1
The Teachers’ GuidetoBook 1
of The KISS Grammar Books
Both by
Theophile-Emmanuel Duverger
(1821-1901)
The study of grammar is a science.
The teaching of grammar is an art.
© Dr. Ed Vavra
Revised: June, 2015
Other KISS Instructional Materials are available for free at KISSGrammar.org.
Table of Contents
In the following, blue indicates a major section. In the students’ book, green leads to instructional material. Here it indicates smaller section breaks and/or suggestions for using the exercises. Brown leads to the analysis keys for specific exercises.
Introduction
The Purpose of These Books
Objectives for First Grade
An Important Note about Using the Instructional Materials
Assessment
How You Can Legally Use these Books
About the Analysis Keys
Doing the Exercises Electronically
The Names of These “Books”
The Exercises in This Book
My Reservations about This Book
A Few Words about the Cover Pictures
Unit 1—Identifying Sentences
Note on the Source Material and Notes
Ex. 1: Statements — Capitals — Period [Ants, 1]
Ex. 2: Statements — Capitals — Period [Ants, 2]
Ex. 3: Statements — Capitals — Period [Ants, 3]
Ex. 4: Questions —Question Marks — Capitals [Spiders, 1]
Ex. 5: Questions and Statements [Spiders, 2]
Ex. 6: Question Mark—Period—Capitals [Spiders, 3]
Ex. 7: Joining Sentences [Spiders, 4]
Ex. 8: Exclamation Mark [Summer Shower, 1]
Ex. 9: Commands [Summer Shower, 2]
Ex. 10: Different Kinds of Sentences [Summer Shower, 3]
Ex. 11 [W]: Putting Sentences Together [Summer Shower, 4]
Ex. 12 [W]: Original Work
Ex. 13 Spelling
Unit 2—Identifying Subjects and Verbs
Ex. 1 - Sentence or Phrase?
Understood “You”
Ex. 2 - “You” as the Understood Subject from Bunny Rabbit's Diary (# 1)
Ex. 3 - “You” as the Understood Subject from Bunny Rabbit's Diary (# 2)
“There” as a Subject
Ex. 4 - From The Haliburton First Reader
Ex. 5 - Based on The Tale of Tom Kitten
Single-Word Verbs
Ex. 6 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#1)
Ex. 7 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#2)
Ex. 8 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#3)
Ex. 9 - Based on “A Christmas Tree” by Mary Frances Blaisdell (#4)
Ex. 10 - Just for Fun: Riddles
Ex. 11–Spelling
Unit 3—Verb Phrases
“Helping” Verbs (Tense)
Ex. 1 - Helping Verbs from “The Swimming Lesson” (#1)
Ex. 2 - Helping Verbs from “The Swimming Lesson” (#2)
Ex. 3 - Helping Verbs from “The Swimming Lesson” (#3)
Other Helping Verbs
Ex. 4 - Other Helping Verbs From Bunny Rabbit's Diary (#1)
Ex. 5 - Other Helping Verbs From Bunny Rabbit’s Diary (#2)
Ex. 6 - An Exercise on Verbs from The Haliburton First Reader
Ex. 7 – Spelling
Ex. 8 - Just for Fun
Unit 4—Apostrophes in Contractions
Ex. 1 – Contractions and Apostrophes
Ex. 2 - Contractions Based on Bunny Rabbit’s Diary
Ex. 3 [R]- More Practice with Helping Verbs From Old-time Stories
Ex. 4 – Spelling
Ex. 5 - Just for Fun
Unit 5—Adding Simple Complements
A Note for Teachers
Ex. 1 - Adding Complements, Based on “April Fool’s Day” (#1)
Ex. 2 - Adding Complements Based on “April Fool’s Day” (#2)
Ex. 3 - Adding Complements Based on “April Fool’s Day” (# 4)
Ex. 4 - Punctuating a Sentence from “Billy’s Slide” (# 1)
Ex. 5 – Spelling
Ex. 6 - Just for Fun
Mid-Term Assessment
MT – 1 Based on Lesson Five in the STANDARD FIRST READER
MT – 1 AK
MT - 2 Based on Lesson Six in the STANDARD FIRST READER
MT – 2 AK
MT – 3 Based on Lesson Seventeen in the STANDARD FIRST READER
MT – 3 AK
Unit 6—A Focus on Compounds
Coordinating Conjunctions and Compounding (Note)
Ex. 1 - A Focus on Compounding From Ben and Alice (# 1)
Ex. 2 - A Focus on Compounding From Ben and Alice (# 2)
Ex. 3 – “The Robin”—A Poem for Analysis
Ex. 4 [R] - Contractions from Bunny Rabbit’s Diary (#2)
Ex. 5 – Spelling
Ex. 6 - Riddles
Unit 7 Adding More Helping Verbs
Ex. 1 - More Helping Verbs From “Mrs. Duck’s Secret” (#1)
Ex. 2 - More Helping Verbs From “Mrs. Duck’s Secret” (#2)
Ex. 3 – More Helping Verbs From Bunny Rabbit’s Diary (# 1)
Ex. 4 – More Helping Verbs From Bunny Rabbit’s Diary (# 2)
Ex. 5 Spelling
Ex. 6 - Just for Fun: Q and A (Puns)
Unit 8—Adding Adjectives and Adverbs
Adjectives and Adverbs
“The Clover Patch”
Ex. 1 - Adjectives and Adverbs from “The Clover Patch” (# 1)
Ex. 2 - Adjectives and Adverbs from “The Clover Patch” (# 2)
Ex. 3 - Adjectives and Adverbs From “The Clover Patch” (# 3)
Ex. 4 - Adjectives and Adverbs from “The Clover Patch” (# 4)
Ex. 5 - Fill in the Blanks with Adjectives and Adverbs “How Nice!”
Ex. 6 – Spelling
Ex. 7 - Just for Fun [AK]
Unit 9—Adding Simple Prepositional Phrases
What Is a Prepositional Phrase?
Ex. 1 - A Matching Game with Prepositional Phrases from “The Cabbage Patch”
Ex. 2 - Adding Prepositional Phrases from “The Cabbage Patch” (# 1)
Ex. 3 - Prepositional Phrases from “The Cabbage Patch” (# 2)
Ex. 4 - “Rain” from A Child’s Garden of Verses.
Ex. 5 – Spelling
Ex. 6 - Punctuating Sentences from “Billy’s Slide” (# 2)
Ex. 7 - Just for Fun
Unit 10—Adding Apostrophes to Show Possession
Ex. 1 [P] - Apostrophes for Possession from Bunny Rabbit’s Diary (#2)
Ex. 2 [P] – Apostrophes in Contractions from Bunny Rabbit's Diary (#3)
Ex. 3 [P] – Fix the Capitalization and Punctuation
Unit 11 - Performing and Analyzing a Little Play
THE TWO HOLES
Ex. 1 -A Passage for Analysis “THE TWO HOLES”
Ex. 2 [W] - A Writing Assignment on “THE TWO HOLES”
Final Assessments
Final Assessment Quiz # 1
Final Assessment Quiz # 1 – AK
Final Assessment Quiz # 2
Final Assessment Quiz # 2 – AK
Final Assessment Quiz # 3
Final Assessment Quiz # 3 – AK
Final Assessment Quiz # 4
Final Assessment Quiz # 4 – AK
Final Assessment Quiz # 5
Final Assessment Quiz # 5 – AK
Final Assessment Quiz # 6
Final Assessment Quiz # 6 – AK
Introduction
The Purpose of These Books
Unlike any other instructional materials on grammar, KISS provides students with a definite, easily observable goal—the ability to identify (and thus intelligently discuss) the function of almost every word in any sentence that they read or write. KISS identification exercises are based on sentences and passages from real texts, and, unlike any other approach, they are cumulative. Students begin by identifying subjects and verbs in simple sentences. Then they add complements—the words that answer the questions “Whom?” or “What?” after the verb. Then they add compounds, then prepositional phrases, then adjectives and adverbs, etc.
In other words, there is constant review for those students who need it. Students who do not need the review find that the exercises become automatic—quick and easy, except for a few words here and there that require some thought. I still believe that two five-minute exercises a week are more than enough for almost every student to master the analytical skills. The big question, however, is why should they master them?
There are three basic reasons. These reasons are addressed in more detail on the KISS website, so here I’ll simply give a few examples. First of all is the question of “errors.” Currently, many college student still have problems with “its” and “it’s.” But students who regularly identify subjects and verbs will soon learn that “it’s” is a subject/verb pattern—and “its” functions as an adjective. My second reason is “style.” Most teachers will probably agree that for many students, once a sentence is on paper, it is set in concrete. But once students can identify (and discuss) grammatical constructions, they can do a variety of exercises for revising sentences—even something as simple as moving some prepositional phrases to the beginning of a sentence.
My third reason is “logic.” KISS is based on David Hume’s claim that all logical connects are one (or a combination) of three types—“identity,” “time or space,” and/or “cause and effect.” This is not the place to get into the details of this, but as a simple example, teachers often tell students to “add details” to their writing. The problem is that “detail” is a very abstract concept. Students, even first graders, will find it a lot easier to add adjectives, adverbs, and prepositional phrases of “time or space.” And they will have seen examples in the sentences that they have been analyzing.
Put simply, in looking at sentences, students who study KISS begin to see not just strings of words, but individual words and constructions that work together systematically to convey meaning.
Objectives for First Grade
There are actually two different objectives for first grade. One is the constructions that they should be able to identify; the second is to learn to work systematically.
By the end of the year, first graders should (ideally) be able to identify:
- All the subjects, verbs, and complements in simple sentences, including those that are compounded,
- “You” as an understood subject,
- “There” as a subject,
- Prepositional phrases,
- Adjectives and adverbs,
- Basic rules of capitalization and the punctuation of sentences, and
- Apostrophes used in contractions and for possession.
To get a sense of what this means, you might want to look at the mid-term and final assessment tests that are in this book. Because KISS is cumulative, these should be reasonable objectives.
A major point here is the need to keep students’ attention focused on how much they can understand. We all have a tendency to focus on what we don’t know, don’t understand. In KISS exercises, students are expected to make some mistakes, but if they are at all trying, they will quickly learn how to identify and intelligently discuss the function of most of the words in the exercises in these books. Success motivates further success, so keep the students’ attention on what they have learned.
Getting students to work systematically is also extremely important. When I was teaching this to college students, the only ones who had real problems were those who would mark a subject in one sentence, a verb in another, a prepositional phrase, and then look for a subject in a different sentence. They never developed a sense of a subject/verb pattern, and they never really knew when they were done with an exercise.
As you will see, the directions for identification exercises are numbered, and the students should be encouraged to follow that numbered sequence and work sentence-by-sentence. In essence, they should learn that sequence. It makes the exercises a lot easier to do. From a larger perspective, working systematically applies to almost every subject that students will study—including math (another major problem for our students) and the writing process.
An Important Note about Using the Instructional Materials
The study of grammar is a science; the teaching of grammar is an art—and artists work in different ways. Much of the material in this book involves learning to recognize verbs and prepositions. Some teachers prefer to have students memorize lists of these. For example, the KISS Master Collection for Level 1.5 (Prepositional Phrases) contains numerous suggestions for teaching prepositional phrases, including a “Preposition Song.” I would suggest, however, that it is easier for most students if you simply let them use the instructional materials (which include lists) while they are doing the exercises. Their brains already know what verbs and prepositions are—first graders use them all the time, usually correctly. All they need to learn is the names (“verb” and “preposition”) of the words. In other words, students will see for themselves that it is easier and faster to simply remember which words are verbs and which are prepositions. Sooner or later, the students will remember and no longer need to use the lists.
Assessment
I’m a firm believer in assessment tests (but not the Common Core). You’ll find three mid-term assessment tests and six final tests. (I’m assuming that classroom teachers would use them, but not the same one every year.) I’m tentative about these tests for first graders. I’m hoping that these tests will serve as a starting point for discussions—among the teachers of first graders. Are these tests realistic? Of course, I’m looking for feedback.
How YouCan Legally Use these Books
The only thing that you cannot legally do with these books is to sell them. You can drop, add, or substitute exercises. I even encourage you to have students themselves make similar exercises based on what they are reading (or writing). You can then replace exercises in this book with theirs.
The only thing that I ask that you not do is to change the grammatical terminology used in KISS. If you look into various grammar textbooks, you will find that different books use different terms for the same or similar things. The result has been major confusion. One of the reasons for giving KISS Grammar a name is that it defines a specific set of terms. If you do change a grammatical term (or add one) please state (on the first page or you of your materials) what changes you have made.
About the Analysis Keys
KISS analysis keys include the complete analysis of every sentence so that new teachers can both learn a little ahead and answer questions that students may have. (Always encourage questions.) Note also that first graders are required to identify complements (“C”) but not the types of complements (“PA,” “PN,” “IO,” and “DO”). The keys, however, give the specific type of each complement. The types are introduced in Grade Two. If you do not yet have it, be sure to get “The Teachers’ Reference to KISS Grammar Constructions, Codes, and Color Keys.”
You will find the keys for this book less confusing if you study the following notations for constructions that frequently appear in the exercises.
Nouns Used as Adverbs[NuA], Interjections[Inj], and Direct Address[DirA]
Example:
Gee[Inj], Bill[DirA], yourana mile[NuA]{in five minutes}!
If you want to know more about these now, see KISS Level 2.3.
====Verbals====
Because KISS is based on sentences from real texts, the other term that shows up regularly in the analysis keys is “verbal.” A verbal is a verb that functions as a noun, adjective, or adverb. Students rarely have problems with verbs that function as subjects, as in “Swimmingisgoodexercise(PN).” Because of that, verbals are not even introduced in this book. In the second book, students are taught about verbs (verbals) that can function as subjects, complements, or objects of prepositions:
Theylikeswimming(DO).
BarbaraandBrendawere talking{aboutplantingagarden(DO)}.
Note that “garden” is the direct object of the verbal “planting.” Note also that the analysis keys use braces rather than parentheses. The reason for this is that braces rarely appear in texts—parentheses do.
In order to identify clauses, students need to distinguish finite verbs from verbals. KISS uses three tests to help students make the distinction. They are introduced in book three. See KISS Level 2.1.6. Because clauses are much more important for students to understand, the detailed study of verbals is planned for Book 7. See KISS Level 4.
Doing the Exercises Electronically
Some users have suggested doing the exercises electronically, in MS Word. One person suggested using the “Styles” option. If you open the “Styles and Formatting” option, you will find styles for most of the analysis. For example, you can highlight a word and click on “_Subj” in styles and the word will be underlined once, and made bold and green. A little playing with these should make them easy to use.
I may be able to figure out how to add macros to put in braces and brackets. For now, those still have to be typed in.
The Names of These “Books”
There are several sequences on the KISS site for teaching the KISS curriculum. This is the “ideal,” and, I hope, the last. The original “Grade-Level” books started in each grade (in the basic KISS Level 1) and work all the way through the sequence. This sequence, on the other hand, is a real “grade” sequence. Originally, I named them “Grade One,” etc. but users noted that they were using the “Grade One” book with second and third graders—who did not appreciate using a book for first graders. Several suggestions were made, and I liked the idea of “Part,” but as I began to redesign them, I decided that I might use “Part” within some of the later books. Thus I settled on “Book.”
The Exercises in This Book
Most of the exercises in this book are based on texts for very young readers. It has been simplified from the first version. In addition, I found Alonzo Reed’s Introductory language work: a simple, varied, and pleasing, but methodical, series of exercises in English to precede the study of technical grammar.Maynard, Merrill & Co. 1898, 272 pg. It is available at the Internet Archive.It is, of course, dated, but I like the way he introduces material. He tries to avoid grammatical terminology, but I’d suggest that his “helping words” to denote adjectives, adverbs, and helping verbs would lead to confusion. However, many of the exercises in this book, especially in Unit 1, are adapted from this book. I’ll be interested in feedback about this. ()
Reed, by the way, makes an interesting observation about the problems of coordinating instruction in spelling, vocabulary, punctuation, and writing. My own efforts to struggle with this are reflected in this book. There are 74 exercises in this book, 60 of which are more (or less) directly related to the students’ ability to identify basic constructions. Ten or so of these are punctuation exercises. Teachers should decide whether they want to use these just for punctuation, or for punctuation and the analysis of the sentences.