2
The Ideal KISS Grammar Sequence
Book 1
Analysis Keys for Supplemental Exercises
© Dr. Ed Vavra
Revised June, 2015
KISS Instructional Materials are available for free at KISSGrammar.org.
For Unit 2--A Focus on Subjects and Verbs 2
Ex. 1 - Single Word Verbs from Ben and Alice 2
Helping Verbs (Tenses) 3
Ex. 2 - Verb Phrases (Tenses) From Ben and Alice (#1) 3
Ex. 3 - Verb Phrases (Tenses) From Ben and Alice (#2) 3
For Unit 9—Prepositional Phrases 4
Ex. 1 - Adding Prepositional Phrases From Ben and Alice (#1) 4
Ex. 2 - Adding Prepositional Phrases from Ben and Alice (#2) 4
Passages for Analysis 5
Ex. 1 –“Little Rabbit” (Part 1) by Anne Schutze 5
Ex. 2 – “Little Rabbit” (Part 2) by Anne Schutze 6
Ex. 3 – “Time to Rise” - From A Child's Garden of Verses 6
Ex. 4 - Lesson Twenty-Seven from STANDARD FIRST READER 7
Ex. 5 - Lesson Twenty-Eight from STANDARD FIRST READER 7
Ex. 6 – “Singing” From A Child's Garden of Verse 8
Ex. 7 - An Exercise in Capitalization and Punctuation: “The Heron” 9
Ex. 8 - Lesson Sixty-Six from the STANDARD FIRST READER 10
Ex. 9 - Lesson Seventy-Two from the STANDARD FIRST READER 10
Ex. 10 - Lesson Seventy-Four from the STANDARD FIRST READER 11
For Unit 2--A Focus on Subjects and Verbs
Ex. 1 - Single Word Verbs from Ben and Alice
Note that the analysis keys include a complete analysis of each sentence for teachers' information. For this exercise, the students are expected to identify only the subjects and verbs.
1. We have a little white cat (DO). |
2. We like a white cat (DO). |
3. Who is {in the house}? |
4. Are you {in the house}? |
5. Here I am. |
6. Blackie ran away. |
7. Jumpity-hoppity was a little rabbit (PN). |
8. You are one (PN) {of our many friends} {on the farm}. |
9. Mother saw the dog house (DO). |
10. They put the bird (DO) {in the house}. |
Helping Verbs (Tenses)
Ex. 2 - Verb Phrases (Tenses) From Ben and Alice (#1)
1. Blackie will not hurt you (DO). |
2. Your home is {in town}. |
3. We will run {to the garden}. |
4. I found the little bird (DO) here {in the garden}. |
5. Who will play house (DO)? |
6. I give many good eggs (DO). |
7. Father was {in the house}. |
8. Do we have a bear picture (DO) {in this room}? |
9. You will live {in this house}. |
10. We have made a good picture (DO). |
Ex. 3 - Verb Phrases (Tenses) From Ben and Alice (#2)
1. My bird can not fly. |
2. I am {in a tree}. |
3. I will get your bird (DO) {for you} (IO). |
4. I did not color my picture (DO). |
5. You will like this school (DO). |
6. Is the little bird hurt (PA)? |
7. Jack had put a box (DO) {under Ben’s cap}. |
8. Who is here {in the house}? |
9. Will you come {to the garden} {with me}? |
10. They made this house (DO) {with my help}. |
For Unit 9—Prepositional Phrases
Ex. 1 - Adding Prepositional Phrases From Ben and Alice (#1)
1. Ben ran {to Alice}. |
2. The monkey ran {up a tree}. |
3. I want to play {with Ben}. |
At this point in their work, “to play” can be explained as part of the verb phrase. Later, students will learn that it is a verbal (infinitive) that functions as the direct object of “want.”
4. The monkey put the cap (DO) {on his head}. |
5. The monkey ran {down the tree}. |
6. They found a man (DO) {at the door} {of the zoo}. |
7. Will you find Ben (DO) {for me}? |
8. *You* Draw a tree (DO) {by the house} {for us}. |
9. Will you draw the picture (DO) {of a girl} {for us}? |
10. Alice ran {to the big tree} {in the garden}. |
Ex. 2 - Adding Prepositional Phrases from Ben and Alice (#2)
1. Father monkey ran {after baby monkey}. |
2. The box was {under the table}. |
3. Mother sat down {in a chair} {by the door}. |
4. Then you will like a book (DO) {about the zoo}, too. |
5. They went {at once} {to the store}. |
6. Will you draw a little cat (DO) {for the girl}? |
7. You may keep my mouse (DO) {for a pet} {at school}. |
8. {Down the road} went the pony {with Ben} {on his back}. |
9. You will find the picture (DO) {of a monkey} {on the blue book}. |
10. {Out of the house} he went and {down the road} {to New Town}. |
Passages for Analysis
Ex. 1 –“Little Rabbit” (Part 1) by Anne Schutze
*You* Stop, | *You* Stop, Little Rabbit [DirA]! |
Where are you going? |
*You* Do not run away {from me}. |
I can not see you (DO), now. |
Where are you, Little Rabbit [DirA] ? |
Oh [Inj], now I see you (DO)! |
You are {behind the flowers}. |
You are {in the pretty clovers}. |
Ex. 2 – “Little Rabbit” (Part 2) by Anne Schutze
*You* Stop, | *you* stop, Little Rabbit [DirA] ! |
*You* Do not eat the clovers (DO). |
They are so pretty (PA). |
They are so white (PA). |
They are white (PA) {like your ears} [#1]. |
The clovers are so little (PA), now. |
Soon they will be big (PA). |
Then you may eat them (DO). |
Good-bye [Inj], Little Rabbit [DirA], good-bye [Inj]. |
Note
1. This “like” phrase can be seen as adverbial to the adjective “white,” or as adverbial to the verb “are,” or as adjectival to “They.” But since it is so far from “They,” our brains probably process it as adverbial. [Note that this is not a question that first graders are expected to address.]
Ex. 3 – “Time to Rise” - From A Child's Garden of Verses
A birdie {with a yellow bill}
Hopped {upon my window sill},
Cocked his shining eye (DO) and said:
[DO "Ain't you 'shamed [#1], you sleepy-head [#2] ! "] |
Notes
1. Some grammarians will probably see “’shamed” here as a complement, a predicate adjective. At this point in the students’ work, I would accept either explanation.
2. Grammar textbooks do not deal with real sentences, so I doubt that you will find an explanation of “you sleepy-head” in any of them. In KISS, the easiest explanation is to consider both words as Direct Address. When they get to appositives (KISS Level 5.4), some people may prefer to explain both words as appositives to the subject “you.”
Ex. 4 - Lesson Twenty-Seven from STANDARD FIRST READER
Fish swim {in the water}. |
They can not live long {out of the water}. |
They have many small gills (DO),
[Adj. to "gills" {through which} they breathe]. |
Fish lay many eggs (DO). |
Have you seen a fish swim [#1] ? |
It moves its tail (DO) [Adv. (time) to "moves" when it swims]. |
Fish are {of many colors} (PA). |
Some fish have colors (DO) {like the rainbow} [#2]. |
Notes
1. Students will probably mark “fish” as a complement. In KISS Level 4, they will learn that “fish” is the subject of the verbal (infinitive) “swim,” and that the infinitive phrase (“a fish swim”) functions as the direct object of “Have seen.”
2. I have analyzed the prepositional phrase “like a rainbow” as an adjective to “colors” because the psycholinguistic model suggests that we will chunk words or constructions to the nearest word that makes sense. In terms of meaning, however, it can also be viewed as an adjective to “fish” and/or as an adverb to “have.”
Ex. 5 - Lesson Twenty-Eight from STANDARD FIRST READER
The peach-tree is {in the garden}. |
There [#1] are leaves (PN) {on the tree}. | They are green (PA). |
The tree has pink flowers (DO) {on it}. |
These flowers are called (P) blossoms (RPN) [#2]. |
The peach-blossoms fall {to the ground}
[Adv. to "fall" when the peaches begin to grow]. |
A peach is {at first} green (PA). |
Then it turns ripe (PA), | and we may eat it (DO). |
A peach-stone is {inside of the peach}. |
Notes
1. This sentence will give students problems. There are three ways of explaining “There.” In KISS Level 2.1.3, it is explained as an expletive, as a subject, or as an adverb. The latter two explanations make “leaves” the subject.
2. Here, students should be expected to mark “blossoms” with a “C” for complement. At KISS Level 5.7, they will learn that it is a retained predicate noun after the passive “are called.”
Ex. 6 – “Singing” From A Child's Garden of Verse
{Of speckled eggs} the birdie sings
And {*of* nests} {among the trees}; |
The sailor sings {of ropes and things}
{In ships} {upon the seas}. |
The children sing {in far Japan}, |
The children sing {in Spain}; |
The organ {with the organ man}
Is singing {in the rain}. |
How Much I Can ExplainThe only word(s) that I would not expect students to be able to explain at this point in their work would be “nests,” because they may not see that the “and” is connecting “eggs” and “nests.”
Total Words = 45 / Words / Total
Explained / %
of Text
Words in Prep Phrases / 27 / 27 / 60 %
+ Adjectives & Adverbs (not in prep phrases) / 5 / 32 / 71 %
+ Coordinating Conjunctions / 1 / 33 / 73 %
+ Words in S / V / C patterns / 11 / 44 / 98 %
Ex. 7 - An Exercise in Capitalization and Punctuation: “The Heron”
The original is:
The heron is a large, strange-looking bird. He has very long thin legs, and his bill also is very long. He likes to live apart from other birds. Herons make nests of sticks and wool. They often stand quite still in shallow water and watch for fish.
The heron is a large, strange-looking bird (PN). | He has very long thin legs (DO), | and his bill also is very long (PA). | He likes to live [#1] apart {from other birds} [#2]. | Herons make nests (DO) {of sticks and wool}. | They often stand quite still {in shallow water} and watch {for fish}. |
Notes
1. Technically, “to live” is a verbal (infinitive) that functions as the direct object of “likes,” but at this point in their work, students can underline “likes to live” as the verb.
2. Webster’s on-line dictionary includes “apart from” as a preposition, but “apart” is also given as an adverb. Thus “from other birds” can be viewed as a prepositional phrase that modifies the adverb “apart.” Either explanation is acceptable.
Ex. 8 - Lesson Sixty-Six from the STANDARD FIRST READER
Alfred Tennyson was a poet (PN). | He wrote {about a king} named Arthur [#1]. | King Arthur had brave men (DO) {around him}, called knights [#1]. | The knights were always kind (PA), and took care (DO) {of the sick} and {of the poor}. | They wore coats (DO) {of steel}, and carried swords (DO) and [#2] shields (DO) and spears (DO). | They wore steel caps (DO), called helmets [#1]. | King Arthur was brave (PA) , and loved truth (DO) and honor (DO). |
Notes
1. “Arthur” is a retained predicate noun after the passive verbal (gerundive) “named.” “Named” functions as an adjective to “king.” For more on this, see Section 4.3 “A Focus on Gerundives in KISS Level 4 - Verbals.” The same construction appears in “called knights” (which modifies “men”), and in “called helmets” (which modifies “caps”).
2. Note the use of this “and” in a series.
Ex. 9 - Lesson Seventy-Two from the STANDARD FIRST READER
Bees make honey (DO). | They find the honey (DO) {in the flowers}. | Have you ever seen a beehive (DO)? | The beehive is a nice home (PN) {for the bee} [#1] [Adv. to "is" when it is not flying {among the flowers}]. | Honey is made (P) {in combs}. | The combs are wax (PN), and are full (PA) {of little pockets}, called cells [#2]. | The honey is put (P) {in the cells}. | Each cell has six sides (DO). | The comb is called (P) a honeycomb (RPN) [#3] . | The worker bee is always busy (PA). |
Notes
1. “For the bee” can be seen as an adjective to “bee” or as an adverb to “is.” (Note how the sentence can be restructured—“For the bee, the beehive is a nice home. . . .”
2. “Cells” is a retained predicate noun after the passive verbal (gerundive) “called.” “Called” functions as an adjective to “pockets.” For more on this, see Section 4.3 “A Focus on Gerundives in KISS Level 4 - Verbals.”
3. “Honeycomb” is a retained predicate noun after the passive “is called.” See KISS Level 5.7 - Passive Voice and Retained Complements.
Ex. 10 - Lesson Seventy-Four from the STANDARD FIRST READER
The man planted some seeds (DO) {in the ground}. | Then he covered them (DO) up [Adv. (purpose) to "covered" so that they would be warm (PA)]. | {In the Spring} the warm sun found them (DO). | Then the seeds sent little white roots (DO) {into the ground}. | They were fed (P) {in the soft, warm earth}. | Then little green leaves and stems began to grow. |