Teachers Guide and Analysis Keys

Teachers’ Guide and Analysis Keys

for

The Third “Ideal” KISS Grammar Book

Unit 6 - Vocabulary (1)

Unit 6 – Vocabulary 2

Abstract and Concrete Words 2

Ex. 1 - Adapted from Child-Story Reader (#1) [AK] 2

Ex. 2 - Synonyms [Not Needed] 2

Ex. 3 – Antonyms [Not Needed] 2

Ex. 4 - Fill in the Blanks with Interesting Verbs [NA] 2

Word Families - Prefixes, Suffixes, and Roots 2

Ex. 5 - An Introduction to Roots [Note] 3

Ex. 6 - An Introduction to Suffixes (-ful, -able, -ly) [AK] 3

Ex. 7 – The Prefixes “Re-” and “Un-” [AK] 4

Ex. 8 – Two Just for Fun [AK] 4

Reading, Writing, Vocabulary & Style 5

Ex. 9 – Adding Prepositional Phrase of Time and Place [NA] 5

Ex. 10 - Adding Modifiers based on “The Ugly Duckling” [AK] 5

Ex. 11 - Combining and De-combining (“The Ugly Duckling”) [AK] 6

Ex. 12 A Writing Model—Abstract and Concrete (“The Ugly Duckling”) [NA] 8

Ex. 13 – Punctuation: The Opening of “The Ugly Duckling” [AK] 8

Ex. 14 Writing Topics “The Ugly Duckling” 9

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

http://kissgrammar.org/Ideal_Sequence/index.html

Unit 6 – Vocabulary

Abstract and Concrete Words

I have no idea of how well third graders will be able to understand the distinction, but the exercises should help.

Ex. 1 - Adapted from Child-Story Reader (#1) [AK]

Possible Responses

Concrete / Concrete / Concrete / Concrete / Abstract
1 / evening / morning / picnic / afternoon / times of day
2 / hundred / nineteen / bushes / thousand / numbers
3 / bacon / bread / cookies / basket / foods
4 / pan / dipper / dish / needle / kitchenware
5 / bluebird / sunfish / robin / owl / birds
6 / vest / pants / block / cap / clothes
7 / May / June / Niels / April / months
8 / Chicago / New Orleans / France / Miami / cities
9 / silk / cotton / water / wool / fabrics
10 / pine / fir / oak / speed / trees
11 / birds / stones / animals / plants / living things
12 / silver / gold / house / steel / metals
13 / autumn / summer / winter / journey / seasons
14 / checkers / swimming / dominoes / chess / games
15 / hills / mountains / moon / valleys / land features

Ex. 2 - Synonyms [Not Needed]

Ex. 3 – Antonyms [Not Needed]

Ex. 4 - Fill in the Blanks with Interesting Verbs [NA]

Word Families - Prefixes, Suffixes, and Roots

The best way to improve one’s reading is to read, but the study of prefixes, suffixes, and roots will help students figure out the meanings of new words without having to look them up. The primary purpose of these exercises is to give students a basic understanding of these concepts. From this point on, there will be an exercise on them in most units in addition to three exercises in each of the two “Vocabulary” units.

You might find the following sources helpful:

Te Online Etymology Dictionary: http://www.etymonline.com/index.php

The following Wiki Source lists numerous words that use each suffix: https://en.wiktionary.org/wiki/Category:English_suffixes

Ex. 5 - An Introduction to Roots [Note]

Students can probably identify the roots and definitions fairly quickly, but writing the sentences will probably take some time. You might want to spread this assignment over several days, doing two or three words a day. Or you could spread the words across two, four, or six groups of students, and then have the groups share their results with the class.

Ex. 6 - An Introduction to Suffixes (-ful, -able, -ly) [AK]

Root / Adjective / Adverb
1 / beauty / beautiful / beautifully
2 / cheer / cheerful / cheerfully
3 / faith / faithful / faithfully
4 / duty / dutiful / dutifully
5 / help / helpful / helpfully
6 / agree / agreeable / agreeably
7 / favor / favorable / favorably
8 / reason / reasonable / reasonably
9 / charity / charitable / charitably
10 / comfort / comfortable / comfortably

Ex. 7 – The Prefixes “Re-” and “Un-” [AK]

Root / Add un- / Add re-
1 / do / undo / redo
2 / dress / undress / redress
3 / fold / unfold / refold
4 / load / unload / reload
5 / moved / unmoved / removed
6 / tie / untie / retie
7 / cover / uncover / recover
8 / say / unsay / resay
9 / wrap / unwrap / rewrap
10 / paid / unpaid / repaid

“Moved,” “cover,” “say,” and “paid” do not create antonyms of antonyms. On the back of this page (or on separate paper) explain why they do not.

“Redress” in the meaning of correcting or compensating for a wrong is probably too advanced for students working at this level, and “redress” can mean, for example, to put a different dress on a doll.

“Unmoved” may simply mean not moved, but “removed” means that something was taken away.

“Uncover” may mean to take a cover off of or to discover something. “Recover” means that something was lost or stolen and then gotten back.

“Resay” is something that teachers do all the time, but once something is said, it cannot be “unsaid.” In other words, it is impossible to “unsay” something.

“Unpaid” means that something was not paid for whereas “repaid” usually means that money was given back, as in a loan.

Ex. 8 – Two Just for Fun [AK]

Who Hears Your Prayers?

Visiting [V (Give), Adj. to “boys”] their grandmother’s house (DO), two young boys were saying their prayers (DO) {at bedtime}. | The younger boy started loudly shouting [V (Ger), DO] his prayers (DO): | “God [DirA], *You* please send me (IO) a Nintendo (DO) . . . and a new bike (DO) . . . !” |

[DO “Why are you shouting your prayers (DO)?”] his older brother asked. | “God isn’t deaf (PA).” |

[DO “No, but Grandma almost is!”] the little brother answered. |

A Fishy Problem

Stranger: Did you catch any fish (DO)? |

Fisherman: Did I! | I took thirty (DO) {out of this stream} this morning [NuA]. |

Stranger: Do you know [DO who (PN) I am]? | I’m the game warden (PN). |

Fisherman: Do you know [DO who (PN) I am]? | I’m the biggest liar (PN) {in the country}. |

Reading, Writing, Vocabulary & Style

Ex. 9 – Adding Prepositional Phrase of Time and Place [NA]

Ex. 10 - Adding Modifiers based on “The Ugly Duckling” [AK]

The following is the original text. You may want to share it with your students and have them discuss the changes that they made.

One evening, just as the sun was setting, some snow-white birds came flying over the trees. The duckling had never seen any birds like them. They were swans.

They spread their white wings and flew away toward the warm south. How the duckling wished that he could fly with them! He called to them. He tried to rise in the air. His wings were not strong enough. He fell back into the water.

FYI:

One evening [NuA], just [#1] [Adv. (time) to “came flying” as the sun was setting,] some snow-white birds came flying [#2] {over the trees}. | The duckling had never seen any birds (DO) {like them}. | They were swans (PN). |

They spread their white wings (DO) and flew away {toward the warm south}. | How the duckling wished [DO that he could fly {with them}]! | He called {to them}. | He tried to rise [V Inf, DO] {in the air}. | His wings were not strong (PA) enough. | He fell back {into the water}. |

Notes

1. The adverb “just” modifies the following adverbial “as” clause.

2. “Came flying” can be explained as a Palimpsest Pattern with “came” written over “were.”

Ex. 11 - Combining and De-combining (“The Ugly Duckling”) [AK]

De-combine each of the following sentences into as many small sentences as you can.

1. The ducks came out, one by one, and felt much better for their swim. | [14 w/mc]

The ducks came out, one by one. | They felt much better for their swim. | [7 w/mc]

2. How pretty the swans were, with their long necks and snow-white wings! | [12 w/mc]

How pretty the swans were, with their necks and wings! | Their necks were long. | Their wings were snow-white. | [6 w/mc]

3. He hid himself in a corner between two big rocks and sat there for a long time. | [17 w/mc]

He hid himself in a corner between two rocks. | He sat there for a long time. | The rocks were big. | [6.7 w/mc]

4. The very next day five little ducks had come out of the now broken eggs. | [15 w/mc]

The very next day five ducks had come out of the eggs. | The ducks were little. | The eggs were now broken. | [7 w/mc]

5. A woman, a cat, and a hen lived in the little old house. | [13 w/mc]

Combine each of the following sets into one sentence.

6. The other ducks quacked. | They made a great noise. | [4.5 w/mc]

The other ducks quacked and made a great noise. | [9 w/mc]

7. The water in the brook was deep. | The water was clear. | And it was blue. | [5 w/mc]

The water in the brook was deep, clear, and blue. | [10 w/mc]

The clear, blue water in the brook was deep. | [9 w/mc]

Note how this version emphasizes “deep.”

8. The old duck was thinking of the eggs that were under her. | There were six of them. | [8.5 w/mc]

The old duck was thinking of the six eggs that were under her. | [13 w/mc]

9. The duckling ran across a field and through some woods. | The field had tall weeds. | The woods were green. | [6.3 w/mc]

The duckling ran across a field of tall weeds and through some green woods. | [14 w/mc]

10. Then a duck ran out. | He was cross. | He was old. | He bit the duckling on the head. | [4.5 w/mc]

Then a cross old duck ran out and bit the duckling on the head. | [14 w/mc]

Ex. 12 A Writing Model—Abstract and Concrete (“The Ugly Duckling”) [NA]

Ex. 13 – Punctuation: The Opening of “The Ugly Duckling” [AK]

The original text:

“Quack! quack!” said the old duck one morning. She had been sitting on her nest four long weeks. Now it was time for the little ducks to come out of the eggs.

“Quack! quack!” she said. Then she looked up at the sun. She was thinking of the six eggs that were under her.

“What fine ducklings I shall have!” she said to herself.

The very next day five of the eggs were broken. Five little ducks had come out of them. They peeped out from under their mother’s wing. But the largest egg still lay in the nest.

“I think I will sit on it a little longer,” said the old duck.

Before the end of another week the large egg broke open.

“Peep! peep!” said the little one as it crept from the shell.

The old duck looked at it. It was big and ugly. It did not look like the other ducklings.

“What is it?” said the old duck. “I wonder what it will come to.” But she was as kind to it as to any of the rest.

FYI Analysis:

“Quack! quack!” (DO) said the old duck one morning [NuA]. | She had been sitting {on her nest} four long weeks [NuA]. | Now it was time (PN) {for the little ducks [S] to come [V Inf, OP #1] out} {of the eggs}. |

“Quack! Quack!” (DO) she said. | Then she looked up {at the sun}. | She was thinking {of the six eggs} [Adj. to “eggs” that were {under her}]. |

[DO “What fine ducklings (DO) I shall have!”] she said {to herself} (IO). |

The very next day [NuA] five {of the eggs} were broken (P). | Five little ducks had come {out of them}. | They peeped out {from under their mother’s wing}. | But the largest egg still lay {in the nest}. |

[DO “I think [DO I will sit {on it} a little *bit* [NuA] longer,]”] said the old duck. |

{Before the end} {of another week} the large egg broke open (PA). |

“Peep! peep!” (DO) said the little one [Adv. to “said” as it crept {from the shell}]. |

The old duck looked {at it}. | It was big (PA) and ugly (PA). | It did not look {like the other ducklings}. |

[DO “What (PN) is it?”] said the old duck. | “I wonder [DO what} [#2] it will come {to.]” | But she was as kind (PA) {to it} [Adv. to the previous “as” as *she was kind (PA) * {to any} {of the rest}]. |

Notes

1. “Ducks” is the subject of the verbal (infinitive) “to come.” The infinitive phrase functions as the object of the preposition “for.”

2. “What” functions as both subordinating conjunction and as the object of the preposition “to.”