2
Teachers’ Guide and Analysis Keys
for
The Third “Ideal” KISS Grammar Book
Unit 10 – Vocabulary
Vocabulary 2
Abstract and Concrete Words 2
Ex. 1 - Adapted from Child-Story Readers (2) [AK] 2
Synonyms and Antonyms 2
Ex. 2 - Synonyms – From “Jack and His Golden Box” [NA] 2
Ex. 3 – Antonyms -- From Voyages in English (1) [NA] 2
Fill in the Blanks 2
Ex. 4 - Adapted from The Mother Tongue (#2) [NA] 2
Prefixes, Suffixes, and Roots 2
Ex. 5 – The Prefix “dis-” to Create Antonyms [AK] 3
Ex 6 Suffix –ous [AK] 3
Ex. 7 Suffix –ive [AK] 3
Ex. 8 - Just for Fun: Humorous Definitions (#3) [AK] 4
Reading, Writing, Vocabulary & Style 5
Ex. 9 - Adding Prepositional Phrases of Time and Space [NA] 5
Ex. 10 – FiB from “The Story of Thumbling” [AK] 5
Ex. 11. – Branching from “The Story of Thumbling” [AK] 6
Ex. 12 - Sentence Combining and De-combining [AK] 7
Ex. 13 – Writing Models from “The Story of Thumbling” [Notes] 8
Ex. 14 – Punctuation: The Opening of “The Story of Thumbling” [AK] 8
Ex. 15 - Writing Topics (“The Story of Thumbling”) 10
For more information about the KISS Grammar “Ideal” books, go to:
http://kissgrammar.org/Ideal_Sequence/index.html
© Ed Vavra 12/16/2016
Vocabulary
Abstract and Concrete Words
Ex. 1 - Adapted from Child-Story Readers (2) [AK]
Concrete / Concrete / Concrete / Concrete / Abstract1 / lakes / streams / rivers / babies / bodies of water
2 / brother / wife / summer / daughter / relatives
3 / monkeys / squirrels / branches / elephants / animals
4 / village / town / second / city / places
5 / creatures / animals / window / beasts / living things
6 / trout / minnow / body / shark / fish
7 / dwarfs / fairy / sheep / ogre / imaginary beings
8 / cheek / foot / face / rich / body parts
9 / spider / ant / buffalo / tick / insects
10 / glass / flowers / weeds / vegetables / plants
11 / department / grocery / drug / apple / stores
12 / Africa / North America / Mississippi / Europe / continents
13 / scream / tight / roar / howl / loud noises
14 / year / month / day / creature / time periods
15 / pear / apple / gift / peach / fruits
Synonyms and Antonyms
Ex. 2 - Synonyms – From “Jack and His Golden Box” [NA]
Ex. 3 – Antonyms -- From Voyages in English (1) [NA]
Fill in the Blanks
Ex. 4 - Adapted from The Mother Tongue (#2) [NA]
Prefixes, Suffixes, and Roots
Ex. 5 – The Prefix “dis-” to Create Antonyms [AK]
Root / New Word / Part of Speech1 / trust / distrust / N, V
2 / appear / disappear / V
3 / prove / disprove / V
4 / honest / dishonest / Adj
5 / agree / disagree / V
6 / respect / disrespect / N, V
7 / obey / disobey / V
8 / loyal / disloyal / Adj
9 / like / dislike / N, V
10 / approve / disapprove / V
Ex 6 Suffix –ous [AK]
Root / Adjective / Adverb1 / danger / dangerous / dangerously
2 / marvel / marvelous / marvelously
3 / courage / courageous / courageously
4 / humor / humorous / humorously
5 / envy / envious / enviously
6 / glory / glorious / gloriously
7 / melody / melodious / melodiously
8 / mystery / mysterious / mysteriously
9 / fame / famous / famously
10 / nerve / nervous / nervously
Ex. 7 Suffix –ive [AK]
There are other ways in which this suffix can be added to a verb, but they are more complex. They also often involve words that many students would not yet recognize. Here our focus is primarily on getting students to understand the ideas of suffixes.
Root / Adjective / Adverb1 / attract / attractive / attractively
2 / collect / collective / collectively
3 / effect / effective / effectively
4 / act / active / actively
5 / invent / inventive / inventively
6 / suggest / suggestive / suggestively
7 / protect / protective / protectively
8 / create / creative / creatively
9 / negate / negative / negatively
10 / compare / comparative / comparatively
Ex. 8 - Just for Fun: Humorous Definitions (#3) [AK]
1. A zoo is a place (PN) {for animals [S] to study [V (Inf), OP] the habits (DO)} {of human beings}. |
2. A myth is a female moth (PN). |
3. A foot is a device (PN) {for finding [V (Ger), OP] Legos (DO)} {in the dark}. |
4. A hen is an egg’s way (PN) {of making [V (Ger), OP] another egg (DO)}. |
5. Dust is mud (PN) {with the juice (OP) squeezed [V (Give), Adj. to “juice”] out}. |
When they get to Noun Absolutes that Function as Nouns, student may explain “juice squeezed” as the core of such an absolute that functions as the object of the preposition “with.”
6. A skeleton is a bunch (PN) {of bones} {with the person (OP) scraped [V (Give), Adj. to “person”] off}. |
See the note to 5 above.
7. A yawn is an honest opinion (PN) openly expressed [V (Give), Adj. to “opinion”]. |
“[O]pinion . . . expressed” can be explained as a noun absolute that functions as a predicate noun.
8. Cashew is the sound (PN) {of a nut (OP) sneezing [V (Give), Adj. to “opinion”] }. |
“[N]ut sneezing” can be explained as a noun absolute that functions as the object of the preposition “of.”
9. Self-control is the ability (PN) to eat [V (inf), Adj. to “ability”] only one peanut (DO of “to eat”) {from a bag}. |
Reading, Writing, Vocabulary & Style
Ex. 9 - Adding Prepositional Phrases of Time and Space [NA]
Ex. 10 – FiB from “The Story of Thumbling” [AK]
The original text (slightly modified):
1. As she kissed it, the flower gave a loud snap.
2. The Farmer made her a cradle out of a walnut shell. Her bed was of soft moss. Her blanket was a rose leaf.
3. The little fishes swam around the green stalk that held the lily leaf. They bit the stalk with their sharp teeth. Soon they bit the stalk in two.
4. The Swallow told her how he had hurt one of his wings and could not fly fast. The other swallows had left him behind, and he had fallen to the ground.
5. Thumbling sat on the Swallow’s back, and the Swallow flew up into the air.
6. But the best gift of all was a pair of beautiful golden wings. When Maia put these on, she could fly from flower to flower.
FYI:
1. [Adv. (time) to “gave” As she kissed it (DO),] the flower gave a loud snap (DO). |
2. The Farmer made her (IO) a cradle (DO) {out of a walnut shell}. | Her bed was [#1] {of soft moss} (PA). | Her blanket was a rose leaf (PN). |
3. The little fishes swam {around the green stalk} [Adj. to “stalk” that held the lily leaf (DO)]. | They bit the stalk (DO) {with their sharp teeth}. | Soon they bit the stalk (DO) {in two}. |
4. The Swallow told her (IO) [DO how he had hurt one (DO) {of his wings} and could not fly fast]. | The other swallows had left him (DO) behind, | and he had fallen {to the ground}. |
5. Thumbling sat {on the Swallow’s back}, | and the Swallow flew up {into the air}. |
6. But the best gift {of all} was a pair (PN) {of beautiful golden wings}. | [Adv. (condition) to “could fly” When Maia put these (DO) on,] she could fly {from flower} {to flower}. |
Note
1. “Was of soft moss” could also be explained, as it clearly means, “was *made* of soft moss.” That would make “was made” a passive verb and “of soft moss” an adverbial phrase to “was made.” As I have analyzed, “of soft moss” is an unusual predicate adjective, but within that sentence, the phrase clearly describes the subject.
Ex. 11. – Branching from “The Story of Thumbling” [AK]
Option D supports a major KISS principle—that students can make their own judgments about sentence structure based on their own observations. There are numerous ways in which you can use option it. For one, increase the number of phrases per student. Perhaps more interesting, have each student work with a different text. You might also ask them to share with the class, not only their statistical results, but also any phrases whose branching seemed particularly interesting.
1. The next day she could run and play like any child. [R 4]
Like any child, the next day she could run and play. [L 4]
The next day she, like any child, could run and play. [M 2]
2. By the side of the garden there was a brook. [L 4]
There was a brook by the side of the garden. [L 4]
There, by the side of the garden, was a brook. [L 2]
I’ve marked both left and right at 4 because left-branching would be very common if the preceding sentence was about the garden.
3. On the largest leaf the Frog laid the walnut shell. [L 4]
The Frog laid the walnut shell on the largest leaf. [R 5]
The Frog, on the largest leaf, laid the walnut shell. [M 1]
Ex. 12 - Sentence Combining and De-combining [AK]
De-combine each of the following sentences into as many small sentences as you can.
1. {In the morning} Thumbling awoke and began to cry [V Inf, DO]. | [9 w/mc]
In the morning Thumbling awoke. | He began to cry. | [4.5 w/mc]
2. She did not want to live [V Inf, DO] {with the ugly Frogs}. | [10 w/mc]
She did not want to live with the Frogs. | The Frogs were ugly. | [6.5 w/mc]
3. Thumbling brought a leaf (DO) and laid it (DO) {on his head}. | [10 w/mc]
Thumbling brought a leaf. |She laid it on his head. | [4.5 w/mc]
4. She did not like to live [V Inf, DO] {in the dark ground}. | [10 w/mc]
She did not like to live in the ground. | The ground was dark. | [6.5 w/mc]
5. Thumbling ran and brought her own soft blankets (DO) {of hay and wool}. | [12 w/mc]
Thumbling ran. | She brought blankets. | They were her own blankets. | They were soft. | And they were made of hay and wool. | [4.2 w/mc]
Combine each of the following sets into one sentence.
6. The Farmer was very glad (PA). | And his Wife was very glad (PA). | [5.5 w/mc]
The Farmer and his Wife were very glad. | [8 w/mc]
7. The Field Mouse had a house (DO). | It was snug (PA). | It was little (PA). | It was {in the cornfield}. | [4.3 w/mc]
The Field Mouse had a snug little house in the cornfield. | [11 w/mc]
Note how “in the cornfield” can be processed as an adjectival phrase modifying “house” when it is embedded into the larger sentence.
8. The children ran. | They brought the Swallow (IO) some water (DO). | It was {in an acorn cup}. | [5 w/mc]
The children ran and brought the Swallow some water in an acorn cup. | [13 w/mc]
9. Soon the Swallow moved again. | He held up his head (DO). | He looked {at her}. | [4.7 w/mc]
Soon the Swallow moved again, held up his head, and looked at her. | [13 w/mc]
10. The Swallow flew down. | It set her (DO) {upon one} {of the flower’s leaves}. | The flower was white (PA). | The leaves were broad (PA). | [5.3 w/mc]
The Swallow flew down, and set her upon one of the white flower’s broad leaves. | [15 w/mc]
Ex. 13 – Writing Models from “The Story of Thumbling” [Notes]
This is another exercise that works best if the students share their responses with their peers. You might want to choose one or two good responses and keep them on the board (with the name of the student), or, if you have the time, have the students vote for the most interesting response and put those on the board.
Ex. 14 – Punctuation: The Opening of “The Story of Thumbling” [AK]
The original text:
Note: The missing semicolon after “sad” will confuse students. Because the following “for” does not begin with a capital, I’d expect them to put either nothing or a comma after “sad.”
There was once a Farmer’s Wife who had no little child. This made her very sad; for the house was lonely without children.
“How happy I should be,” she said, “if we could have a little girl!”
So, one day, she went to a Wise Woman to ask what she should do.
“I wish a little child,” she said. “Can you tell me where I can get one?”
“That is easy enough,” said the Wise Woman.
“Oh, I am so glad,” said the Farmer’s Wife. “Tell me all about it.”
“Well,” said the Wise Woman, “here is a grain of corn.”
“I see.”
“It is not the kind that grows in your field. It is not the kind that you feed to the chickens.”
“I see, I see,” said the Farmer’s Wife.
“Very well, then,” said the Wise Woman. “Take it and plant it in a flower pot. Then you will see what is to be seen.”
FYI Analysis:
There was once a Farmer’s Wife (PN) [Adj. to “Wife” who had no little child (DO)]. | This made her [S] *to be* [V Inf, DO #1] very sad (PA); | for [#2] the house was lonely (PA) {without children}. |
“How happy (PA) I should be,” [Inj. [#3] she said,] “[Adv. to “should be” if we could have a little girl (DO)!]” |
So, one day [NuA], she went {to a Wise Woman} to ask [V Inf, purpose to “went”] [DO what (DO) she should do]. |
[DO “I wish a little child (DO),”] she said. | “Can you tell me (IO) [DO where I can get one (DO)]?” |
[DO “That is easy (PA) enough,”] said the Wise Woman. |
[DO “Oh [Inj], I am so glad (PA),”] said the Farmer’s Wife. | “*You* Tell me (IO) all (DO) {about it}.” |
“Well [Inj],” [Inj. [#3] said the Wise Woman], “here is a grain {of corn}.” |
“I see.” |
“It is not the kind (PN) [Adj. to “kind” that grows {in your field}]. | It is not the kind (PN) [Adj. to “kind” that (DO) you feed {to the chickens} (IO)].” |
[DO “I see,] [DO I see,”] said the Farmer’s Wife. |
“Very well [Inj], then [Inj],” (DO) said the Wise Woman. | “*You* Take it (DO) and plant it (DO) {in a flower pot}. | Then you will see [DO what is to be seen [V Inf, PA]].” |