Teachers Guide for Mid-Term Assessments

Teachers’ Guide for Mid-Term Assessments

for

The Third “Ideal” KISS Grammar Book

The students’ book includes a copy of the directions, the sample test, and the texts from which the sentences have been taken or adapted. You may want the students to read and discus the relevant study before taking the test, especially to be sure that the students know what the words mean—we don’t want vocabulary problems interfere with a test of a their understanding of sentence structure.

The directions and the sample test are in both books because you may want to try the sample yourself, and because they are the same no matter which of the tests you choose to use. [You can let the students use the one in their book, or you can print out a copy from this one.]

I have included three tests for two reasons. First, teachers may want to use different tests in different years. Second, some tests are a little more difficult than others, so you can choose. (Of course, you can use more than one.)

Three Important Things to Note

First, as I hope I noted in the “Introduction” to this Third Book, to my knowledge no third graders have ever been asked to learn how to distinguish finite verbs from verbals. But if students are going to learn to identify clauses in their own writing, they will have difficulty doing so if they cannot distinguish finite verbs from verbals. A clause has a subject / finite verb / complement pattern. Therefore, I opted to focus on the distinction in this book. It may prove to be too difficult—and need to be seriously revised. I’m always open to feedback.

Second, the third book has two primary objectives—subordinate clauses that function as direct objects, and the distinction between finite verbs and verbals. Between this mid-term and the final the only major addition is learning how the verbals that function as modifiers connect to the other constructions in sentences. This is the primary focus of Unit Nine. Theoretically, therefore students still have half a year to improve their ability to make the basic distinction.

Third, scoring these tests is sometimes subjective, mainly because of alternative explanations. I provided suggested scoring, but feel free to modify it.

Book 3 Mid-term Directions

Book 3, Sample Test: Based on “Garden Memories”

Book 3, Sample Test: Based on “Garden Memories” [AK]

Book 3, Mid-term # 1: Based on “Garden Memories”

Book 3, Mid-term # 1: Based on “Garden Memories” [AK]

Book 3, Mid-term # 2: Based on “The Frogs and the Ox”

Book 3, Mid-term # 2: Based on “The Frogs and the Ox” [AK]

Book 3, Mid-term # 3: Based on “The Bear and the Bees”

Book 3, Mid-term # 3: Based on “The Bear and the Bees” [AK]

For more information about the KISS Grammar “Ideal” books, go to:

Book 3 Mid-term Directions

Analyze each sentence as you normally would:

1. Put parentheses ( ) around each prepositional phrase.

2. Underline subjects once, verbs twice, and label complements (“PN,” “PA,” “IO,” or “DO”).

3. Write “V” over every verbal, and label the complements of verbals as you would the complements of a finite verb.

4. Put brackets [ ] around each subordinate clause that functions as a direct object, and write “DO” above the opening bracket.

5. Put a vertical line after every main clause.

Then follow the Directions: For “Clause Pattern(s),”write the words in theS/V/C pattern(s) of the main and subordinate clause(s) in each sentence. Underline subjects once, verbs twice, and label the type of complements. Put brackets around the pattern of each subordinate clause and a vertical line after each main clause pattern.

For the listed words, explain how each connects to a word in the S/V/C pattern or to a verbal. If the word is a verbal, simply write “verbal.” See the examples below.

Examples:

1. The blossoms spread their yellow disks, and the yellow birds appeared, twittering and fluttering about them.

Clause Pattern(s): blossomsspreaddisks(DO)|birdsappeared|

twittering verbal

fluttering verbal

2. I think he liked yellow flowers.

Clause Pattern(s): Ithink[DOhelikedflowers(DO).]|

yellow adj. to “flowers”

them obj. of prep “about” The prep phrase is adverbial to “twittering” and “fluttering.”

3. Knowing what he had done, Sam was worried.

Clause Pattern(s): [DOwhat(DO)hehaddone]Samwasworried|

Knowing Verbal

he Subj in the clause “what . . . done” The clause is the DO of “Knowing.”

Name:______

Book 3, Sample Test: Based on “Garden Memories”

1 The man living there had a sister named Sally.

Clause Pattern(s):

______

living ______

there ______

named ______

Sally ______

2. Oliver's father would stop in front of the house, and Sally would come out to talk to them, and gather some flowers for the little boy.

Clause Pattern(s):

______

Oliver’s ______

front ______

house ______

talk ______

gather ______

some ______

boy ______

(continued on next page)

Name:______

Sample Test Based on “Garden Memories,” page 2.

3. Sally would pick a bunch of flowers and say, “Here is a posy for the little boy.”

Clause Pattern(s):

______

flowers ______

Here ______

little ______

4. He wondered if the yellow birds would return; and he planted a row of sunflowers like the row standing near the pear tree.

Clause Pattern(s):

______

sunflowers ______

row (second one)______

standing ______

pear ______

Book 3, Sample Test: Based on “Garden Memories” [AK]

Suggested scoring: two points for every correct word in the clause patterns, two for correct labels of complements, and two for every vertical line and for beginning and for ending brackets. Two each for correct explanations of listed words. This test totals 110 points.

1 The man living there had a sister named Sally.

Clause Pattern(s): manhadsister(DO) |[10 points]

living verbal

there Adv. to “living”

named verbal

Sally PN to “named”Technically, “Sally” is a retained predicate noun after the passive “named,” but the students haven’t studied that yet, so I would accept either “PN” or “DO” for this answer.

2. Oliver's father would stop in front of the house, and Sally would come out to talk to them, and gather some flowers for the little boy.

Clause Pattern(s): fatherwould stop|Sallywould come|[16 points]

Oliver’s adj. to “father”

front obj. of prep “in,” Prep phrase is adverbial to “would stop”

house obj. of prep “of,” prep phrase is adj. to “front”

talk part of the verbal “to talk”

gather verbal [One could argue that the “and” connects “gather” to “would come.” That view makes it a finite verb.]

some Adj. to “flowers,” which is the direct object of “gather”

boy obj. of the prep “for.” The prep phrase is adverbial to “gather,” alternatively it is the IO of “gather.”

Sample Mid-term Based on “Garden Memories” #1, page 3.

3. Sally would pick a bunch of flowers and say, “Here is a posy for the little boy.”

Clause Pattern(s): Sallywould pickbunch(DO)andsay[DOisposy]|[22 points

flowersobj. of prep “of,” phrase modifies “bunch”

Here adv. to “is”

little adj. to “boy,” “Boy” is the object of the prep. “for,” and the phrase is adverbial to “is.”[Or can it be considered an indirect object? Traditional grammars do not include indirect objects for what they call “linking verbs” like “is.” (For what it is worth, I would accept it.)]

4. He wondered if the yellow birds would return; and he planted a row of sunflowers like the row standing near the pear tree.

Clause Pattern(s): Hewondered[DObirdswould return]|heplantedrow(DO)|[26 points]

sunflowers obj. of prep. “of.” The phrase modifies “row”

row (second one) obj. of prep “like.” The phrase modifies the first “row”

standing verbal

pear adj. to “tree” which is the obj. of the prep “near.” The “near” phrase modifies “standing.”

Name:______

Book 3, Mid-term # 1: Based on “Garden Memories”

1. He said the squash bugs and caterpillars came back and were as friendly as ever.

Clause Pattern(s):

______

squash______

2. The yellow birds seemed very fond of the flowers, and Oliver loved to watch them flutter about.

Clause Pattern(s):

______

very ______

flutter ______

them ______

about ______

(continues on next page)

3. Oliver was quite small and he used to ride with his father and mother, sitting between them, and sometimes driving the horse.

Clause Pattern(s):

______

quite ______

mother ______

sitting ______

them ______

driving ______

horse ______

4. Oliver grew to be an old man, and he always remembered her kind, soft voice.

Clause Pattern(s):

______

be ______

man ______

always ______

kind ______

Book 3, Mid-term # 1: Based on “Garden Memories” [AK]

1. He said the squash bugs and caterpillars came back and were as friendly as ever.

Clause Pattern(s): Hesaid[DObugs and caterpillarscame and werefriendly(PA)] |[22 points]

squashadj. to “bugs”

2. The yellow birds seemed very fond of the flowers, and Oliver loved to watch them flutter about.

Clause Pattern(s): birdsseemedfond(PA)|Oliverlovedto watch[V (DO)]|[22 points]

very adv to “fond”

flutter verbal, the direct object of “to watch”

them subject of “flutter”

about adv. to “flutter”

3. Oliver was quite small and he used to ride with his father and mother, sitting between them, and sometimes driving the horse.

Clause Pattern(s): Oliverwassmall(PA)|heused to ride|[20 points]

quite adv. to “small”

mother one of the objects of the preposition “with” The prep phrase is adverbial to “used to ride.”

sitting verbal

them object of the preposition “between” The phrase modifies “sitting”

driving verbal

horse DO of “driving”

4. Oliver grew to be an old man, and he always remembered her kind, soft voice.

Clause Pattern(s): Olivergrew|herememberedvoice(DO)|[16 points]

Some students may consider “to be” as a direct object, but the meaning does not support that. The sense of the sentence is that he became an old man. Thus, the “to be” phrase is better explained as an adverb explaining how, not what.

be part of the verbal “to be”

man PN after “to be”

always adv. to remembered

kind adj. to “voice”

Name:______

Book 3,Mid-term # 2: Based on “The Frogs and the Ox”

1. An Ox came down to a reedy pool to drink.

Clause Pattern(s):

______

pool ______

reedy ______

drink ______

2. Splashing heavily into the water,he crushed a young Frog into the mud.

Clause Pattern(s):

______

Splashing ______

heavily______

water ______

young ______

mud ______

(continues on the next page)

3. Having missed the little one, the old Frogsoon asked his brothers and sisters what had become of him.

Clause Pattern(s):

______

Having ______

missed ______

one ______

4. “Big, was he!” said the old Frog, puffing herself up.

Clause Pattern(s):

______

puffing ______

herself ______

(continues on the next page)

5. But the little Frogs all declared that the monster was much, much bigger and the old Frog kept puffing herself out more and more.

Clause Pattern(s):

______

all ______

much (either one) ______

more (either one) ______

Book 3,Mid-term # 2: Based on “The Frogs and the Ox” [AK]

1. An Ox came down to a reedy pool to drink.

Clause Pattern(s): Oxcame|[6 points]

pool obj. of prep “to” The prep phrase is adverbial to “came.”

reedy adj. to “pool”

drink part of the verbal “to drink”

2. Splashing heavily into the water, he crushed a young Frog into the mud.

Clause Pattern(s): hecrushedFrog(DO)|[10 points]

Splashing Verbal

heavily adv. to “splashed”

water obj. of prep “into” The adverbial phrase modifies “splashing.”

young adj. to “Frog”

mud obj. of prep “into” The adverbial phrase modifies “crushed.”

3. Having missed the little one, the old Frogsoon asked his brothers and sisters what had become of him.

Clause Pattern(s): Frogaskedbrothers(IO) and sisters(IO)[DOwhathadbecome] |[24 points]

Having part of the verbal “Having missed”

missed part of the verbal “Having missed”

one DO of “Having missed”

4. “Big, was he!” said the old Frog, puffing herself up.

Clause Pattern(s): [DOBig(PA)washe]saidFrog|[18 points]

puffing verbal

herself DO of “puffing”

5. But the little Frogs all declared that the monster was much, much bigger and the old Frog kept puffing herself out more and more.

Clause Pattern(s): Frogsdeclared[DOmonsterwasbigger(PA)]|Frogkeptpuffingherself(DO)|[30 points]

all Adj. to “Frogs”

much (either one) Adv. to “bigger”

more (either one) Adv. to “kept puffing”

Name:______

Book 3, Mid-term # 3:Based on “The Bear and the Bees”

1. The Bear began to nose around the log very carefully to find out if the Bees were at home.

Clause Pattern(s):

______

log ______

very ______

find ______

home ______

2. Guessing what the Bear was after, the Bee flew at him, stinging him sharply, and then disappeared into the hollow log.

Clause Pattern(s):

______

Guessing ______

Bear ______

him (the first one) ______

him (the second one) ______

sharply ______

hollow ______

(continues on next page)

3. Losing his temper in an instant, the Bear sprang upon the log tooth and claw, to destroy the nest.

Clause Pattern(s):

______

Losing ______

temper ______

log ______

tooth ______

destroy ______

nest ______

4. The poor Bear had to take to his heels, and he was able to save himself only by diving into a pool of water.

Clause Pattern(s):

______

heels ______

save ______

himself______

diving ______

water ______

Book 3, Mid-term #3:Based on “The Bear and the Bees” [AK]

1. The Bear began to nose around the log very carefully to find out if the Bees were at home.

Clause Pattern(s): Bearbegantonose[DO(of “to find out”)Beeswere] | [18 points]

log obj of prep “around” phrase is adverbial to “to nose”

very adv. to “carefully,” which is an adverb to “to nose”

find part of the verbal “to find”

home obj. of prep “at,” the phrase is adverbial to “were.”

2. Guessing what the Bear was after, the Bee flew at him, stinging him sharply, and then disappeared into the hollow log.

Clause Pattern(s): [DO[of “Guessing”]Bearwas]Beeflew and disappeared| [16 points]

I would also accept “was after” as the finite verb phrase—“after” is idiomatic for “seeking,” “chasing,” etc. [This will, of course, change the scoring.]

Guessing Verbal

Bear Subj. in the “What . . . was” clause that is the DO of “Guessing”

him (the first one) obj. of prep “at,” the phrase is adverbial to “flew”

him (the second one) DO of the verbal “stinging”

sharply adv. to “stinging”

hollow adj. to “log,” which is the object of the preposition “into.” The prep phrase is adverbial to “disappeared.”

3. Losing his temper in an instant, the Bear sprang upon the log tooth and claw, to destroy the nest.

Clause Pattern(s): Bearsprang| [6 points]

Losing Verbal

temper DO of “Losing”

log Obj. of prep “upon,” the phrase is adverbial to “sprang”

tooth NuA to “sprang” [Meaningfully, it goes better with to “to destroy,” but the comma after “claw” cuts it off from that.]

destroy part of the verbal “to destroy”

nest DO of “to destroy”

4. The poor Bear had to take to his heels, and he was able to save himself only by diving into a pool of water.

Clause Pattern(s): Bearhadtotake|hewasable(PA)| [20 points]

heels obj. of the prep “to.” The phrase is adverbial to “had to take.”

save part of the verbal “to save”

himself DO of “to save”

diving Verbal [Object of the prep “by”; the phrase is adverbial to “to save”]

water obj. of the prep “of.” The phrase is adj to “pool,” which is the object of the prep “into.” That phrase is adv. to “diving”