NuA] {from his home}. |
8. How lonely (PA) poor Dick was {without Puss}! |
9. That night [NuA] Dick slept {in a barn} {with the horses}. |
10. What (DO) is Dick going to send {in the ship}? |
Note
1. “Up” can be explained either as part of the verb or as an adverb. See: KISS Level 2.1.5
- Phrasal Verbs (Preposition? Adverb? Or Part of the Verb?).
Ex. 3 - Apostrophes to Show Possession
1. Then he pulled Bobtail’s long ears (DO). |
2. Teddy jumped out {of Jack’s arms}. |
Alternatively, “out of” can be considered the preposition.
3. Someone is {in my master’s garden}. |
10
“My” modifies “master’s” which modifies “garden.”
4. Poor Bunny’s heart began to beat very fast. |
“Poor” modifies “Bunny’s” which modifies “heart.” “Very” modifies “fast”
which modifies “beat.”
5. They came {to Mr. Man’s barn}. |
6. Then they told Mrs. Duck’s secret (DO) {to all their friends}. |
7. One little duck wriggled out {from under her mother’s wing}. |
“Her” modifies “mother’s” which modifies “wing.”
8. {At last} they reached Whitie’s house (DO). |
9. The rabbits could hear Bobby’s feet (DO). |
10. Bunny put the acorn (DO) {in front} {of Sammy’s door}. |
Some grammarians consider “in front of” as a preposition.
Ex. 4 - Punctuating Contractions
1. I’m {in sad trouble}, Cousin Ribby [DirA]. | ____I am____________
2. I’ve lost my dear son (DO) Thomas [#1]. | ___I have lost______
3. He’s stolen a pat (DO) {of butter} and the rolling-pin (DO). | _He has stolen_
4. I’m not afraid (PA) {of rats}. | _____I am__________
5. Here [2]’s one {of your kittens} {at least}. | ____Here is_________
6. There’s been an old woman rat (PN) {in the kitchen}. | __There has been___
7. She’s stolen some (DO) {of the dough}! | ___She has stolen___
8. He’s a bad kitten (PN), Cousin Tabitha [DirA]. | __He is___________
Notes
11
1. “Thomas is an appositive to “son,” and since students have not yet studied appositives,
I would accept three answers—“son,” “Thomas,” or “son Thomas” as the
complement.
2. Note how close this is to expletive “there.” (See # 6.) But I have never seen a grammar
book discuss “expletive ‘here’.” Because of this similarity, I would also accept
“here” as the subject, and “one” as a predicate noun.
Ex. 5 – Replacing Lost Punctuation
Based on The Tale of Tom Kitten, by Beatrix Potter
This is a somewhat simplified version of the opening of the original text. The
primary objectives for second and third graders are the capitalization of the first word in a
sentence, the capitalization of names, closing punctuation at the end of the sentence, and
commas to separate items in a series. Potter used a semicolon plus “and” after “own.”
This combination can be found frequently in nineteenth century writing, but it is no
longer the norm. (I would not even introduce second and third graders to semicolons.)
Note that these punctuation exercises can easily and quickly be done in class,
especially if you make an overhead of the exercise. You could have the students copy the
text and fix the punctuation, and then review it in class, or you could simply have them
do it orally, as a group, while you mark the changes with a washable ink pen. I would
certainly not collect and grade most of these exercises. Doing so is much too timeconsuming, and ultimately not productive.
Teachers can, of course, tell students to skip the identification of prepositional
phrases, etc. On the other hand, for some students, this analysis may be important
because it will illustrate that every normal sentence has to have a subject and verb.
Once upon a time there were three little kittens. Their names were Mittens,
Tom Kitten, and Moppet.
They had dear little fur coats of their own, [#1] and they tumbled about the
doorstep and played in the dust.
But one day their mother expected friends to tea. She fetched the kittens
indoors.
First she scrubbed their faces.
Then she brushed their fur.
Then she combed their tails and whiskers.
Tom was very naughty, and he scratched.
Once {upon a time} there [1]
were three little kittens (PN). | Their names were
Mittens (PN), Tom Kitten (PN), and Moppet (PN). |
12
They had dear little fur coats (DO) {of their own}, | [2] and they tumbled
{about the doorstep}
and played {in the dust}. |
But one day [NuA] their mother expected friends (DO) {to tea}. | She
fetched the kittens (DO) indoors. |
First
she scrubbed their faces (DO). |
Then
she brushed their fur (DO). |
Then
she combed their tails (DO) and whiskers (DO). |
Tom was very naughty (PA), | [2] and he scratched. |
Notes
1. Alternatively, “there” can be explained either as an expletive or as an adverb, thereby
making “kittens” the subject. See KISS Level 2.1.3 - Expletives (Optional).
2. A period and capital “A” on “and” would also be acceptable here.
O
Otthheerr C
Coonnssttrruuccttiioonnss
Ex. 6 - “There” as a Subject - Based on The Tale of Samuel Whiskers
1. There was scarcely any light (PN). |
2. There was less smoke (PN). |
3. There is no end (PN) {to them}! |
4. There used to be queer noises (PN) {inside the walls}. |
5. There might be a little secret staircase (PN). |
6. There are rats (PN), and rats (PN), and rats (PN) {in his barn}! |
7. But there was a strong smell (PN) {of rats}. |
8. So there was plenty (PN) {of room} {for a little Tom Cat} [1]. |
9. Sure enough there were marks (PN) {of little scratching fingers}. |
10. {After that}, there were no more rats (PN) {for a long time} {at Tabitha
Twitchit’s}.
|
13
Note
1. The phrase “for a little Tom Cat” can also be viewed as an adjective to “room.”
Ex. 7 - Modal Helping Verbs
The purpose of this exercise is to give students some practice with helping verbs
that are infrequently used. The students do not need to remember “modal.”
1. But {round the end} {of a cucumber frame}, whom (DO) should he meet {but Mr.
McGregor}!
|
2. Shall I come in and cut off your threads (DO)? |
3. The storeroom ought to have been empty (PA). |
4. But there would be no Christmas dinner (PA) {for Simpkin and the poor old Tailor}
{of Gloucester}.
|
5. He will throw sticks (DO) {at you}, and stamp his feet (DO) and scold, and
shout. |
6. I might fall {in the fire} and singe my beautiful tail (DO) and my little blue jacket
.|
(DO)
7. We must lay up a store (DO) {of nuts} {for winter and spring}. |
“Lay up” here means “make,” but “up” could alternatively be explained as an
adverb.
8. I should never have dared to go fishing again! |
Technically, KISS explains “fishing” as a verbal (gerund) that functions as a
Noun Used as an Adverb, but the students will not have studied that yet, so I
would also accept “fishing” as part of the verb phrase.
9. Now what (PA) can that be? |
10. May I pass you (IO) the marmalade (DO)? |
11. I need never leave my nest (DO). |
14
12. They could be stitched (P) {by an old man} {in spectacles}, {with crooked old
fingers, and a tailor’s thimble}.
|
U
Unniitt 22—
—N
Noouunnss aanndd PPrroonnoouunnss
Ex. 1 - Identifying Nouns from Bunny Rabbit’s Diary
There are two keys—the first for nouns and pronouns, and the second for the rest
of the analysis. It is important that students become familiar with the concept “noun”
because later they will be dealing with verbs and clauses that function as nouns. I’m not
sure, however, that total agreement is needed about every word. For example, I’m not
sure that all grammarians would consider “something” a pronoun.
Answer Key—Nouns and Pronoun
1. So Bunny (N) sat down on the stump (N) and opened his book (N).
2. One morning (N) in winter (N) Bunny (N) opened his eyes (N).
3. The big round sun (N) peeped up from behind the hills (N).
4. The ground (N) was covered with snow (N).
5. Something (P) hit Bunny (N) on the head (N).
6. Billy (N) can make a long slide (N) over in the meadow (N).
7. The rabbits (N) stood at the top (N) of the hill (N) and looked down at the pond (N).
8. Jack Frost (N) covered the pond (N) with ice (N) last night (N).
9. But the garden (N) was far away, across the field (N) and over the other side (N) of the
road (N).
10. All the red squirrels (N) scampered off to get the best seats (N) among the branches (N)
of the oak tree (N).
Complete Analysis Key
1. So Bunny sat down {on the stump} and opened his book (DO). |
15
2. One morning [NuA] {in winter} Bunny opened his eyes (DO). |
Some people will see “in winter” as an adjective to “morning,” and others will see
it as an adverb to “opened.” The question is not worth an argument. Either
explanation should be accepted. KISS prefers the adjectival explanation because
the model of how our brains process language suggests that we chunk words as
soon as possible. Therefore, our minds would probably connect “in winter” to
“morning.”
3. The big round sun peeped up {from behind the hills}. |
4. The ground was covered (P) {with snow}. |
5. Something hit Bunny (DO) {on the head}. |
6. Billy can make a long slide (DO) {over in the meadow}. |
7. The rabbits stood {at the top} {of the hill} and looked down {at the pond}. |
8. Jack Frost covered the pond (DO) {with ice} last night [NuA]. |
9. But the garden was far away, {across the field} and {over the other side} {of the
road}. |
10. All the red squirrels scampered off to get the best seats {among the branches}
{of the oak tree}. |
“Seats” is the direct object of the infinitive “to get.” The infinitive phrase
functions as an adverb (of purpose) to “scampered.”
Ex. 2 - Identifying Nouns and Pronouns “The Stork”
This little passage might be a good, quick writing assignment—just having the
students write their own version using notes (words or phrases) they took while reading it
and doing the grammatical analysis.
Answer Key—Nouns and Pronoun
The stork (N) is a large bird (N), and has a long bill (N), and very long legs (N). He
(P)
needs these (P) as he (P) lives in marshes (N), and feeds on frogs (N) and fishes (N). He (P)
16
makes a rough nest (N) of sticks (N) and twigs (N). The stork (N) is held in high honor (N) in
most countries (N), because he (P) is so useful. He (P) helps keep the streets (N) clean.
Complete Analysis Key
The stork is a large bird (PN), and has a long bill (DO), and very long legs (DO).
| He needs these (DO) [Adv. (cause) to “needs” as he [#1] lives {in marshes}, and
feeds {on frogs and fishes}]. | He makes a rough nest (DO) {of sticks and twigs} [#2]. |
The stork is held (P) {in high honor} {in most countries}, [Adv. (cause) to “is held”
because he is so useful (PA)]. | He helps keep the streets (DO) clean [#3]. |
Notes
1. Some students may mark “as he” as a prepositional phrase. Explain that the object of a
preposition can never be the subject of a verb, and “he” is clearly the subject of
“lives.”
2. I have marked this phrase as adverbial to “makes,” but it can also be seen as adjectival
to “nest.”
3. “Clean” is a predicate adjective to an ellipsed verbal (infinitive) “to be.” The subject of
the infinitive is “streets,” and the infinitive phrase functions as the direct object of
“helps keep.” At this stage in their work, however, students cannot be expected to
understand this. [Remember: keep the students focused on how much of this
passage they already can explain.]
Ex. 3 - A Focus on Pronouns from Bunny Rabbit’s Diary (#1)
Answer Key—Nouns and Pronoun
1. That (P) is too large for our Christmas tree (N).
2. Why don’t you (P) try it (P), Bunny (N)?
3. They (P) were waiting for him (P) near the old stone wall (N).
4. But they (P) did not tell the secret (N) to any (P) of their friends (N).
5. You (P) did not make it (P) the right way (N).
6. Then he (P) went to the door (N) and peeped out of it (P).
7. She (P) made it (P) herself (P) out of maple leaves (N).
8. That (P) is a diary (N). You (P) must write the stories (N) in it (P) yourself (P).
9. There Bunny (N) found the acorn (N), and he (P) tied the string (N) around it (P).
17
10. Bunny (N) sat still on the bank (N), but he (P) did not say anything (P).
Complete Analysis Key
1. That is too large (PA) {for our Christmas tree}. |
2. Why don’t you try it (DO), Bunny [DirA]? |
3. They were waiting {for him} {near the old stone wall}. |
4. But they did not tell the secret (DO) {to any} {of their friends}. |
5. You did not make it (DO) the right way [NuA]. |
6. Then he went {to the door} and peeped {out of it}. |
7. She made it (DO) herself {out of maple leaves}. |
“Herself,” and in the next line “yourself” are “intensive” pronouns that function
as appositives to “She” and “You.”
8. That is a diary (PN). | You must write the stories (DO) {in it} yourself. |
9. There Bunny found the acorn (DO), | and he tied the string (DO) {around it}. |
10. Bunny sat still {on the bank}, | but he did not say anything (DO). |
C
Coom
mm
moonn aanndd PPrrooppeerr N
Noouunnss
The definitions of “common” and “proper” nouns are not very good. Although the
textbooks generally agree that a “proper” noun names “one specific thing,” there are lots
of Henrys in the world, and some people actually experience a hundred or more Aprils. In
reality, what is capitalized and what is not tends to be a matter of convention. On the
other hand, at this point in the students’ work, even a weak definition is probably better
than nothing.
Ex. 4 - Common and Proper Nouns
Answer Key – Common and Proper Nouns
1. Weeds (C) grow rapidly in rainy weather (C).
2. The United States (P) built the Panama Canal (P).
18
3. Gertrude (P) plays the piano (C).
4. In March (P), the rain (C) caused a flood (C) in Mississippi (P).
5. Andrew (P) washed Rex (P).
6. Mr. and Mrs. Smith (P) went to France (P).
7. Mexico (P) produces silver (C).
8. Cinderella (P) wore glass slippers (C) to the Prince’s ball (C).
9. Sam (P) and Sarah (P) live in Albany (P), New York (P).
10. The French painter (C) Pierre-Auguste Renoir (P) painted Lady Sewing (P).
Note that the textbooks do not discuss common and proper adjectives, as in
“French” or nouns that function as adjectives, such as “Prince’s.”
Complete Analysis Key (FYI)
1. Weeds grow rapidly {in rainy weather}. |
2. The United States built the Panama Canal (DO). |
3. Gertrude plays the piano (DO). |
4. {In March}, the rain caused a flood (DO) {in Mississippi}. |
5. Andrew washed Rex (DO). |
6. Mr. and Mrs. Smith went {to France}. |
7. Mexico produces silver (DO). |
8. Cinderella wore glass slippers (DO) {to the Prince's ball}. |
9. Sam and Sarah live {in Albany, New York}. |
KISS treats “New York” as part of the prepositional phrase because people learn
the connection without being taught. The technical explanation is to consider part
of the sentence ellipsed—“in Albany, *which is in* New York.”
10. The French painter Pierre-Auguste Renoir painted Lady Sewing (DO). |
“Pierre-Auguste Renoir” is an appositive to “painter.” See KISS Level 5.4.
19
Ex. 5 - Singular and Plural Nouns [NA]
Ex. 6 – Number: Irregular Plurals [NA]
Ex. 7 - Replacing Nouns with Pronouns “The Blacksmith”
John Roper is a blacksmith (PN). | He works hard and gets up [#1] very
early. | He shoes horses (DO), mends carts (DO), and strikes the hot iron (DO) {on
his anvil} [Adv. (time) to "strikes" till he sends a shower (DO) {of sparks} flying [#2]
about]. | The children often stand {at the door} {of his smithy} {after dark} and
look {at them}. | Just now he is resting himself (DO), and is reading the
newspaper (DO). |
Notes
1. Grammarians will probably have differing explanations of “gets up.” In KISS, the “up”
can be explained as part of the basic verb phrase (as I have done here), or it can be
viewed as an adverb to “gets.” (The question is not worth the time devoted to
debate.)
2. “Flying” is a verbal (gerundive) that modifies “shower.” In KISS Level 5.8, students
will learn that “shower . . . flying” can also be explained as a noun absolute that
functions as the direct object of “sends.”
Ex. 8 - Possessive Nouns and Pronouns from The Haliburton First
Reader (#1)
1. The hen's name is Cluck-cluck (PN). |
2. Can you help build my house (DO)? |
3. Her name is Betty (PN). |
4. The bird's nest is {on the big bough}. |
20
5. They will find their baby birds (DO). |
6. Here is the children's home. |
7. Then he took his pick (DO) {from the bag}. |
8. The kitty's name is Mink (PN). |
9. There he saw his friend (DO) the sparrow {with his bow and arrow}. |
Expect this to confuse students. “Sparrow” is an appositive to “friend,” but
students will not yet have studied them. (See KISS Level 5.4.)
Even within the story, the referent of this “his” (“he” or “sparrow”) is not clear
until later in the text.
10. We will put some flowers (DO) {on your pet's neck}. |
Note that this “your” modifies “pet’s” and not “neck.”
Ex. 9 - Possessive Nouns and Pronouns from The Haliburton First
Reader (#2)
1. We will read {in our story book}. |
2. She saw a bird's nest (DO) {in the oak tree}. |
3. She jumped {out of her teeny-tiny bed}. |
4. Max found a lark's nest (DO) {on the ground}. |
5. I can cut down the trees (DO) {with my sharp teeth}. |
6. Do you see Betty's doll (DO) and the kitty (DO)? |
7. The three little kittens lost their mittens (DO). |
8. They set out to go {to the king's castle}. |
21
Expect students to be confused here. I would accept “set out to go” as the verb
phrase because it can be replaced with “went.” (See KISS Level 2.1.5 Phrasal
Verbs.) In that phrase, however, “out” (“outward”) can be viewed as an adverb to
“set.” Then “to go” can be explained as a verbal (infinitive of purpose) to “set
out.”
9. Betty's bonnet isn't {like Daffydowndilly's} (PA). |
This is a somewhat unusual case in which the possessive can be viewed both as
the object of the preposition and/or as an adjective to an understood (ellipsed)
“bonnet.”
10. He shook his feathers (DO) and his wings (DO) and sat {in the king's window}. |
U
Unniitt 33 –– T
Thhee FFiivvee T
Tyyppeess ooff C
Coom
mpplleem
meennttss
N
Noottee
I have included three different presentations of the instructional material because
many parents report that students have problems learning how to distinguish the types of
complements. The problem is actually a more general one—students are rarely taught
how to break problems down into steps and to work their way through the steps. If the
students have problems with the first two exercises (on mixed complements), you may
want them to do the next four (each of which focuses on a specific type). If they do not
have problems with the first two, you might want to skip the next four.
Ex. 1 - From Old-time Stories, by E. Louise Smythe
1. Jason was a brave young man (PN). |
2. Loki was always playing tricks (DO). |
3. A fairy came by and gave the tree (IO) gold leaves (DO). |
4. The only light came {from the dwarfs' fires}. |
5. Loki was ugly (PA) and mean (PA). |
6. All the other trees {in the woods} have pretty leaves (DO). |
7. Can you make me (IO) a gold crown (DO)? |
22
8. This is not a very pretty hammer (PN). |
9. The next night [NuA] the Frost Giant flew {into the house}. |
10. No other tree was so bright (PA). |
Ex. 2 - From Old-time Stories, by E. Louise Smythe
1. She must be very hungry (PA). |
2. Her grandma made her (IO) a red coat (DO) {with a hood}. |
3. They would have to fight wild men (DO) and animals (DO). |
4. He lived a little way [NuA] {from the king's city}. |
5. It was a very dark night (PN). |
6. The bride ate a whole ox (DO) and eight salmon (DO). |
7. Then the little pine tree was happy (PA). |
8. Will you give me (IO) the golden fleece (DO)? |
9. Then the two men {with wings} flew up {in the air}. |
10. The eagle was a giant (PN) and not a bird (PN). |
Ex. 3 - Identifying Predicate Adjectives from “The Ugly Duckling”
Because students have not yet been introduced to sentences with more than one
S/V/C pattern, students who note both of the patterns in sentences six and nine deserve
special praise.
1.) They are all pretty (PA) {but one} [Adv. to "all"]. |
“All” here can be explained either as an adverb to “pretty” but most people will
read it as an adjective to “They.” (This is an idiomatic use of “all.”)
2.) He is very ugly (PA). |
3.) But he is very good (PA). |
23
4.) It was so old (PA). |
5.) The poor duckling was very sad (PA). |
6.) Then the leaves fell | and it was very cold (PA). |
7.) The ugly duckling was big (PA) now. |
8.) The little birds {in the bushes} were afraid (PA) and flew away. |
9.) He will not be so ugly (PA) [Adv. to "will be" when he is bigger (PA)]. |
Ex. 4 - Identifying Predicate Nouns from “The Ugly Duckling”
1.) He is not a turkey (PN). |
2.) He is my own little duck (PN). |
3.) {At last} it was spring (PN). |
4.) But he was not an ugly duck (PN). |
5.) He was a white swan (PN). |
6.) It was a happy time (PN) {for the ugly duckling}. |
Ex. 5 - Identifying Indirect and Direct Objects from “The Ugly
Duckling”
1.) He did not hurt you (DO). |
2.) You have lovely ducklings (DO). |
3.) What (DO) did he see? |
4.) He saw a big pond (DO). |
5.) He saw himself (DO) {in the water}. |
24
6.) And they gave him (IO) bread (DO) and cake (DO). |
7.) I will keep the duck (DO). | I will have some eggs (DO). |
8.) The next day [NuA], the cat saw the duckling (DO) and began to growl [1]. |
9.) But the poor, big, ugly duckling did not have a good time (DO). |
10.) Soon he saw three white swans (DO) {on the lake}. |
Note
1. Later, students will learn that “to growl” is a verbal (infinitive) that functions as the
direct object of “began.”
Ex. 6 - Zero Complements from “The Ugly Duckling”
1.) The mother duck was {in the water}. |
2.) They all jumped in and began to swim [1]. |
3.) The big, ugly duckling swam, too. |
4.) They all went {into the duck yard}. |
5.) Now, my dears [DirA], *you* [2] have a good time (DO) [3]. |
6.) The big ducks walked {on him}. |
7.) {At night} he came {to an old house}. |
8.) An old woman lived there {with her cat and her hen}. |
9.) And the duckling hid {in a corner}. |
10.) The next day [NuA] he went {for a walk}. |
Notes
1. In KISS Level Four, “to swim” can also be explained as an infinitive that functions as
the direct object of “began.”
2. Expect some students to have trouble identifying “you” as the subject. “Now” would
usually be considered an adverb, but it functions more like an interjection here.
25
3. Students who miss “time” as a direct object probably did not even look at the
complement possibilities in this exercise.
Ex. 7 – A Passage for Analysis from “The Ugly Duckling”
A duck made her
nest (DO) {under some leaves}. |
She sat {on the eggs} to keep them warm [1]. |
{At last} the eggs
Only one
broke, one {after the other} [2]. |
Little ducks
came out. |
egg was left (P). | It was a very large one (PN). |
{At last} it
broke, | and out came a big, ugly duckling. |
[DO of “said” “What a big duckling (PN) *that is*!”] [3] said the old duck. |
"He does not look {like us}. | Can he be a turkey (PN)? | -- We will see. | [Adv.
to "not" If he does not like the water (DO)], he is not a duck (PN)." |
The next
day [NuA] the mother duck took her ducklings (DO) {to the pond}. |
Notes
1. “Warm” is a predicate adjective in an ellipsed infinitive construction “them to be
warm.” “Them” is the subject of the infinitive, and the infinitive phrase functions
as the direct object of the infinitive “to keep.” That infinitive phrase functions as
an adverb (of purpose) to “sat.” [It answers the question “Sat why?”]
2. Within KISS, there are two ways to explain this “one.” First, it can be considered an
appositive to “eggs.” Second, it can be explained as a noun used as an adverb. The
phrase “after the other” here is an adjective, simply because it obviously connects
to the pronoun “one.” Note that the appositive is a reduction of a clause -- “One
broke after the other.” In this full form, “after the other” functions as an adverb to
broke.”
3. Expect the students to be confused by this ellipsed clause that functions as a direct
object. [Grammarians would argue for numerous different ways of explaining
this.]
Ex. 8 – Writing about “The Ugly Duckling”
Have the students reread (or read to them) “The Ugly Duckling.” Then, set them
up in pairs so that they can take turns retelling the story to each other. Have them take
26
notes on the main things that happen. Then let them use their notes to write their own
version of it, in as much detail as they can.
U
Unniitt 44 –– A
Addddiinngg T
Thhrreeee SSiim
mppllee C
Coonnssttrruuccttiioonnss
When I first taught KISS as a one-semester course for future teachers, we spent
very little time (at the end of the semester) on these three constructions. They are
included here because they are simple, and because they appear frequently in the reading
and writing of young students. In other words, students who can identify them will be
able to intelligently discuss more of the words in what they read and write.
N
Noouunnss U
Usseedd aass A
Addvveerrbbss
Ex. 1 - Nouns Used as Adverbs from Laughing-Eyes
1. Every day [NuA] Bertie hurried home [NuA] {from school}. |
2. That spring [NuA], she took her dolly (DO) {with her} every time [NuA]. |
3. I’m just five years [NuA] old (PA)! |
4. I saw a monkey (DO) the other day [NuA]. |
5. But one summer [NuA] the water was shut (P) off [#1] {for a while}. |
6. She had a beautiful home (DO) a few miles [NuA] {from the city}. |
7. One day [NuA] brother [#2] John came home [NuA] {from market} and brought a
baby lamb (DO) {for Maude} [#3]. |
8. She was only seven years [NuA] old (PA). |
9. One day [NuA] he came home [NuA] and ran down {to the mill} {as usual}. |
10. Down {in the valley}, two thousand feet [NuA] below [#4], a hen may be
scratching {for worms} {for her dinner}. |
Notes
1. This “off” can be explained either as an adverb or as part of the verb phrase. See KISS
Level 2.1.5 Phrasal Verbs (Preposition? Or Part of the Verb?).
27
2. “Brother” can be viewed as an adjective to “John” or as part of his name—which
would make it part of the subject.
3. The phrase “for Maude” can also be processed as an adjective to “lamb” or as the
indirect object of “brought.” (Different people may connect it to the sentence in
different ways, but the important thing is that they will connect it.)
4. Grammarians rarely get into messy things like this case—or, if they do, they give a
wide variety of explanations. “Two” clearly modifies “thousand,” but like many
nouns, “thousand” can function as an adjective—as it does here to “feet.” I’ve
marked below as an adjective because it is a preposition in an ellipsed adjectival
phrase—“below it.” (In context, the “it” is a bird of prey.) Fortunately, this
exercise does not ask students to identify all the adjectives and adverbs. Ideally,
they will see that “feet” (with everything that goes to it) functions as an adverb
(where) to “may be scratching.”
SSiim
mppllee IInntteerrjjeeccttiioonnss
Ex. 2 - Interjections from Growth in English: Seventh Year
You might want to point out to your students that this exercise came from a
seventh year grammar workbook.
1. Ah [Inj], I forgot my notebook (DO). |
2. Hmm [Inj], do you really want that (DO)? |
3. Alas [Inj], Sue's kitty is sick (PA). |
4. Whew [Inj], that was a lot (PN) {of work}! |
5. Gee [Inj], that was a silly picture (PN). |
6. Shute! [Inj] I left my coat (DO) {at school}. |
7. Ouch! [Inj] That wasn't funny (PA)! |
8. Um [Inj], I don't know the answer (DO). |
28
9. Oh [Inj] well [Inj], maybe we will win tomorrow's game (DO). |
10. Boo hoo! [Inj] I didn't get any candy (DO)! |
D
Diirreecctt A
Addddrreessss
Ex. 3 -Exercise on Direct Address from The Haliburton First Reader
1. Alice [DirA], *you* let us play Queen {in the Garden}. |
Students will be confused by the complement of “let.” It is a verbal (infinitive)
phrase in which “us” is the subject and “Queen in the Garden” is the direct object
of the infinitive “play.” The infinitive phrase functions as the direct object of
“let.”
2. I will get up {on the wall}, Grace [DirA]. |
3. But the baby birds are gone, Frank [DirA]. |
Alternatively, “gone” can be explained as a predicate adjective. See Exercise 8 in
KISS Level 1.3.
4. Mother bird [DirA], *you* sing a little song (DO) {to me}. |
The prepositional phrase “to me” can also be explained as an indirect object. See
Exercise 4 in KISS Level 1.5.
5. Do you like wheat (DO) and corn (DO), Cousin [DirA] ? |
6. It is such a pretty nest (DO), Alice [DirA]. |
7. *You* Look {at the rosebuds}, Betty [DirA]. |
Alternatively, “look at” can be viewed as the verb and “rosebuds” as its direct
object. See KISS Level 2.1.5.
8. Lambikin! [DirA] Lambikin! [DirA] I’ll eat you (DO)! |
9. Frank [DirA], did you and Max see the nest (DO) {in the rose vine}? |
10. Little girl [DirA], little girl [DirA], Where have you been? |
29
Ex. 4 - Nouns Used as Adverbs, Interjections, and Direct Address from
The Haliburton First Reader
1. The children have been happy (PA) all winter [NuA] . |
2. Well [Inj], *you* come along {with me}. |
3. Well [Inj], *you* go on {to your granny's house}, but come back this way [NuA]. |
4. *You* See the flowers (DO), Grace [DirA]. |
5. I eat wheat (DO) and corn (DO) year [NuA] {after year}. |
6. Oh [Inj], such good things (DO) they saw! |
7. *You* Look {at the clock}, children [DirA]. |
Alternatively, “look at” can be viewed as the verb phrase and “clock” as its direct
object. See KISS Level 2.1.5 Phrasal Verbs.
8. Alice [DirA], you must wake Boy Blue (DO). |
9. Pray [Inj], where are you going, Wee Robin [DirA] ? |
10. One day [NuA] the children found a mouse (DO) {in the meadow}. |
U
Unniitt 55 –– A
A FFooccuuss oonn SSttyyllee—
—““T
Thhee G
Giinnggeerrbbrreeaadd B
Booyy””
Ex. 1 - Sentence Combining with Adjectives
If students are having trouble with identification, you may want to have them do
the analysis as well.
1. One day [NuA] an old woman was making gingerbread cookies (DO). |
2. Her little boy was looking on. |
Alternatively, “on” can be considered an adverb.
3. He came {to two playful puppies} {by the road}. |
30
4. They could not catch the fast Gingerbread Boy (DO). |
5. It’s those fine legs (PN) {of yours}. |
Ex. 2 - Sentence Combining with Verbs
The following is one of several ways in which this assignment can be done
correctly.
1. *You* Stay here, watch the oven (DO), and see [DO that the cookies do not
burn]. |
2. The old man saw them (DO) and ran fast {after them}. |
3. The Gingerbread Boy felt happy (PA) and liked to run. |
It would not surprise me if some students write “The Gingerbread Boy felt happy
because he liked to run.” Technically, “to run” is an infinitive that functions as the
direct object of “liked,” but first graders have not learned that yet. The same is
true of “to shut” in the next sentence.
4. The boy heard him (DO), ran back, and tried to shut the door (DO), but he
was not {in time}. |
5. {In a minute} the Gingerbread Boy was {through the door}, out {in the yard}, and
ran {through the yard} and out {into the road}. |
Ex. 3 - Sentence Building with Adjectives and Adverbs [NA]
Ex. 4 - Sentence Building [NA]
Ex. 5 - Sentence Models
You may want to spend a fair amount of class time on this by having each student
read his or her answers (and identifying the verbs and phrases. Or you can have the
students simply form a circle and pass their papers to the right so everyone gets to read
them. (You might want to have the class vote for the funniest and/or for the most
detailed.)
31
Ex. 6 - Writing Your Own Version of “The Gingerbread Boy”
M
Miidd--T
Teerrm
mA
Asssseessssm
meenntt
32
Your name:________________________________________________________
Mid-Term Assessment # 1
Based on Bunny Rabbit’s Diary
by Mary Frances Blaisdell
Directions:
1. Write in any understood words.
2. Place parentheses ( ) around each prepositional phrase.
3. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,”
“IO” or “DO”).
4. In the blank after each word below each sentence, explain how that word
grammatically chunks to the subject, verb, or complement. (Remember that
you do not have to repeat explanations.)
1. This is a very good Christmas tree.
very ________________________________________
2. Now my kite is going over the tall trees.
Now ________________________________________
trees ________________________________________
3. I shall never be dry again.
never ________________________________________
again ________________________________________
4. The rabbits slept in their warm home and did not come out very often.
home ________________________________________
their ________________________________________
Continued on next page.
33
Your name:________________________________________________________
Mid-Term Assessment # 1 Continued
5. In the fall they had stored away nuts and acorns in little holes in the ground.
away ________________________________________
holes ________________________________________
little ________________________________________
ground _______________________________________
6. Bobtail tied the string to the short stem of the oak leaf.
stem _______________________________________
leaf ________________________________________
oak ________________________________________
7. But she did not tell them her secret.
not ________________________________________
her ________________________________________
8. Don’t call for rain.
rain ________________________________________
34
Your name:________________________________________________________
Mid-Term Assessment # 2
Based on Bunny Rabbit’s Diary
by Mary Frances Blaisdell
Directions:
1. Write in any understood words.
2. Place parentheses ( ) around each prepositional phrase.
3. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,”
“IO” or “DO”).
4. In the blank after each word below each sentence, explain how that word
grammatically chunks to the subject, verb, or complement. (Remember that
you do not have to repeat explanations.)
1. In the woods it was very cool and shady under the pine trees.
very ________________________________________
trees ________________________________________
pine ________________________________________
2. He quickly sat up on his hind legs and held up his long ears.
quickly ________________________________________
legs ________________________________________
3. This is not a good kite.
not ________________________________________
4. See this big oak leaf?
big ________________________________________
5. Bobtail gave it a toss.
Continued on next page.
35
Your name:________________________________________________________
Mid-Term Assessment # 2 Continued
6. Where has everyone gone?
Where ________________________________________
7. They sat up on their hind legs and nibbled away happily.
up ____________________________________________
happily ________________________________________
8. Four little bright eyes watched Jip from the oak tree.
Four ________________________________________
tree _________________________________________
9. He picked himself out of the big pile of leaves, and shook his long ears back
and forth.
pile ________________________________________
leaves ________________________________________
36
Your name:________________________________________________________
Mid-Term Assessment # 3
From SUSIE SUNBEAM
in
McGuffey's Second Reader
Directions:
1. Write in any understood words.
2. Place parentheses ( ) around each prepositional phrase.
3. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,”
“IO” or “DO”).
4. In the blank after each word below each sentence, explain how that word
grammatically chunks to the subject, verb, or complement. (Remember that
you do not have to repeat explanations.)
1. Susie Sunbeam was not her real name.
real ________________________________________
2. She would sit by her mother's side for an hour at a time.
side ________________________________________
mother’s________________________________________
hour ________________________________________
time ________________________________________
3. She had such a sweet, smiling face, and always brought brightness with
her.
smiling ________________________________________
always ________________________________________
Continued on next page.
37
Your name:________________________________________________________
Mid-Term Assessment # 3 Continued
4. One day, a poor little girl with a very ragged dress was going by.
ragged ________________________________________
very ________________________________________
5. She gave her a nice dress and a pair of shoes.
shoes ________________________________________
6. Susie was always pleasant in her play with other children.
play ________________________________________
children ________________________________________
7. She loved to go about the house and get things for her mother, and in this
way save her many steps.
house ________________________________________
mother ________________________________________
38
Mid-Term Assessment # 1 AK
Words in S or V slots
Complements
Adj., Adv., + Prep. Phrases
23 x 3 ea. =
7 (x 1 + 1) =
17 x 1 ea. =
Total =
69
14
17
100
1. This is a very good Christmas tree (PN). |
very adverb to “good” “Good” is adj. to “tree”
2. Now my kite is going {over the tall trees}. |
Now adv. to “is going”
trees obj. of “over”; pp is adv. to “is going”
3. I shall never be dry (PA) again. |
never adverb to “shall be”
again adverb to “shall be”
4. The rabbits slept {in their warm home} and did not come out very often. |
home obj. of “in”; pp is adv. to “slept”
their adj. to “home”
5. {In the fall} they had stored away nuts (DO) and acorns (DO) {in little holes} {in
the ground}.
|
away adverb to “had stored”
holes obj. of “in”; pp is adv. to “had stored”
little adjective to “holes”
ground obj. of “in”; pp is adj. to “holes” (or adv. to “had stored”)
6. Bobtail tied the string (DO) {to the short stem} {of the oak leaf}. |
stem obj. of “to”; pp is adv. to “tied”
leaf obj. of “of”; pp is adj. to :stem”
oak adjective to “leaf”
7. But she did not tell them (IO) her secret (DO). |
not adverb to “did tell”
39
her adjective to “secret”
8. *You* Don’t call {for rain}. |
rain obj. of “for”; pp is adv. to “Don’t call”
Mid-Term Assessment # 2 AK
Words in S or V slots
Complements
Adj., Adv., + Prep. Phrases
23 x 3 ea. =
10 (x 1 + 1) =
14 x 1 ea. =
Total =
66
20
14
100
1. {In the woods} it was very cool (PA) and shady (PA) {under the pine trees}. |
very adv. to “cool”
trees obj. of “under”; pp. is adv. to “was”
pine adj. to “trees”
2. He quickly sat up {on his hind legs} and held up his long ears (DO). |
quickly adv. to “sat”
legs obj. of “on”; pp. is adv. to “sat”
3. This is not a good kite (PN). |
not adv. to “is” (or to “good”)
4. *You* See this big oak leaf (DO)? |
big adj. to “leaf”
5. Bobtail gave it (IO) a toss (DO). |
6. Where has everyone gone? |
Where adv. to “has gone”
7. They sat up {on their hind legs} and nibbled away happily. |
up adv. to “sat”
happily adv. to “nibbled”
8. Four little bright eyes watched Jip (DO) {from the oak tree}. |
40
Four adj. to “eyes”
tree obj. of “from”; pp. is adv. to “watched”
9. He picked himself (DO) {out of the big pile} {of leaves}, and shook his long ears
(DO)
back and forth.
|
pile obj. of “out of”; pp. is adv. to “picked”
leaves obj. of “of”; pp. is adj. to “pile”
Mid-Term Assessment # 3 AK
Words in S or V slots
Complements
Adj., Adv., + Prep. Phrases
22 x 3 ea. =
10 (x 1 + 1) =
14 x 1 ea. =
Total =
66
20
14
100
1. Susie Sunbeam was not her real name (PN). |
real Adj. to “name”
2. She would sit {by her mother's side} {for an hour} {at a time}. |
side obj. of prep. “by”; pp. is adv. to “would sit”
mother’s adj. to “side”
hour obj. of prep. “for”; pp. is adv. to “would sit”
time obj. of prep. “at”; pp. is adj. to “hour”
3. She had such a sweet, smiling face (DO), and always brought brightness (DO)
{with her}.
|
smiling adj. to “face”
always adv. to “brought”
4. One day [NuA], a poor little girl {with a very ragged dress} was going by. |
ragged adj. to “dress”; “dress” is the object of “with”; pp. is adj. to “girl”
very adv. to “ragged”
Note that “by” can be explained either as part of the verb phrase, or as an adverb.
5. She gave her (IO) a nice dress (DO) and a pair (DO) {of shoes}. |
41
shoes obj. of prep. “of”; pp. is adj. to “pair”
6. Susie was always pleasant (PA) {in her play} {with other children}. |
play obj. of prep. “in”; pp. is adv. to “was” and/or to “pleasant”
children obj. of “with”; pp. is adv to “was” and/or adj. to “play”
7. She loved to go {about the house} and get things (DO) {for her mother}, and {in
this way}
save her (IO) many steps (DO). |
house obj. of prep. “about”; pp. is adv. to “loved to go”
mother obj. of prep “for”; pp. is adv. to “get” and/or adj. to “things, or it can be
seen as the indirect object of “get.”
Later, students will learn that “to go,” “get,” and “save” can be explained as
infinitives that function as the direct objects of “loved.”
42
U
Unniitt 66 –– M
Moorree aabboouutt SS//V
V//C
C PPaatttteerrnn
V
Veerrbbss aass SSuubbjjeeccttss aanndd C
Coom
mpplleem
meennttss
I’m not thrilled by these two exercises—the vocabulary is advanced. But the
sentences come from books that early primary students would read.
Ex. 1 - From Pinocchio, The Tale of a Puppet
1. Asking {for a little bread} isn't a disgrace (PN), [ [1] is it?] |
2. No, the quickest way {of all} is to cook (PN) it (DO) [2] {in a saucer}. |
3. Pinocchio began kissing (DO) him (DO) [3] again and again. |
4. He then began to run (DO) [4] {about the room}. |
5. Going {to school} will be good (PA) {for you}. |
6. To give a spring (DO) and seize hold (DO) {of it} was the affair (PN) {of a
moment}.
|
7. Climbing {up the wall} was the only way (PN) to get [5] {in the window}. |
8. Pinocchio continued to sleep (DO) and to snore (DO). |
9. He became furious (PA) | and there [6] was no holding (PN) him (DO) [7]. |
10. "And that trade [8] – what (PN) is it?" |
"It is to eat (PN), drink (PN), sleep (PN) and amuse (PN) myself (DO) [9], and to
lead (PN) a vagabond life (DO) [9] {from morning} {to night}." |
Notes
1. Most linguists call this clause a “tag question.” In KISS, we simply consider it a type of
interjection. See KISS Level 3.2.4 - “Tag” and Other Questions about Clauses.
2. “It” is the direct object of the verbal (infinitive) “to cook.” The infinitive phrase functions here
as a predicate noun.
43
3. “Him” is the direct object of the verbal (gerund) “kissing.” The gerund phrase functions as the
direct object of “began.”
4. The verbal (infinitive) “to run” functions as the direct object of “began.”
5. The verbal (infinitive) “to get” functions as an adjective to “way.”
6. Alternatively, “there” can be explained as an expletive. See KISS Level 2.1.3 - Expletives
(Optional).
7. “Him” is the direct object of the verbal (gerund) “holding.” The gerund phrase functions as a
predicate noun. (See also Note # 6.)
8. This one you will probably not find in the grammar textbooks. In KISS it is explained as an
appositive. Ultimately, either “it” can be considered an appositive to “trade,” or “trade”
can be considered the appositive to “it.” See KISS Level 5.4 - Appositives.
9. “Myself” is the direct object of the verbal (infinitive) “amuse,” and “life” is the direct object of
the infinitive “to lead.”
Ex. 2 - From At the Back of the North Wind
1. Wandering [1] up and down wasted a lot (DO) {of time}. |
2. Diamond’s first thought was to run (PN) [2] away {from the misery} {of it}. |
3. To drive all sorts (DO) [3] {of horses} amused Diamond (DO). |
4. Watching the ships (DO) [4] {at Sandwich} interested Diamond (DO). |
5. To not give them (IO) a share (DO) is not being (PN) really kind (PA) [5] {to them}. |
6. To use many rough and bad words (DO) {in front} {of the boy} embarrassed the
men (DO). |
Notes
1. “Wandering” is a gerund.
2. The infinitive “to run” functions as a predicate noun because the “thought” equals “to run.”
3. Expect some students to have problems here. They will ask “what amused” and find “all sorts
of horses” as the answer. But “sorts” cannot be the subject of “amused” because,
according to our psycholinguistic model, the receivers’ brains will process “sorts” as the
direct object of “to drive.” The brain will never take the complement of one verb as the
subject of another. Thus, the infinitive “to drive” functions as the subject.
4. “Watching” is a gerund, but otherwise, this sentence works in the same way that the preceding
one does.
5. The infinitive “to give” functions as the subject, and the gerund (“being”) functions as a
predicate noun.
44
V
Vaarriieedd PPoossiittiioonneedd iinn tthhee SS//V
V//C
C PPaatttteerrnn
Ex. 3 - From Old-time Stories
1. {In this room} was a table. |
2. {On the sea} were two big rocks. |
3. {By the tree} was a dragon. |
4. Oh [Inj], how angry (PA) the king was! |
5. There {on the grass} was a fine large sheep. |
6. How big (PA) your eyes are, grandma [DirA]. |
7. There {in an oak tree} was a big eagle. |
8. Here comes the bride! |
9. How thirsty (PA) she is! |
PPaalliim
mppsseesstt PPaatttteerrnnss
To my knowledge “Palimpsest Patterns” are exclusive to KISS Grammar. The
reason for that is that textbooks ignore sentences that include them. I hesitated to include
these in the second grade book, but if students are going to analyze even just their own
writing, the question that these patterns explain may arise. Exercises on these patterns
will appear again in third grade—and possibly later. The students do not need to
remember the term “palimpsest pattern.” The object should be that the students be able to
correctly identify the type of complement.
Ex. 4 - From My Book of Favorite Fairy Tales
1. Then there came a wind (PN). |
2. The sun appeared a marvelous sight (PN) {to her}. |
3. The wife {of a rich man} fell sick (PA). |
4. I shall die a brave man (PN). |
45
5. Many years [NuA] ago there lived a dear little girl (PN). |
6. So the Wolf lifted the latch (DO), | and the door flew open (PA). |
7. She began to feel (DO) very ill (PA). |
Note that in first grade, students could explain “began to feel” as the verb phrase.
Exercises one and two in this unit gave them the explanation used here, but I wouldn’t
worry if they still explain “to feel” as part of the verb phrase. It’s not a big deal. [I have
not seen a grammar textbook that even deals with the question.]
8. He lay thinking {in his bed} one night [NuA]. |
9. They got very hungry (PA). |
10. All the little birds {under heaven} came chirping and fluttering in. |
Ex. 5 - From At the Back of the North Wind
1. Even the ground smelled sweet (PA). |
There are pedants who will claim that “sweet” here should be “sweetly.” See # 2. All of
these sentences, however, come from Macdonald, and you can find similar examples in
most other writers.
2. Even the ground smelled sweetly. |
3. They had been sitting silent (PA) {for a long time}. |
4. Diamond stood looking {at the great elm tree}.
|
When they get to the study of verbals (KISS Level 4), students will learn alternative
explanations for words like “looking” (and “floating” in sentence seven). Among other
things, they can be viewed as gerunds that function as Nouns Used as Adverbs.
5. The stars were still shining clear (PA) and cold (PA) overhead. |
6. She sat motionless (PA) {with drooping head} and did not move nor speak. |
7. But a little [NuA] later they came floating past a window. |
People who have trouble with “little” as a noun, can view it as an adjective to an ellipsed
“bit.” That makes “bit” the NuA.
8. And indeed, Diamond felt very strange (PA) and weak (PA). |
46
9. {After the first month}, however, he fell lame (PA).
|
10. The grass showed white (PA) {in the morning} {with the hoar frost}. |
11. The small panes {in the roof} {of his loft} were glimmering blue (PA) {in the
light} {of the morning}.
|
PPhhrraassaall V
Veerrbbss ((PPrreeppoossiittiioonn?? O
Orr PPaarrtt ooff tthhee V
Veerrbb??))
This is one of the (many) things that are ignored in most grammar texts. I’m not
satisfied with the instructional material. It’s long. But it is important. Experience has
shown me that without the instructional materials, many students would mark “on your
thinking cap” as a prepositional phrase in “Put on your thinking cap.” That explanation,
however, does not match the meaning. The sentence means “Put your thinking cap on
*your head.*” Many of the phrases involved are learned as vocabulary, so the
instructional material has to deal with a number of variables. The best thing to do is to
stress to students that they should pay attention to the meaning of the sentence, and
let the meaning determine their analysis.
Ex. 6 - From the Tales of by Beatrix Potter
1. Mr. McGregor tied up the sack (DO). |
2. He was looking {for his son}. |
or
He was looking for his son (DO). |
3. A little old mouse picked over the rubbish (DO) {among the jam pots}. |
I would also allow “picked over” as the verb phrase. I can’t think of a single word to
replace it, but it’s an idiomatic phrase.
4. Mr. McGregor threw down the sack (DO) {on the stone floor}. |
5. Mr. McGregor came back and picked up the sack (DO). |
6. The slanting slates kept out the rain (DO). |
It kept the rain out of the house.
7. He was looking {over the top} {of the newspaper}. |
47
The analysis above fits the context—in Jemima Puddleduck, the fox is watching Jemima
“over the top” of a newspaper. In a different context, “was looking over” could mean
“scanning the top of the newspaper.
8. Unfortunately the puppies rushed in and gobbled up all the eggs (DO). |
9. She borrowed a small saucer (DO), and scooped up the dough (DO) {with her paws}.
|
10. Old Mrs. Rabbit strung up the onions (DO) and hung them (DO) {from the
kitchen ceiling}.
|
Ex. 7 - Based on The Tale of the Pie and the Patty-Pan
1. I will pour out the tea (DO). |
out of the teapot
2. Ribby put on her shawl (DO) and bonnet (DO). |
on her body and head
3. Has somebody been trying on my mittens (DO)? |
4. I have taken out all the bones (DO). |
5. Ribby put on some coal (DO) and swept up the hearth (DO). |
6. I put in a little tin patty-pan (DO) to hold up the crust (DO). |
“Crust” is the direct object of the verbal (infinitive) “to hold.” The infinitive
phrase functions as an adverb of purpose to “put.”
7. I will just lock up the spoons (DO)! |
8. Duchess tilted up the pie-dish (DO). |
upward
9. The patty-pan held up the pie-crust (DO). |
10. She got up and went {to the table}. |
48
I would also accept “up” as an adverb. The phrase is idiomatic, can be
replaced by “rose,” and interpreted as “got herself (DO) up.”
U
Unniitt 77 –– M
Moorree aabboouutt PPrreeppoossiittiioonnaall PPhhrraasseess
C
Coom
mppoouunndd O
Obbjjeeccttss ooff PPrreeppoossiittiioonnss
Ex. 1 - From Pinocchio, The Tale of a Puppet
1. He looked {into a basket} {of shavings and sawdust}. |
2. The building was made (P) {of wood and canvas}. |
3. {In the meanwhile}, a crowd {of idlers and inquisitive people} began to assemble
.|
(DO)
At this point, I would also accept “began to assemble” as the finite verb phrase.
4. {Between today and tomorrow} your five sovereigns would have become two
thousand (PN). |
5. The beautiful little carriage was lined (P) {on the inside} {with whipped cream, custard
and vanilla wafers}.
|
6. {After the hare}, the Fox sent {for a dish} {of partridges, rabbits, frogs, lizards and other
delicacies}.
|
T
Thhee ““T
Too”” PPrroobblleem
m
Ex. 2 - Based on The Tale of the Pie and the Patty-Pan
1. Ribby went out {down the field} {to the farm}, to fetch milk and butter. |
“Milk” and “butter” are direct objects of the infinitive “to fetch.” The infinitive functions
as an adverb (of purpose) to “went.”
2. Then she went out {with a can} {to the well}, {for water} to fill up the kettle. |
“Kettle” is the direct object of the infinitive “to fill.” The infinitive functions primarily as
an adjective to “water,” but also as an adverb (of purpose) to “went.”
49
3. Ribby went out again {with a basket}, {to the village shop} to buy a packet {of tea}, a
pound {of lump sugar}, and a pot {of marmalade}. |
“Packet,” “pound,” and “pot” are direct objects of the infinitive “to buy.” The infinitive
functions as an adverb (of purpose) to “went.”
4. Ribby settled Duchess (DO) {in an armchair} {before the fire}, and went out and
hurried {to the village} to look {for the doctor}. |
The infinitive “to look” functions as an adverb to “hurried.” In an alternative explanation,
“for” can be considered part of the infinitive (“to look for” here means “to find”). This
would make “doctor” the direct object of the infinitive.
5. I was just going to invite you to come here, {to supper}, my dear Ribby [DirA], to
eat something most delicious. |
I would expect students at this level to mark “you” as the direct object of “was going
to invite,” and I would accept that. Technically, “you” is the subject of the infinitive “to
come,” and the infinitive phrase functions as the direct object of “was going to invite.”
“Delicious” is a post-positioned adjective to “something.” “Something” is the direct
object of the infinitive “to eat.” The infinitive functions as an adverb of purpose to “to
come.”
IIss IItt aa PPrreeppoossiittiioonn?? ((PPPP oorr SSC
C??))
The objective here is to help the students decide when the words function as
prepositions, and when they do not. Simply tell the students that they will learn about the
functions of those that do not later in their work on KISS.
Ex. 3 – Ten Sentences
1. They haven't eaten {since breakfast}. |
2. They have had nothing (DO) to eat [Adv. (time) to "have had" since they had
breakfast (DO)]. |
The verbal (infinitive) “to eat” functions as an adjective limiting the meaning of
“nothing.”
3. Karen was late {because of her brother}. |
Some people will see “late” as a predicate adjective, and others will see it as an adverb to
“was.” Either explanation should be accepted.
50
4. Roberta won the race (DO) [Adv. (cause) to "won" because she practiced a lot
[NuA]
]. |
5. My mother made supper (DO) [Adv. (time) to "made" after she returned
{from [
where she works]}]. |
This sentence and sentence ten include prepositional phrases which, if they follow the
directions, students are expected to miss. These are phrases that have noun clauses as the
object of a preposition. I decided to include them here as a reminder that students are
expected to be confused and/or make mistakes, especially if they are analyzing randomly
selected texts.
6. My brother played baseball (DO) {with us} [Adv. (time) to "played" when he
got home [NuA] {from work} ]. |
7. [Adv. (time) to "wrote" After they read the story (DO)], they wrote {about it}. |
8. They took a nap (DO) {after dinner}. |
9. They talked {about Sam}. |
10. They talked {about [what they wanted to do (DO) ]}. |
The verbal (infinitive) “to do” functions as the direct object of “wanted.” Note that the
direct object of “to do” is “what,” which also functions as the subordinating conjunction.
PPrreeppoossiittiioonnaall PPhhrraasseess aass IInnddiirreecctt O
Obbjjeeccttss
You will probably not find prepositional phrases as indirect objects discussed in
most grammar textbooks. If we look at the fine points of meaning, it becomes clear that
the two options are not always interchangeable. The context often indicates which option
is better.
Ex. 4 - From Pinocchio, The Tale of a Puppet
1. I am teaching the alphabet (DO) {to the ants} (IO). |
I am teaching the ants the alphabet.
2. Pinocchio kept calling {to his father} (IO?) {by name}. |
Pinocchio kept calling his father by name. [Note how this one changes the meaning. The
prepositional phrase implies he is searching for his father.]
51
3. *You* Make a little room (DO) {for me} (IO). |
Make me a little room.
4. One chicken (DO) we will give {to you} (IO). |
We will give you one chicken.
5. Geppetto gave his own breakfast (DO) {to Pinocchio} (IO). |
Geppetto gave Pinocchio his own breakfast. [This could mean that Geppetto did not give
Pinocchio Geppetto’s breakfast.]
Ex. 5 - From Pinocchio, The Tale of a Puppet
1. I will buy a spelling-book (DO) {for myself} (IO). |
I will buy myself a spelling book.
2. I would lend it (DO) {to you} (IO) willingly. |
I would lend you it willingly.
3. Geppetto found a name (DO) {for his puppet} (IO) and began to work (DO)
{in good earnest}.
|
Geppetto found his puppet a name and began to work in good earnest.
4. The wind brought {to me} (IO) the smell (DO) {of fried fish}. |
The wind brought me the smell of fried fish.
5. *You* Go {at once} and take them (DO) {to him} (IO) {with my compliments}. |
*You* go at once and them him them with my compliments.
E
Em
mbbeeddddeedd PPrreeppoossiittiioonnaall PPhhrraasseess
Students do not need to identify embedded phrases all the time in their later work,
but embedding is the major force behind the power and complexity of sentence structure.
Not only are phrases embedded in phrases, but subordinate clauses are embedded in main
clauses—and into other subordinate clauses. Verbals are embedded in clauses, and we
can even look at many adjectives as embedded into sentences. Thus some linguists see
the child's "The red flower is pretty." as an embedding of "red" from "The flower is red."
into the sentence "The flower is pretty." Introducing students to this concept may, in
52
effect, clarify some questions that they have and also prepare them for their later work
with clauses.
The idea of teaching embedded prepositional phrases was suggested by Robert
Einarsson in his "Embedded and Aligned Phrase Structures," (Syntax in the Schools, Vol.
11, No.2 (Nov. 94) 10-11.) Einarsson used brackets to identify some phrases. That will
not work within KISS because brackets are used to identify clauses. He also embeds the
analytical brackets within brackets, as in
The eyes [of the character [on the billboard [in the Valley [of Ashes]]]] are
a symbol [of Gatsby's desire [for public display]].
This is precisely the way KISS uses brackets to denote the beginnings and endings of
clauses, but in working with randomly selected sentences, the embedding of parentheses,
(which KISS has students use to denote prepositional phrases) can cause confusion when
the objects of prepositions are themselves modified by other constructions. Consider, for
example:
Embedding the parentheses:
They went {to the Athens {in Pennsylvania} and the Athens {in Greece}}.
Underlining embedded phrases and their hosts:
They went {to the Athens} {in Pennsylvania} and {*to* the Athens} {in Greece}.
Embedding of the parentheses (or brackets for prepositional phrases) can result in the
closing paren for the first phrase to be so far away from the opening one that their
connection is lost.
Ex. 6 - Based on The Tale of Mr. Jeremy Fisher
1. Mr. Jeremy Fisher lived {in a little damp house} {amongst the buttercups} {at the
edge} {of a pond}.
|
Note that whether or not a phrase is embedded is often a matter of perception,
and thus there are often alternative explanations. Some people will see “amongst the
buttercups” as modifying “house,” and thus embedded in that phrase. Others, however,
will see it at modifying “lived,” and thus not embedded within the previous phrase. The
same is true of “at the edge” in relation to “buttercups.” “Of a pond,” however, clearly
completes the meaning of “edge,” and is thus embedded in “at the edge.” Not all
alternatives are explained in the rest of this key.
You won’t find a discussion of this in any grammar textbook that I am aware of,
but based on the Psycholinguistic Model, my preference is to see them chunked to the
nearest words that make sense. In this sentence, in other words, my preference would be
to see each phrase as chunked into the preceding one.
2. His boat was tied (P) {to a water-plant} {in the middle} {of the pond}. |
53
Or: {to a water-plant} {in the middle} {of the pond}. |
3. MR. JEREMY bounced up {to the surface} {of the water}, {like a cork and the
bubbles} {out of a soda water bottle}.
|
Note how the comma after “water” ends the chunking and sends the “like” phrase back to
“bounced.”
4. He hopped home [NuA] {across the meadow} {with his macintosh} all {in tatters}. |
Note how the “all” functions as an adverb to the “in tatters” phrase. (You won’t find this
discussed in most grammar textbooks.
5. {Instead of a nice dish} {of minnows} -- they had a roasted grasshopper (DO) {with
lady-bird sauce}.
|
Ex. 7 - Based on The Tale of Benjamin Bunny
1. He led the way (DO) boldly {towards the other end} {of the garden}. |
2. Anyway, she sat down {upon the top} {of the basket}. |
“Anyway” would probably be better explained as an interjection, but it is not a question
worth arguing about.
3. They went {along a little walk} {on planks}, {under a sunny, red brick wall}. |
Note that the comma after “planks” tends to cut it from the following “under,” thereby in
effect releasing the “under” phrase which then gets chunked to “went.” Without that
comma, I would consider the “under” phrase as modifying “planks.”
4. {In the neatest, sandiest hole} {of all} lived Benjamin's aunt and his cousins. |
5. His relations lived {in the wood} {at the back} {of Mr. McGregor's garden}. |
6. Little Benjamin came {round the back} {of the fir-tree}, and nearly tumbled {upon
the top} {of his Cousin Peter}.
|
7. They got {upon the flat top} {of the wall} {at the bottom} {of the wood}. |
54
U
Unniitt 88 –– PPhhrraasseess:: M
Mooddiiffiiccaattiioonn aanndd C
Chhuunnkkiinngg
T
Thhee C
Chhuunnkkiinngg aanndd FFuunnccttiioonnss ooff PPrreeppoossiittiioonnaall PPhhrraasseess
I’ve tried to make analysis keys with arrows, but they turn out messy. The
following keys simply include notes that indicate which words are modified.
Ex 1. – “One Stormy Winter Day,” Part 1 [AK]
1. Large [Adj. to “snowflakes”], feathery [Adj. to “snowflakes”] snowflakes are floating slowly
[Adv. to “are floating”]
{through the air} [Adv. to “are floating”].
|
2. Bright [Adj. to “fires”], cheerful[Adj. to “fires”] fires are noisily [Adv. to “are crackling”]
crackling {on the hearth} [Adv. to “are crackling”].
|
3. Five [Adj. to “chickadees”] lively[Adj. to “chickadees”] little[Adj. to “chickadees”] chickadees have
quickly [Adv. to “have come”]
come {for their supper} [Adv. to “have come”].
|
4. A [Adj. to “blanket”] beautiful [Adj. to “blanket”] white [Adj. to “blanket”] blanket is spread (P)
silently [Adv. to “is spread”] {over the field} [Adv. to “is spread”].
|
5. The [Adj. to “branches”] bare [Adj. to “branches”], brown [Adj. to “branches”] branches {of the
trees} [Adj. to “branches”]
[Adv. to “are covered”]
.
are completely [Adv. to “are covered”] covered (P) {with pearl}
|
6. Each [Adj. to “pine”] tall [Adj. to “pine”] pine is fully [Adv. to “is wrapped”] wrapped (P) {in a
pure, white cloak} [Adv. to “is wrapped”].
|
7. The [Adj. to “world”] world is strangely [Adv. to “is changed”] changed (P) {into a new, white
world} [Adv. to “is changed”].
|
55
Ex 2. - “One Stormy Winter Day” Part 2 -- AK
1. Here [Adv. to “comes”] comes a [Adj. to “party”] big [Adj. to “party”] party {of boys and girls}
[Adj. to “party”]
.|
2. The [Adj. to “wind”] loud [Adj. to “wind”] wind blows very [Adv. to “fiercely”] fiercely [Adv. to
“blows”]
.|
3. The [Adj. to “children”] children are snugly [Adv. to “are tucked”] tucked (P) {under warm
robes} [Adv. to “are tucked”].
|
4. The [Adj. to “bells”] metal [Adj. to “bells”] bells jingle merrily [Adv. to “jingle”]. |
5. The [Adj. to “horses”] big [Adj. to “horses”] horses toss their [Adj. to “heads”] heads (DO)
impatiently [Adv. to “toss”].
|
6. Away [Adv. to “dash”] they dash {into the woods} [Adv. to “dash”]. |
7. Soon [Adv. to “plunge”] they plunge {into a snowbank} [Adv. to “plunge”]. |
8. Over [Adv. to “goes”] goes the [Adj. to “sleigh”] wooden [Adj. to “sleigh”] sleigh. |
Ex 3. - Writing about One Stormy Winter Day [NA]
Ex. 4 – “A Squirrel’s Morning Run,” Part 1 - AK
1. A [Adj. to “sound”] barking [Adj. to “sound”], scolding [Adj. to “sound”] sound is heard (P)
{from the tree} [Adv. to “is heard”].
|
2. Two [Adj. to “eyes”] black [Adj. to “eyes”] eyes appear {at a knot-hole} [Adv. to “appear”]. |
3. An [Adj. to “nut”] empty [Adj. to “nut”] nut rattles {to the ground} [Adv. to “rattles”]. |
4. A [Adj. to “squirrel”] red [Adj. to “squirrel”] squirrel scurries down [Adv. to “scurries”] {through
the branches} [Adv. to “scurries”].
|
56
5. He leaps {upon the fence} [Adv. to “leaps”]. |
6. Away [Adv. to “goes”] he goes {with flying colors} [Adv. to “goes”]. |
7. Suddenly [Adv. to “halts”] he halts and springs {into an apple tree} [Adv. to “springs”]. |
8. A [Adj. to “buzzing”] buzzing is heard (P) {among the bees} [Adv. to “is heard”]. |
9. Down [Adv. to “comes”] comes a [Adj. to “snowfall”] snowfall {of blossoms} [Adj. to “snowfall”].
|
Ex. 5 – “A Squirrel’s Morning Run,” Part 2- AK
1. Again [Adv. to “is dashing”] he is dashing {down the fence} [Adv. to “is dashing”]. |
2. He clears a [Adj. to “rail”] certain [Adj. to “rail”] rail (DO) {with one long jump} [Adv. to
“clears”]
.|
3. {Under this rail} [Adv. to “hangs”] hangs a [Adj. to “nest”] hornet’s [Adj. to “nest”] nest. |
4. He finds a [Adj. to “den”] woodpecker’s [Adj. to “den”] den (DO) {in a dead tree} [Adv. to
“finds”]
.|
5. Madam is {at home} [Adv. to “is”]. |
6. She delivers a [Adj. to “blow”] pickax [Adj. to “blow”] blow (DO) {between his eyes} [Adv. to
“delivers”]
.|
7. Away [Adv. to “speeds”] he speeds {with whisking tail} [Adv. to “speeds”]. |
8. He looks wistfully [Adv. to “looks”] {at a robin’s nest} [Adv. to “looks”]. |
9. His [Adj. to “appetite”] appetite {for birds’ eggs} [Adj. to “appetite”] has been spoiled (P). |
57
Ex. 6 – Write about “A Squirrel’s Morning Run” [NA]
Ex. 7 – “The Happy Butterfly” -- AK
1. {For a few weeks or months} [Adv. to “flits”] the [Adj. to “butterfly”] butterfly flits {in the
sunshine} [Adv. to “flits”] {among the flowers} [Adv. to “flits”].
|
2. The [Adj. to “life”] butterfly’s [Adj. to “life”] happy [Adj. to “life”] life {in the sunshine} [Adj. to
“life”]
{among the flowers} [Adj. to “life”]
weeks or months} [Adv. to “lasts”].
lasts only [Adv. to the “for” phrase] {for a few
|
3. Have not [Adv. to “Have given”] the [Adj. to “earth”] earth, the [Adj. to “sky”] sky, and the
[Adj. to “sea”]
sea given all [Adv. to “their”] their [Adj. to “tints”] prettiest [Adj. to “tints”]
tints (DO) {to the butterfly} (IO)? |
4. How [Adv. to “beautifully”] beautifully [Adv. to “are put”] the [Adj. to “colors”] colors are put (P)
together [Adv. to “are put”] {in spots, streaks, and rich borders} [Adv. to “together”]!
|
5. {On the butterfly’s gorgeous wings} [Adv. to “look”] *you* look {for all the colors} [Adv. to
“look”]
{of the rainbow} [Adj. to “colors”].
|
6. He goes {through the air} [Adv. to “goes”] {with a zig-zag motion} [Adv. to “goes”]. |
7. This [Adj. to “creature”] gay [Adj. to “creature”] creature {of the sunshine} [Adj. to “creature”] is
seldom [Adv. to “is seen”]
seen”]
seen (P) {on the wing} [Adv. to “is seen”] {before nine} [Adv. to “is
{in the morning} [Adj. to “nine”].
|
8. Long [Adv. to the “before” phrase] {before sunset} [Adv. to “steals”] he steals away[Adv. to “steals”]
{under the leaves}[Adv. to “steals” and/or “away”].
|
Ex. 8 – Writing with “The Happy Butterfly” as a Model [NA]
Ex. 9 - Based on “Sammy’s Flying Machine”
[Note that the text of “Sammy’s Flying Machine” is in the Reader.
58
1. Sammy Red Squirrel was sitting {on the stone wall} [Adv. to "was sitting"]. |
2. Blacky Crow flew {over the field} [Adv. to "flew"]. |
3. I am going {to the pasture} [Adv. to "am going"] now [Adv. to "am going"]. |
4. The [Adj. to “crow”] crow flew {over the tallest tree} [Adv. to "flew"] and {out of sight} [Adv.
to "flew"]
.|
5. Just [Adv. to "then"] then [Adv. to "hit"] something hit Sammy (DO) {on the head} [Adv. to
"hit"]
.|
6. There} [Adv. to "lay"] {at his feet} [Adv. to "There"] lay an [Adj. to “leaf”] oak [Adj. to “leaf”] leaf. |
Some people will see “at his feet” as modifying “There,” and others will see it as
modifying “lay.” In either case, it functions as an adverb, and either explanation is
acceptable.
7. He looked up [Adv. to "looked"] {in the top} [Adv. to "looked"] {of the tree} [Adj. to "top"]. |
8. West Wind flew by [Adv. to "flew"] and shook the [Adj. to “branches”] branches (DO)
{of the tree} [Adj. to "branches"] very [Adv. to "gently"] gently [Adv. to "shook"].
|
“By” can be explained as a preposition with its object (“them”) ellipsed. It would
thus answer the question “Flew where?” so it functions as an adverb.
9. And another [Adj. to "leaf"] leaf floated softly [Adv. to "floated"] down [Adv. to "floated"] {to the
ground} [Adv. to "floated"] {beside its brother} [Adj. to "ground"].
|
“Beside its brother” can also be explained as an adverb to “floated” or to “down.”
10. I can make some [Adj. to "wings"] wings (DO) {for myself} [Adv. to "can make"] {out of
those oak leaves} [Adv. to "can make"].
|
Note that “for myself” can also be explained as an adjective to “wings.”
59
Ex. 10 - Based on “Sammy’s Flying Machine”
1. Sammy put the [Adj. to "leaves"] two [Adj. to "leaves"] leaves (DO) {on the ground} [Adv. to
"put"]
and covered them (DO) {with a stone} [Adv. to "covered"]. |
2. You must be {at the tree} [Adv. to "must be"] {in a few minutes} [Adv. to "must be"]. |
3. All [Adj. to "squirrels"] the [Adj. to "squirrels"] red [Adj. to "squirrels"] squirrels scampered off
[Adv. to "scampered"]
"branches"]
{among the branches} [Adv. to "scampered"] {of the oak tree} [Adj. to
.|
4. You would have to go {to Mr. Man’s garden} [Adv. to "would have to go"] and ask
him (IO) {for some} [Adv. to "ask"] {of the leaves} [Adj. to "some"] {from the rhubarb
plants} [Adj. to "leaves"].
|
5. I will fly {to the oak tree} [Adv. to "will fly"] this [Adj. to "minute"] very [Adv. to "this"] minute
[NuA]
.|
6. He ran {up the tree} [Adv. to "ran"] and out [Adv. to "ran"] {on one} [Adv. to "ran" and/or "out"]
{of the longest branches} [Adj. to "one"].
|
7. He stood {on the very end} [Adv. to "stood"] {of the branch} [Adj. to "end"] {for just one
minute} [Adv. to "stood"].
|
“Just” functions as an adverb to the adjective “one.”
8. The [Adj. to "wings"] wings would not [Adv. to "would hold"] hold Sammy (DO) up [Adv. to
"would hold"]
{in the air} [Adv. to "would hold" and/or “up”].
|
9. And down [Adv. to "fell"] {to the ground} [Adv. to "down" and/or "fell"] Sammy fell. |
10. He almost [Adv. to "fell"] fell {on top} [Adv. to "fell"] {of Bunny Rabbit} [Adj. to "top"]. |
Ex. 11 – Punctuation—“Sammy’s Flying Machine”
The Original Text
60
Sammy stopped eating the nut, and looked up to see who was talking to him. He
saw Blacky Crow sailing round and round over his head.
“I am eating my breakfast,” he answered. “Would you like to have a nut to eat,
too?”
“Oh, no,” answered Blacky Crow. “I can find something better than that.”
Complete Analysis Key
Sammy stopped eating
the nut
, and looked up to see [#1] [DO who
(DO)
was talking {to him} [Adv. to “was talking”] ]. | He saw Blacky Crow (DO) sailing [#2]
round and round {over his head} [Adv. to “sailing”] .
|
[DO “I am eating my breakfast (DO),”] he answered. | “Would you
like to have (DO) a nut (DO) to eat [#3], too?” |
“Oh [Inj], no,” (DO) answered Blacky Crow. | “I can find something
(DO)
better [#4] {than that} [Adv. to “better”].” |
Notes
1. The infinitive “to see” (another verbal) functions as an adverb (of purpose) to “looked up.” The
“who” clause is the direct object of “to see.”
2. “Sailing” is a verbal (a gerundive) that functions as an adjective to “Blacky Crow.” At KISS
Level Five, some people will prefer to see “Blacky Crow sailing” as the core of a noun
absolute construction that functions as the direct object of “saw.”
3. The infinitive “to eat” functions as an adjective to “nut.”
4. “Better” is a post-positioned adjective, a reduction of “something that is better....”
U
Unniitt 99 ---- C
Coom
mppoouunndd M
Maaiinn C
Cllaauusseess
N
Noottee
Potter used semicolons, colons, and dashes (with or without “and,” “or,” or “but”)
in very interesting ways in the Tales used for these exercises. When she was writing, it
was common to use both the punctuation mark and the conjunction to join two main
clauses, but this is no longer in style. Even the current use of the three additional
punctuation marks, however, is too sophisticated for current college students. I have
therefore modified many of the sentences in these exercises to conform to current usage.
61
In Exercise Six, on Peter Rabbit, I have included Potter’s usage simply because
students are going to run into it if they analyze sentences other than those in these books.
And I hope that you are having students do that.
I also changed some sentences to eliminate verbals (which the students have not
yet studied).
Ex. 1 - From The Tale of the Pie and the Patty-Pan–AK
1. But she thought a great deal [NuA] {about Ribby’s pie}, | and she read Ribby’s
letter (DO) over and over again. |
2. She dusted the clock (DO) and the ornaments (DO) {on the mantelpiece}, | and
she polished and rubbed the tables (DO) and chairs (DO). |
3. I can’t find it (DO) anywhere, | and I have looked all {over the house}. |
4. Duchess went home [NuA] and brushed her beautiful black coat (DO), | and then
she picked a bunch (DO) {of flowers} {in her garden} {as a present} {for Ribby}. |
5. The pie had become a lovely brown (PA), | but it was steaming [NuA] hot (PA). |
“Brown” here clearly functions as predicate adjective—the pie did not
become (equal) the color brown. Note, however, how in cases like this the
noun/adjective word is typically itself modified by adjectives.
“Steaming” clearly modifies the predicate adjective “hot.” In KISS, we
explain it as a verbal (gerund) that functions as a Noun Used as an Adverb. See
“Gerunds – 3” in KISS Level 4.
6. Duchess opened the door (DO) {of the top oven}, | and out came a rich steamy
flavour {of veal and ham}. |
7. Duchess was too early (PA), | and she had to wait a little while [NuA]. |
8. I will lend you (IO) a nice warm shawl (DO), | and you shall take my arm (DO). |
9. Ribby and Duchess said goodbye (DO) affectionately, | and Duchess started
home [NuA]. |
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Ex. 2 - From The Tale of Benjamin Bunny–AK
1. Mr. McGregor was driving a gig (DO) {along the road}, | and {beside him} sat
Mrs. McGregor {in her best bonnet}. |
2. That wood was full (PA) {of rabbit holes}, | and {in the neatest, sandiest hole} {of all}
lived Benjamin’s aunt and his cousins. |
3. There was water (PN) {in the shoes}, | and the coat was somewhat shrunk (PA). |
4. Benjamin tried on the tam-o’-shanter (DO), | but it was too big (PA) {for him}. |
5. Little Benjamin took one look (DO), | and then, {in half a minute}, he hid
himself (DO) and Peter (DO) and the onions (DO) {underneath a large basket}. |
There is ellipsis involved in “in half *of* a minute.”
6. The sun got round {behind the wood}, | and it was quite late (PA) {in the afternoon},
| but still the cat sat {upon the basket}. |
7. {At length} there was a pitter-patter, pitter-patter (PN), | and some bits {of
mortar}
fell {from the wall} above. |
“Above” is a preposition with its object ellipsed—“above them.” The phrase
would be adjectival to “wall.”
8. Cotton-tail and Peter folded up the pocket-handkerchief (DO), | and old
Mrs. Rabbit strung up the onions (DO) and hung them (DO) {from the
kitchen ceiling}, {with the bunches} {of herbs and the rabbit-tobacco}.
|
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Ex. 3 - From The Tale of Squirrel Nutkin --AK
1. But next morning [NuA] they all came back again {to Owl Island}, | and
Twinkleberry and the others brought a fine fat mole (DO), and laid it
(DO)
{on the stone} {in front} {of Old Brown’s doorway}.
|
2. Presently a little thread {of blue smoke} {from a wood fire} came up {from the top} {of
the tree},
| and Nutkin peeped {through the key-hole} and sang. |
3. Twinkleberry and six other little squirrels each carried a fat minnow (DO), |
but Nutkin brought no present (DO) {at all}. |
The on-line dictionaries have some interesting explanations of this “each.”
If they work for you, that’s fine. KISS explains it as a pronoun that functions as
an appositive to “squirrels.”
The “at all” phrase is adverbial to the adjective “no.”
4. The other squirrels hunted {up and down the nut bushes}, | but Nutkin gathered
robin’s
pincushions (DO) {off a briar bush}, and stuck them (DO) full {of pine-
needle pins}.
|
Later, students will learn the KISS explanation of “full.” It is a predicate adjective
to an ellipsed infinitive “to be.” The subject of that infinitive is “them,” and the
infinitive phrase is the direct object of “stuck.”
5. Now old Mr. Brown took an interest (DO) {in eggs}, | and he opened one eye
(DO)
and shut it (DO) again. |
This “Now” can be better explained as an interjection. It really means “Now I’m
going to say that . . . .” In other words, it does not modify either “old” or “took.”
6. Nutkin danced up and down {like a sunbeam}, | but still Old Brown said
nothing (DO) {at all}. |
7. This looks {like the end} {of the story}, | but it isn’t. |
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Ex. 4 - From The Tale of Mr. Jeremy Fisher --AK
1. Nobody ever scolded him (DO), | and he never caught a cold (DO)! |
2. His rod was a tough stalk (PN) {of grass}, | his line was a fine long white horsehair (PN), | and he tied a little wriggling worm (DO) {at the end}. |
3. The rain trickled {down his back}, | and {for nearly an hour} he stared {at the
float}.
|
“Nearly” is an adverb to “an.”
4. Mr. Jeremy bounced up {to the surface} {of the water}, {like a cork and the bubbles}
{out of a soda water bottle},
the pond}.
| and he swam {with all his might} {to the edge} {of
|
5. He scrambled out {on the bank}, | and he hopped home [NuA] {across the
meadow} {with his macintosh} all {in tatters}.
|
“All” here means completely and thus functions as an adverb to the “in tatters”
phrase.
6. I have lost my rod (DO) and basket (DO), | but it does not much matter. |
7. He put some sticking plaster (DO) {on his fingers}, | and his friends both came
{to dinner}.
|
KISS considers “both” a pronoun here, functioning as an appositive to “friends.”
8. He could not offer them (IO) fish (DO), | but he had something (DO) else {in
his larder}.
|
“Else” can be explained as an idiomatic post-positioned adjective to “something.”
65
Ex. 5 - From The Tailor of Gloucester --AK
1. The tailor worked and worked, | and he talked {to himself}. |
2. No one lived there {at night} {but little brown mice}, | and they run in and out
{without any keys}!
|
3. {Behind the wooden wainscots} {of all the old houses} {in Gloucester}, there are little
mouse
staircases (PN) and secret trap-doors (PN), | and the mice run {from
house} {to house} {through those long narrow passages}.
|
4. But *you* do not lose the last penny (DO) {of the fourpence}, Simpkin [DirA], | or
I am undone (PA) and worn (PA) {to a thread-paper}. |
“Undone” and “worn” can be explained as verbals (gerundives) that function as
predicate adjectives. Some grammarians may consider “am undone” and “worn”
as passive finite verb phrases, but that is a question for a much later book. Until
then, I would accept “am undone … worm” as underlined twice.
5. Simpkin hated the snow (DO), | and there was snow (PN) {in his ears}, and
snow (PN) {in his collar} {at the back} {of his neck}. |
6. The little mice inside sprang {to their feet}, | and all began to shout (DO) {at
once} {in little twittering voices}.
|
7. He unlocked the door (DO) {of the little shop} {in Westgate Street}, | and Simpkin
ran in. |
Ex. 6 - From The Tale of Peter Rabbit –AK
1. Peter was most dreadfully frightened (P); | he rushed all {over the garden}. |
Alternatively, “frightened” can be seen as a verbal (gerundive) that functions as a
predicate adjective. The difference is that the passive voice interpretation
66
emphasized the action, whereas the predicate adjective interprets “frightened” as
the resulting condition of Peter.
2. Then he tried to find (DO) his way (DO) straight {across the garden}, | but he
became more and more puzzled (P). |
Until they get to a deeper study of verbals, I would accept things like “tried to
find” as finite verb phrases. As for “puzzled,” see the note above on “frightened.”
3. Peter gave himself (DO) up {for lost}, and shed big tears (DO); | but his sobs
were overheard (P) {by some friendly sparrows}. |
Some students will simply mark “for lost” as a prepositional phrase; others will be
confused. “Lost” is an adjective—not capable of being the object of a preposition. The
phrase is idiomatic and may be a reduction of a gerund phrase “for *being* lost.” In that
version, “lost” is a predicate adjective to “being,” and “being” functions as the object of
the preposition. In short, I would ignore whatever students did with this phrase and, at
this point in their work, only try to explain if a student asked.
4. A white cat was staring {at some gold-fish}, | she sat very, very still (PA), | but
now and then the
tip {of her tail} twitched. |
“Still” is a predicate adjective in a palimpsest pattern in which “sat” is written
over “was.” See Palimpsest Patterns.
5. Mr. McGregor caught sight (DO) {of him} {at the corner}, | but Peter did not
care. |
6. His mother put him (DO) {to bed}, and made some camomile tea (DO); | and she
gave a dose (DO) {of it} {to Peter} (IO)! |
7. Now my dears [DirA], you may go {into the fields} or {down the lane}, but don’t go
|
{into Mr. McGregor’s garden}: your
Father had an accident (DO) there; | he
was put (P) {in a pie} {by Mrs. McGregor}. |
67
Ex. 7 - Punctuation from “Billy Mink’s Swimming Party”
The original text is:
Billy Mink was coming down the bank of the Laughing Brook. Billy Mink was
feeling very good indeed. He had had a good breakfast, the sun was warm, little white
cloud ships were sailing across the blue sky and their shadows were sailing across the
Green Meadows, the birds were singing and the bees were humming. Billy Mink felt like
singing too, but Billy Mink’s voice was not meant for singing.
Analysis Key
Billy Mink was coming {down the bank} {of the Laughing Brook}. | Billy
Mink was feeling very good (PA) indeed. | He had had a good breakfast (DO), |
the
sun was warm (PA), | little white cloud ships were sailing {across the blue sky} |
and their shadows were sailing {across the Green Meadows}, | the birds were
singing | and the bees were humming. | Billy Mink felt {like singing [#1]} too,
| but Billy Mink's voice was not meant (P) {for singing [#1] }. |
Notes
1. “Singing” is a gerund that functions as the object of the preposition.
The six main clauses in the third sentence are basically joined by commas (items in a list)
because they list the reasons for Billy’s feeling good. The last two are joined by “and,” as is the
rule for items in a list, but no comma precedes this “and.” The exception to the preceding is the
two clauses that are joined by “and” as opposed to the commas. They are probably so joined
because they belong together—they are both about the ships.
In the last sentence, the two main clauses are joined by “but” because the first clause
leads one to expect that Billy would sing. The “but” clause explains the exception to those
expectations.
68
FFiinnaall A
Asssseessssm
meenntt
SSuuggggeessttiioonnss
The directions for these assessments appear to be overwhelming, so you might
want to remind students that the directions simply list things that they have been doing up
to this point. There are several assessment tests so that teachers can use a different one
each year, or you may want to take students through one and use another for the
assessment. Then, of course, you can also use them as exercises.
I have included the original text on a separate page. You may want to have
students read it (and resolve any vocabulary problems) before they take the test.
The following table is the scoring template from the first assessment. In scoring,
count every word in S and V slots. Thus “Mrs. Brown” counts as two words. For
complements, award one point for identifying a complement, and two points for its
function (PA, PN, IO, DO). Prepositional phrases that function as indirect objects are
counted among the prepositional phrases. At this point in their work, we need not ask the
students to identify the function of every adjective (“the,” “a,” etc.). Thus the adjectives
and adverbs are the words that are followed by lines.
Scoring
Construction
#
Value
Total
Words in S or V slots
19
3
57
Complements
4
1+2
12
Adjectives and Adverbs
5
1
5
Prepositional Phrases (ID)
4
2
8
Prepositional Phrases (modifies)
4
1
4
Inj, NuA, DirA
1
2
2
Main Clauses (vertical lines)
7
2
14
Total =
102
My experience has been that students either do very well or very poorly. I suggest
that students who do not score above 90 need more practice on the constructions that they
miss.
69
Final Assessment # 1
Based on “Evening at Home”
From McGuffey’s Second Reader
The Original Text
It is winter. The cold wind whistles through the branches of the trees.
Mr. Brown has done his day’s work, and his children, Harry and Kate,
have come home from school. They learned their lessons well today, and
both feel happy.
Tea is over. Mrs. Brown has put the little sitting room in order. The
fire burns brightly. One lamp gives light enough for all. On the stool is a
basket of fine apples. They seem to say, “Won’t you have one?”
Harry and Kate read a story in a new book. The father reads his
newspaper, and the mother mends Harry’s stockings.
By and by, they will tell one another what they have been reading
about, and will have a chat over the events of the day.
Harry and Kate’s bedtime will come first. I think I see them kiss their
dear father and mother a sweet good night.
Do you not wish that every boy and girl could have a home like this?
70
Your name:________________________________________________________
Final Assessment # 1
Directions:
1. Write in any understood words.
2. Place parentheses ( ) around each prepositional phrase.
3. Draw an arrow from each prepositional phrase to the word it modifies.
4. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,”
“IO” or “DO”).
5. Label interjections (“Inj”), nouns used as an adverb (“NuA”), and each example of
direct address (“DirA”).
6. Draw a vertical line after each main clause.
7. In the blank after each word below each sentence, explain how that word
grammatically chunks to the subject, verb, or complement.
1. The cold wind whistles through the branches of the trees.
2. Mr. Brown has done his day's work, and his two children have come
home from school.
day’s ________________________________________
3. They learned their lessons well today, and both feel happy.
4. Mrs. Brown has put the little sitting room in order.
5. The fire burns very brightly.
brightly ________________________________________
very ________________________________________
71
Final Assessment # 1 AK
Scoring
Construction
Words in S or V slots
Complements
Adjectives and Adverbs
Prepositional Phrases (ID)
Prepositional Phrases (modifies)
Inj, NuA, DirA
Main Clauses (vertical lines)
#
19
4
3
4
4
1
7
Value
3
1+2
1
2
1
2
2
Total =
Total
57
12
3
8
4
2
14
100
1. The cold wind whistles {through the branches} [Adv. to “whistles”] {of the trees} [Adj. to
“branches”]
.|
2. Mr. Brown has done his day’s work (DO), | and his two children have come
home [NuA] {from school} [Adv. to “have come”]. |
day’s – Adj. to “work”
3. They learned their lessons (DO) well today, | and both feel happy (PA). |
4. Mrs. Brown has put the little sitting room (DO) {in order} [Adv. to “has put”]. |
5. The fire burns very brightly. |
brightly – Adv. to “burns”
very – Adv. to “brightly”
72
Final Assessment # 2
Based on “The Kingbird”
From McGuffey’s Second Reader
The Original Text
The kingbird is not bigger than a robin.
He eats flies, and worms, and bugs, and berries.
He builds his nest in a tree, near some house.
When there are young ones in the nest, he sits on the top of a tree near
them.
He watches to see that no bird comes to hurt them or their mother.
If a hawk, a crow, or even an eagle comes near, he makes a dash at it.
Though he is so small, he is brave, and he is also very active.
He never fails to drive off other birds from his nest.
He flies around and around the eagle, and suddenly strikes him with
his sharp bill.
He strikes at his eye, and then darts away before the eagle can catch
him.
Or he strikes from behind, and is off again before the eagle can turn
round.
In a short time, the great eagle is tired of such hard blows, and flies
away. He is very glad to get rid of his foe.
Is not the little fellow a brave bird?
Because he can drive off all other birds, he is called the KINGBIRD.
73
Your name:________________________________________________________
Final Assessment # 2
Directions:
1. Write in any understood words.
2. Place parentheses ( ) around each prepositional phrase.
3. Draw an arrow from each prepositional phrase to the word it modifies.
4. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,”
“IO” or “DO”).
5. Label interjections (“Inj”), nouns used as an adverb (“NuA”), and each example of
direct address (“DirA”).
6. Draw a vertical line after each main clause.
7. In the blank after each word below each sentence, explain how that word
grammatically chunks to the subject, verb, or complement.
1. The kingbird is not bigger than a robin.
not ________________________________________
2. In the spring there are young ones in the nest, and he sits on the top of a
tree near them.
3. He is small, but he is very brave.
very ________________________________________
4. He strikes at the eagle’s eye, and then darts away.
eagle’s ________________________________________
then ________________________________________
away ________________________________________
5. Is not the little fellow a brave bird?
74
Final Assessment # 2 AK
Scoring
Construction
Words in S or V slots
Complements
Adjectives and Adverbs
Prepositional Phrases (ID)
Prepositional Phrases (modifies)
Inj, NuA, DirA
Main Clauses (vertical lines)
#
15
5
5
7
7
0
7
Value
3
1+2
1
2
1
2
2
Total =
Total
45
15
5
14
7
0
14
100
1. The kingbird is not bigger (PA) {than a robin} [Adv. to “bigger”]. |
not adv. to “bigger”
2. {In the spring} [Adv. to “are”] there are young ones (PN) {in the nest} [Adv. to “are”], | and
he sits {on the top} [Adv. to “sits”] {of a tree} [Adj. to “top”] {near them} [Adj. to “tree”]. |
3. He is small (PA), | but he is very brave (PA), |
very adv. to “brave”
4. He strikes {at the eagle’s eye} [Adv. to “strikes”], and then darts away. |
eagle’s adj. to “eye”
then adv. to “darts”
away adv. to “darts”
5. Is not the little fellow a brave bird (PN)? |
75
Final Assessment # 3
Based on “The Bee”
From McGuffey’s Second Reader
The Original Text
Bees live in a house that is called a hive. They are of three kinds, —
workers, drones, and queens.
Only one queen can live in each hive. If she is lost or dead, the other
bees will stop their work.
They are very wise and busy little creatures. They all join together to
build cells of wax for their honey.
Each bee takes its proper place, and does its own work. Some go out
and gather honey from the flowers; others stay at home and work inside the
hive.
The cells which they build, are all of one shape and size, and no room
is left between them.
The cells are not round, but have six sides.
Did you ever look into a glass hive to see the bees while at work? It is
pleasant to see how busy they always are.
But the drones do not work. Before winter comes, all the drones are
driven from the hive or killed, that they may not eat the honey which they
did not gather.
It is not quite safe for children to handle bees. They have sharp stings
that they know well how to use in their defense.
76
Your name:________________________________________________________
Final Assessment # 3
Directions:
1. Write in any understood words.
2. Place parentheses ( ) around each prepositional phrase.
3. Draw an arrow from each prepositional phrase to the word it modifies.
4. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,”
“IO” or “DO”).
5. Label interjections (“Inj”), nouns used as an adverb (“NuA”), and each example of
direct address (“DirA”).
6. Draw a vertical line after each main clause.
7. In the blank after each word below each sentence, explain how that word
grammatically chunks to the subject, verb, or complement.
1. Bees live in hives.
2. Only one queen can live in each hive.
Only ________________________________________
3. Every day, each bee takes its proper place, and does its own work.
its ________________________________________
4. Some go out and gather honey from the flowers; others stay at home and
work inside the hive.
5. Before winter, all the drones are driven from the hive or killed.
77
Final Assessment # 3 AK
Scoring
Construction
Words in S or V slots
Complements
Adjectives and Adverbs
Prepositional Phrases (ID)
Prepositional Phrases (modifies)
Inj, NuA, DirA
Main Clauses (vertical lines)
#
18
3
2
7
7
1
6
Value
3
1+2
1
2
1
2
2
Total =
Total
54
9
2
14
7
2
12
100
1. Bees live {in hives} [Adv. to “live”]. |
2. Only one queen can live {in each hive} [Adv. to “can live”]. |
Only Adv. to the adjective “one”
3. Every day [NuA], each bee takes its proper place (DO), and does its own work (DO). |
its adj. to “place”
4. Some go out and gather honey (DO) {from the flowers} [Adv. to “gather”]; | others
stay {at home} [Adv. to “stay”] and work {inside the hive} [Adv. to “work”]. |
5. {Before winter} [Adv. to “are driven” and “killed”], all the drones are driven (P) {from the
hive} [Adv. to “are driven”]
or killed (P). |
78
Final Assessment # 4
Based on “The Torn Doll”
From McGuffey’s Second Reader
The Original Text
Mary Armstrong was a pretty little girl, but she was heedless about some things.
Her way of leaving her books and playthings just where she had used them last,
gave her mother much trouble in picking them up and putting them in their proper places.
She had often told Mary the evil effects of being so careless. Her books became
spoiled, and her toys broken.
But worse than this was the growing habit of carelessness, which would be of
great harm to her all her life. It would make her unhappy, and would annoy her friends.
One day Mary and her mother went out into their pleasant yard, to spend an hour
in the open air. Mrs. Armstrong took her work with her.
Mary ran about and played with Dash, her pet dog, and was having a happy time.
But in a corner of the yard she found her nicest doll all torn and broken, and its
dress covered with mud.
She knew, at once, that Dash had done this, and she scolded him harshly.
Carrying the broken doll to her mamma, she showed it to her, and could hardly
keep from crying.
Mrs. Armstrong asked Mary if she had not left the doll on the porch where Dash
could easily get it; and Mary had to answer, “Yes, ma’am.”
“Then you must not blame the dog, Mary, for he does not know it is wrong for
him to play with your doll. I hope this will be a lesson to you hereafter, to put your things
away when you are through playing.”
“I will try,” said Mary. And her mother promised to mend the doll as well as she
could.”
79
Your name:________________________________________________________
Final Assessment # 4
Directions:
1. Write in any understood words.
2. Place parentheses ( ) around each prepositional phrase.
3. Draw an arrow from each prepositional phrase to the word it modifies.
4. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,”
“IO” or “DO”).
5. Label interjections (“Inj”), nouns used as an adverb (“NuA”), and each example of
direct address (“DirA”).
6. Draw a vertical line after each main clause.
7. In the blank after each word below each sentence, explain how that word
grammatically chunks to the subject, verb, or complement.
1. Mary Armstrong was a pretty little girl, but she was heedless about some
things.
pretty ________________________________________
2. One day Mary and her mother went out into their pleasant yard, and spent
an hour in the open air.
pleasant ________________________________________
3. Mary carried the broken doll to her mamma, and she showed it to her.
broken ________________________________________
4. You must not blame the dog, Mary.
80
Final Assessment # 4 AK
Scoring
Construction
Words in S or V slots
Complements
Adjectives and Adverbs
Prepositional Phrases (ID)
Prepositional Phrases (function)
Inj, NuA, DirA
Main Clauses (vertical lines)
#
16
6
3
5
5
2
6
Value
3
1+2
1
2
1
2
2
Total =
Total
48
18
3
10
5
4
12
100
1. Mary Armstrong was a pretty little girl (PN), | but she was heedless (PA)
{about some things} [Adv to “heedless”].
|
pretty - Adj. to “girl”
2. One day [NuA] Mary and her mother went out {into their pleasant yard} [Adv to
“went”]
, and spent an hour (DO) {in the open air} [Adv to “spent”]. |
pleasant - Adj. to “yard”
3. Mary carried the broken doll (DO) {to her mamma} [Adv to “carried”], | and she
showed it (DO) {to her} (IO). |
broken - Adj. to “doll”
4. You must not blame the dog (DO), Mary [DirA]. |
81
Final Assessment # 5
Based on “Patty and the Squirrel”
From McGuffey’s Second Reader
The Original Text
Little Patty lives in a log house near a great forest. She has no sisters,
and her big brothers are away all day helping their father.
But Patty is never lonely; for, though the nearest house is miles away,
she has many little friends. Here are two of them that live in the woods.
But how did Patty teach them to be so tame? Patty came to the woods
often, and was always so quiet and gentle that the squirrels soon found they
need not be afraid of her.
She brought her bread and milk to eat under the trees, and was sure to
leave crumbs for the squirrels.
When they came near, she sat very still and watched them. So, little
by little, she made them her friends, till, at last, they would sit on her
shoulder and eat from her hand.
Squirrels build for themselves summer houses. These are made of
leaves, and sticks, and moss. They are nice and cool for the summer, but
would never do for the winter cold and snow.
So these wise little people find a hollow in an old tree. They make it
warm and snug with soft moss and leaves; and here the squirrels live all
through the long winter.
82
Your name:________________________________________________________
Final Assessment # 5
Directions:
1. Write in any understood words.
2. Place parentheses ( ) around each prepositional phrase.
3. Draw an arrow from each prepositional phrase to the word it modifies.
4. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,”
“IO” or “DO”).
5. Label interjections (“Inj”), nouns used as an adverb (“NuA”), and each example of
direct address (“DirA”).
6. Draw a vertical line after each main clause.
7. In the blank after each word below each sentence, explain how that word
grammatically chunks to the subject, verb, or complement.
1. Little Patty has no sisters, and her big brothers are away all day.
2. Two of her many little friends live in the woods.
many ________________________________________
3. The squirrels need not be afraid of her.
4. At last, they would sit on her shoulder and eat from her hand.
5. These wise little people find a hollow in an old tree, and here the squirrels
live all the long winter.
83
Final Assessment # 5 AK
Scoring
Construction
Words in S or V slots
Complements
Adjectives and Adverbs
Prepositional Phrases (ID)
Prepositional Phrases (function)
Inj, NuA, DirA
Main Clauses (vertical lines)
#
17
3
1
7
7
2
7
Value
3
1+2
1
2
1
2
2
Total =
Total
51
9
1
14
7
4
14
100
1. Little Patty has no sisters (DO), | and her big brothers are away all day [NuA]. |
2. Two {of her many little friends} [Adj. to “Two”] live {in the woods} [Adv. to “live”]. |
many Adj. to “friends”
3. The squirrels need not be afraid (PA) {of her} [Adv. to “afraid”]. |
4. {At last} [Adv. to “would sit” and “eat”], they would sit {on her shoulder} [Adv. to “would sit”]
and eat {from her hand} [Adv. to “eat”]. |
5. These wise little people find a hollow (DO) {in an old tree} [Adv. to “find”], | and here
the
squirrels live all the long winter [NuA]. |
84
Final Assessment # 6
Based on “Sam and Harry”
From McGuffey’s Second Reader
The Original Text
One fine summer afternoon, Sam was walking home from school. He went along
slowly, reading a book.
Sam had spent all his money for the book, but he was a happy boy.
At length he came into the highroad where there was a gate. A blind man stood,
holding it open.
The poor man said, “Please give me a few cents to buy some bread!” But Sam
gave him nothing.
What! did Sam give the poor blind man nothing? Yes; for, as I told you, he had
spent all his money.
So Sam walked on, very sad. Soon after, a fine carriage came up, and in it were
Harry and his mother.
The blind man stood, and held out his hat. “Let us give the poor man something,”
said Harry to his mother.
His mother gave him some cents. Harry took them, but did not put them into the
man’s hat.
He threw them into the hedge as far as he could. The poor man could not find
them, for, you know, he was blind.
Sam had turned back to look at the fine carriage. He saw Harry throw the cents
into the hedge; so he came back at once, and looked for the money until he found it all for
the blind man.
This took so long a time, that he almost lost his supper.
Which of the boys do you think was truly kind to the poor man?
I know which he thanked the most in his heart.
85
Your name:________________________________________________________
Final Assessment # 6
Directions:
1. Write in any understood words.
2. Place parentheses ( ) around each prepositional phrase.
3. Draw an arrow from each prepositional phrase to the word it modifies.
4. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,”
“IO” or “DO”).
5. Label interjections (“Inj”), nouns used as an adverb (“NuA”), and each example of
direct address (“DirA”).
6. Draw a vertical line after each main clause.
7. In the blank after each word below each sentence, explain how that word
grammatically chunks to the subject, verb, or complement.
1. One fine summer afternoon, Sam was walking home from school.
2. What! did Sam give the poor blind man nothing?
3. Soon after, a fine carriage came up, and in it were Harry and his mother.
4. The blind man held out his hat.
out ________________________________________
5. Harry took them, but he did not put them into the man’s hat.
man’s ________________________________________
86
Final Assessment # 6 AK
Scoring
Construction
Words in S or V slots
Complements
Adjectives and Adverbs
Prepositional Phrases (ID)
Prepositional Phrases (function)
Inj, NuA, DirA
Main Clauses (vertical lines)
#
18
5
2
3
3
3
7
Value
3
1+2
1
2
1
2
2
Total =
Total
54
15
2
6
3
6
14
100
1. One fine summer afternoon [NuA], Sam was walking home [NuA] {from school}
[Adv. to “was walking”]
.|
2. What! [Inj] did Sam give the poor blind man (IO) nothing (DO)? |
3. Soon after, a fine carriage came up, | and {in it} [Adv. to “were”] were Harry and
his mother.
|
4. The blind man held out his hat (DO). |
out ________________________________________
5. Harry took them (DO), | but he did not put them (DO) {into the man’s hat} [Adv.
to “did put”]
.|
man’s ________________________________________