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KISS Grammar
KISS Grammar & Assessment
KISS Instructional “Booklets” give you all the instructional materials, suggestions for teaching, and
sample exercises. You can use the booklets to create your own instructional plan. Remember that the online versions of the booklets include links to all of the exercises currently in the KISS complete (GradeLevel) workbooks.
Free, from the KISS Grammar Web Site
http://home.pct.edu/~evavra/kiss/wb/index.htm
© Ed Vavra
December, 2009
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Contents
Preface..................................................................................................................2
Introduction ..........................................................................................................2
KISS Level One—Second Grade ........................................................................6
From “Bobbie and the Apples” ......................................................................................................... 6
KISS Level Two—Fourth Grade .........................................................................9
Based on the Writing of Fourth Graders ........................................................................................... 9
KISS Level Four—Sixth Grade .........................................................................12
Shakespeare's Julius Caesar (Act 1, Scene 2, 136-142).................................................................. 12
KISS Level Five—Seventh Grade .....................................................................15
From “In Kropfsberg Keep,” by Ralph A. Cram ............................................................................. 15
PPrreeffaaccee
The initial idea for assessment quizzes was to have a set of ten tests that could be used at the
beginning or the end of each grade level. Further thought suggested a problem. Not all students will be
beginning or progressing through KISS at the same grade levels. Thus, the assessment quizzes should
probably be revised to match the new organization of the grade-level books -- quizzes for each KISS
Level at each grade level. Developing those will take some time, and before I start I want to be sure that
the basic format of the levels works well. Meanwhile, the quizzes in this section suggest what can be
done.
IInnttrroodduuccttiioonn
Assessment is, unfortunately, a touchy question. The National Council of Teachers of English abhors
any content-based standards, and, as a result, any standards at all. State Boards of Education are just as
bad. They produce almost impenetrable volumes of mush, but I have yet to see a state standards document
that even requires students to be able to identify subjects and verbs in sentences written by their peers.
The results of this are harmful, especially for public school teachers. They are expected to improve
students’ ability to read and write, but with no clearly identifiable standards for the students to meet, the
students cannot be held responsible for learning anything.
An objective of KISS is to suggest a set of standards for grammar, but for the present, those
standards cannot be clearly identified with any specific grade level. If, for example, students begin KISS
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in second grade, by the end of fourth grade they could be expected to be able to identify the clause
structure of sentences that included simple adverbial, adjectival, and noun clauses. But if students begin
KISS in fourth grade, this would be an unreasonable expectation. As developed on this site, KISS does
begin in second grade, and by the end of seventh, students could be expected to be able to explain how
any word in any sentence chunks to a main-clause S/V/C pattern. The quizzes in this section are therefore
set up for these objectives.
Parents who are home-schooling really will not need these assessment quizzes. Working so closely
with their children, they will know what their children do and do not understand. For classroom teachers,
of course, the situation is very different. Assessment quizzes can be used at the beginning of the year to
enable teachers to see what their new students, individually and as a group, do and do not know. At the
end of the year, assessment quizzes could become part of official assessment. There are at least three
different skills that should be assessed within the KISS framework.
1. Writing
In a writing quiz, students are asked to write sentences that include specific types of constructions
and to underline those constructions. In this type of quiz, point values depend on the number of
constructions that students are expected to write. The following is a writing assessment quiz for KISS
Level Three:
Directions. For each of the following, write a sentence that contains the indicated
construction, and underline that construction in your sentence. (10 each)
1.) a predicate noun
2.) a prepositional phrase that functions as an adverb
3.) a prepositional phrase that functions as an adjective
4.) a compound subject
5.) compound main clauses
6.) a noun clause that functions as a direct object
7.) a noun clause that functions as a subject
8.) an adverbial clause
9.) an adjectival clause
10. a subordinate clause within a subordinate clause
“Writing” quizzes are important for checking to see that students can recognize and consciously produce
specific constructions, but they will not fully reveal the students’ ability to untangle the complicated
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sentences that students will find in their reading--or themselves write. To check for this, KISS offers a
specific format for “Analysis Quizzes.”
2. Analysis Quizzes
Like most of the KISS identification exercises, “Analysis” quizzes are based on a short text. The
format, however, differs such that specific point values can be assigned to different parts of the text. The
sentences in the text should be numbered, and the students should be given the text in a format (doublespaced) such that they can analyze the text (parentheses, etc.) as they normally would. In this format, the
questions are divided into two sections.
The directions for the first section are:
I. Indicate the S/V/C pattern(s) of the main clause(s) in each sentence and the words or
constructions that fill the slots in those patterns. (xx each)
See the quiz based on a quotation from Shakespeare’s Julius Caesar (below) for an example.
The directions for the second section are:
II. Explain how each of the following words is related to its basic pattern. Once you name a
word that you have already explained, you should stop. (x each)
In creating these quizzes, there are a couple of things to keep in mind. Note, for example, that in making
the Julius Caesar quiz, I asked for “huge.” In the key for this quiz, I noted that I would expect students to
tell me that “huge” is an adjective to “legs,” that “legs” is the object of the preposition “under” and that
the prepositional phrase functions as an adverb to “walk.” Students should have given me “walk” in the
first section of the quiz, and thus they would here not only have explained “huge,” but also the
prepositional phrase and the connection to the main pattern.
The words in this section of the quiz should be sequenced such that they move outward from the
main S/V/C pattern. Thus the Caesar quiz asks for “ourselves” and then “dishonorable.” In explaining
“ourselves,” students should connect it to the infinitive (verbal) “to find,” and then explain how the
infinitive connects to the basic pattern. Then, in explaining “dishonorable,” students need only connect it
to “to find.” (Note, by the way, that I would not expect students to use complete sentences, or even
complete words, in their explanations.)
Another thing to note about this type of quiz is that some constructions can be avoided. Thus I did
not include “men” in the Caesar quiz because I would not expect students at Level Three to recognize the
somewhat unusual appositive. In adapting the quizzes, or in creating your own, you may want to provide
some words--with their explanation. Thus “find” could have been added to the list, with its explanation—
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infinitive (verbal) that functions as an adverb to “walk” and “peep.” By providing this connection, you
could still fairly ask students to explain “ourselves” and “dishonorable.”
A final note regards the “keys.” Throughout this explanation, for example, I have referred to “find”
as an “infinitive (verbal).” If you are familiar with the KISS Approach, you know that although it
provides a fairly clear sequence of instruction, it also allows teachers a wide range of how and when to
introduce different constructions. If you are teaching fifth graders to identify verbals, but not specifically
infinitives, then you obviously should expect students to use “verbal” in their explanation. On the other
hand, if they have been taught to identify infinitives, then you should expect “infinitive.”
3. Testing for Procedures and Definitions
More than twenty years of teaching with the KISS Approach have convinced me that most students
major problem is that they refuse to memorize the relatively few, but extremely important procedures and
definitions. Students often complain, for example, that they cannot understand complements. But when I
ask them to give me the sequence for distinguishing complements, they cannot do so. That procedure is
relatively simple: If the complement describes the subject, it is a predicate adjective. If it equals the
subject (and the verb in any way means “equals), the complement is a predicate noun. If the complement
indicates to or for whom something is done, the complement is an indirect object. Any other complement
has to be a direct object.
Similarly, students can rarely, if ever, untangle a multi-clause sentence without knowing that a clause
is “a subject / (finite) verb / complement pattern and all the words that chunk to it.” If our objective is to
enable students to analyze sentences so that they can intelligently discuss them, then we need to reinforce
the procedures and definitions that students need to know. Including them on assessment quizzes not only
does that, in many cases it also clearly lets us know why and where students are having problems.
A Combined Assessment Format
It should be obvious, but I’ll mention it anyway. The three things discussed above can be combined
into one assessment quiz.
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K
KIISSSS L
Leevveell O
Onnee—
—SSeeccoonndd G
Grraaddee
From “Bobbie and the Apples”
Adapted from Kate Whiting Patch
from The Elson Readers Primer
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).
3. In the blank after each word below each sentence, explain how that word grammatically connects to the
subject, verb, or complement. (Remember that you do not have to repeat explanations.)
1. Who will give me some?
2. Come with me.
me ________________________________________
3. The farmer's apples were pretty.
farmer's ________________________________________
4. The cat went to the house.
The ________________________________________
house ________________________________________
5. Away he ran to his mother.
Away ________________________________________
mother ________________________________________
his ________________________________________
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6. I will give you some apples.
some ________________________________________
7. Bobbie was a little boy.
little ________________________________________
8. You may have four apples.
four ________________________________________
9. Go to the cow.
cow ________________________________________
10. Where did you get them?
Where ________________________________________
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Analysis Key
Words in S or V slots
Complements
Adj., Adv., + Prep. Phrases
24 x 3 ea. =
72
8 (x 1 + 1) =
16
12 x 1 ea.
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1. Who will give me (IO) some (DO)?
2. *You* Come {with me}.
me object of prep. "with"; pp. is adv. to "Come"
3. The farmer's apples were pretty (PA).
farmer's adj. to "apples"
4. The cat went {to the house}.
The adj. to "cat"
house object of prep. "to"; pp. is adv. to "went"
5. Away he ran {to his mother}.
Away adv. to "ran"
mother object of prep. "to"; pp. is adv. to "ran"
his adj. to "mother"
6. I will give you (IO) some apples (DO).
some adj. to "apples"
7. Bobbie was a little boy (PN).
little adj. to "boy"
8. You may have four apples (DO).
four adj. to "apples"
9. *You* Go {to the cow}.
cow obj. of prep. "to"; pp. is an adverb to "Go."
10. Where did you get them (DO)?
Where adv. to "did get"
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K
KIISSSS L
Leevveell T
Tw
woo—
—FFoouurrtthh G
Grraaddee
Based on the Writing of Fourth Graders
1. What is the definition of a clause?
Directions for 2 through 8:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause. If the clause functions as a noun, label its function. If
it functions as an adjective or an adverb, draw an arrow from the opening bracket to the word that the
clause modifies.
4. Place a vertical line after each main clause.
5. In the blank after each word below each sentence, explain how that word grammatically connects to the
subject, verb, or complement. (Remember that you do not have to repeat explanations.)
2. He said it was yummy noodles covered in cheese.
yummy ________________________________________
cheese ________________________________________
3. My knees were knocking, and I had goose bumps on my arms.
arms ________________________________________
4. My dad patted me on the back and told me I did a good job.
5. The diving board seems a lot higher up here than it did down there!
lot ________________________________________
6. Later, we got out of the pool to take a little break.
Later ________________________________________
7. Once the battery was charged I rode my motorscooter some more.
8. We were going to try something that we never did before.
never ________________________________________
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Analysis Key
1. What is the definition of a clause? A clause is a subject/ (finite) verb/ complement
pattern and all the words that chunk to it. (10 points)
Suggested Scoring:
Subjects & Finite Verbs Subtract two points for every word that is not underlined and should be, and
two for every word that is underlined and should not be.
Complements
1. Subtract two points for every complement that is not identified at all.
2. Subtract one point for every complement that is incorrectly labeled and one for any word that is
identified as a complement when it is not one.
Main Clauses Subtract three points for each missing (or incorrectly placed) vertical line.
Subordinate Clauses
1. Subtract two points for each missing (or incorrectly placed) bracket.
2. Subtract two points incorrect functions of clauses.
Specified Words Subtract two points for each incorrect explanation.
Note that in the following, simple adjectives, adverbs, and other words that students are not asked to
explain are not marked as they normally are in analysis keys.
2. He said [DO it was yummy noodles (PN) covered [#1] {in cheese}]. |
If "covered" is underlined twice, subtract 5.
yummy adjective to "noodles"
cheese obj. of "in"; phrase is adverbial to "covered" which is a verbal that
modifies "noodles"
3. My knees were knocking, | and I had goose bumps (DO) {on my arms}. |
arms obj. of "on"; prep phrase is adv. to "had"
4. My dad patted me (DO) {on the back} and told me (IO) [DO I did a good job
(DO)]. |
5. The diving board seems a lot higher (PA) {up here} [#2] [Adv. to "seems" or
"higher" than it did {down there}]! |
lot Noun Used as an Adverb to "higher"
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6. Later, we got {out of the pool} [#3] to take a little break. |
If "to take" is underlined twice (or marked as a prepositional phrase, subtract 5.
Later Adverb to "got"
7. [Adv. to "rode" Once the battery was charged [#4]] I rode my motorscooter (DO)
some more. |
8. We were going to try [#5] something (DO) [Adj. to "something" that we never did
before. |
never Adverb to "did"
Notes (FYI)
1. “Covered” is a gerundive.
2. Note how context determines grammatical function. “Higher up here” could mean higher up at this
pool (as compared to some other pool). That would make both “up” and “here” adverbs. But the
context provided by “down there” suggests that we should consider “up here” a prepositional
phrase.
3. Alternatively “got out of” can be considered the finite verb (‘exited”, and “pool” can be described as
the direct object.
4. “Was charged” is passive.
5. Alternatively, “were going” is the finite verb, and “to try” is a verbal (infinitive) that functions as an
adverb of purpose to “were going.” Here also, context and meaning affect grammatical
description. If the sentence means “We were going to grandmother’s to try something,” then
“were going” denotes movement. Otherwise, “were going to try” implies intention.
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K
KIISSSS L
Leevveell FFoouurr—
—SSiixxtthh G
Grraaddee
Shakespeare's Julius Caesar (Act 1, Scene 2, 136-142)
(1) Why, man, he doth bestride the narrow world
Like a Colossus, and we petty men
Walk under his huge legs, and peep about
To find ourselves dishonorable graves.
(2) Men at sometime were masters of their fates.
(3) The fault, dear Brutus, is not in our stars,
But in ourselves, that we are underlings.
I. Indicate the S/V/C pattern(s) of the main clause(s) in each sentence and the words or constructions that
fill the slots in those patterns. (20 each)
1.)
2.)
3.)
II. Explain how each of the following words is related to its basic pattern. Once you name a word
that you have already explained, you should stop. (3 each)
First Sentence:
Why
narrow
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Colossus
huge
ourselves
dishonorable
Second Sentence:
sometime
their
Third Sentence:
dear
our
ourselves
that
underlings
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Analysis Key
I. Indicate the S/V/C pattern(s) of the main clause(s) in each sentence and the words or constructions that
fill the slots in those patterns. (20 each)
1.) S/V/DO , and S V V -- He doth bestride, and we walk and peep
2.) S/V/PN -- Men were masters
3.) S/V - fault is
II. Explain how each of the following words is related to its basic pattern. Once you name a word
that you have already explained, you should stop. (3 each)
First Sentence:
Why Interjection
narrow adj. to "world"
Colossus object of the preposition "Like"; the prep phrase is adverbial to "doth
bestride"
huge adj. to "legs," the object of the prep. "under"; the phrase functions as an adverb
to "walk"
ourselves indirect object of the verbal (infinitive) "to find"; the infinitive (verbal)
phrase functions as an adverb to "Walk" and "peep."
dishonorable adj. to "graves," the direct object of "to find"
Second Sentence:
sometime object of "at"; the prep phrase functions as an adverb to "were"
their adj. to "fates," the object of the prep. "of." The prep phrase functions as an
adjective to "masters"
Third Sentence:
dear adj. to "Brutus" - Direct Address
our adj. to "stars," which is the object of "in." The prep phrase functions as an adverb
to "is not"
ourselves obj. of "in." This prep phrase is an adverb to "is."
that Sub. Conj. ["that ... underlings"] The clause functions as an adjective to "fault."
underlings PN in ["that ... underlings"] clause
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K
KIISSSS L
Leevveell FFiivvee—
—SSeevveenntthh G
Grraaddee
From “In Kropfsberg Keep,” by Ralph A. Cram
A great many years ago, soon after my grandfather died, and Matzen came to
us, when I was a little girl, and so young that I remember nothing of the affair
except as something dreadful that frightened me very much, two young men who
had studied painting with my grandfather came down to Brixleg from Munich,
partly to paint, and partly to amuse themselves -- “ghost-hunting” as they said, for
they were very sensible young men and prided themselves on it, laughing at all
kinds of “superstition,” and particularly at that form which believed in ghosts and
feared them.
Part I: (20 points) Write the pattern (“S / V / C,” or “S & S / V / C,” etc.) for the main clause in this
sentence. Then write the words that fill each slot in that pattern.
Part II. Explain how each of the following words chunks to the main clause pattern. (When you
get to a word that you have already explained, stop.)
1. years
2. died
3. us
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4. little
5. affair
6. me
7. painting
8. grandfather
9. paint
10. themselves
11. “ghost-hunting”
12. said
13. sensible
14. themselves
15. laughing
16. superstition
17. particularly
18. form
19 ghosts
20. them
17
Analysis Key
Note that the analysis keys to the exercise suggest several alternative explanations,
especially for clauses in this sentence. All these alternatives are not discussed here, but they
should be accepted. Notes in blue are probable answers. (Note that I do not expect
sentences as answers and will accept any abbreviations, as long as they are clear.) Notes is
red suggest how the quiz works.
Part I: (20 points) Write the pattern ("S / V / C," or "S & S / V / C," etc.) for the main clause in
this sentence. Then write the words that fill each slot in that pattern.
S/V
men / came
Part II. Explain how each of the following words chunks to the main clause pattern. (When you
get to a word that you have already explained, stop.) 4 points each.
1. years NuA with “ago” to “came” [”Came” was indicated as the main verb.]
2. died Finite verb in SC “after ... died,” SC is adverbial to “soon,” which is an appositive to
“years ago.” [”years” was explained in #1.]
3. us obj. of “to.” “To us” is a pphrase to “came,” which is the verb in the sub clause
“Matzen ... came.” The SC is adverbial to “soon.” [”soon” was explained in #2.]
4. little adj. to “girl,” which is the PN in the SC “when ... I was ...girl ...” The SC is
adverbial to “years ago.”
5. affair obj. of “of.” The PP is an adjective to “nothing” which is the DO of “I remember”
in the SC “that ... much.” The SC is an adverb to “young,” which is a PA in the SC
“when I was ...” [Explained in # 4]
6. me DO of “frightened,” which is the verb in the SC “that...much.” The SC is adj to
“something” which is the object of prep. “except” The PP is adj to “nothing.”
[Explained in # 5]
7. painting Gerund, DO of “had studied” which is the verb in the SC “who ... grandfather”
The SC is an adj to “men.” [Explained in Part I]
8. grandfather obj. of prep “with.” The PP is adv to “had studied.” [Explained in #7]
9. paint inf. “to paint” is adverb to “came” [Explained in Part I]
10. themselves DO of inf. “to amuse,” which is adv. to “came.” [Explained in Part I]
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11. “ghost-hunting” gerund functioning as a NuA to inf. “to amuse.” [Explained in #10]
12. said verb in SC “as they said” SC is adv to “to paint” and “to amuse” [Explained in
#11]
13. sensible adj. to “men” in SC pattern “For they were ...men...” SC is adv. to “ghosthunting,” or to “said” [Explained in #11 or #12]
14. themselves DO of “prided,” a verb in the SC “They were men and prided.” [Explained
in #13]
15. laughing gerundive to “they” [Explained in #14]
16. superstition obj. of “of”; pp is adj to “kinds” in pp “at all kinds” which is adv to
“laughing” [Explained in #15]
17. particularly adv to pp “at that form” which is adv to “laughing” [Explained in #15]
18. form obj. of prep “at” [Explained in #17]
19 ghosts obj of prep “in”; pp is adv to “believed,” a verb in the SC “which ... them”; SC is
adj to “form.” [Explained in #18]
20. them DO of “feared,” which is the second verb in the “which ... them” clause [Explained in #19]