View
0
Download
0
Category
Preview:
Citation preview
Mid-Term AssessmentsMid-Term Assessmentsfor
The Third “Ideal” KISS Grammar BookThe Third “Ideal” KISS Grammar Book
This booklet includes
the directions for and the texts
from which the tests have
been taken or adapted. Your
teacher may want you to read
and discuss them, especially
so that you will know the
meanings of all of the words
in them before you do the
tests. It also has a sample test that you might use and discuss so that you know the
format for answering the questions.
Book 3 Mid-term Directions..............................................................................................2Sample Mid-term Based on “Garden Memories”..........................................................3
Texts from Which Assessments are Taken or Adapted........................................................5Garden Memories...........................................................................................................5For Book 3, Mid-term # 2: The Frogs and the Ox.........................................................7For Book 3, Mid-Term #3: The Bear and the Bees.......................................................8
For more information about the KISS Grammar “Ideal” books, go to:http://kissgrammar.org/Ideal_Sequence/index.html
© Ed Vavra 12/16/2016
The Turtle Doveby
Sophie Anderson(French, 1823 – 1903)
Atheneum
Book 3 Mid-term DirectionsBook 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 the S/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. Once you get to a word that you have already explained, you can stop.
Examples:1. The blossoms spread their yellow disks, and the yellow birds
appeared, twittering and fluttering about them. Clause Pattern(s): blossoms spread disks (DO) | birds appeared |
twittering verbalfluttering verbal
them obj. of prep “about” The prep phrase is adverbial to “twittering” and “fluttering.”
2. I think he liked yellow flowers. Clause Pattern(s): I think [DO he liked flowers (DO).] |
yellow adj. to “flowers”3. Knowing what he had done, Sam was worried. Clause Pattern(s): [DO what (DO) he had done] Sam was worried |
Knowing Verbalhe Subj in the clause “what . . . done” The clause is the DO of
“Knowing.”
2
Name:__________________________________________________
Sample Mid-term 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)
3
Name:__________________________________________________
Sample Mid-term 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 _______________________________________________________
4
Texts from Which Assessments are Taken or Adapted
Garden Memories
[Two exercises, one for the sample test and one for the 1st test]
From Cyr’s Third Reader by Ellen M. Cyr
Ginn & Company, 1896, pp. 126-7.
1. When Oliver was quite small he used to ride with his father and
mother, sitting between them, and sometimes driving the horse. One of their
drives was over the bridge to the next town. There was an old brown house
by the roadside, and in the yard was a garden of many bright flowers.
2. The man who lived there had a sister whose name was
Sally. 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. She was very fond of the yellow marigolds, and would pick a
bunch of them and say, “Here is a posy for the little boy.”
3. After Oliver grew to be an old man, he always remembered that
kind, soft voice; when he smelled a marigold he could close his eyes and
imagine the picture of the low brown cottage with its garden, and the
nodding golden marigolds.
4. I think he liked yellow flowers. In his own garden there was a row
of tall sunflowers growing near an old pear tree. The yellow birds seemed
5
very fond of them, and Oliver loved to watch them flutter about, “golden, in
the golden light, over the golden flowers.”
5. When Oliver became a man he tried to make the garden look as it
did when he was a boy. He said the squash bugs and caterpillars came back
and were as friendly as ever. The same buff-colored bugs fed upon his roses;
the butterflies came back, and also the bees and the birds.
6. He wondered if the yellow birds would return; and he
planted a row of sunflowers like the row which stood near the pear
tree when he was a boy. As soon as the blossoms spread their
yellow disks, and the seeds began to ripen, the yellow birds appeared,
twittering and fluttering about them as in his boyhood.
6
For Book 3, Mid-term # 2: The Frogs and the Ox
From The Æsop for Childrenwith pictures by Milo Winter
Rand McNally & Co. 1919
An Ox came down to a reedy pool to drink. As he
splashed heavily into the water, he crushed a young
Frog into the mud. The old Frog soon missed the little
one and asked his brothers and sisters what had
become of him.
“A great big monster,” said one of them, “stepped on little brother
with one of his huge feet!”
“Big, was he!” said the old Frog, puffing herself up. “Was he as big as
this?”
“Oh, much bigger!” they cried.
The Frog puffed up still more.
“He could not have been bigger than this,” she said. But the little
Frogs all declared that the monster was much, much bigger and the old Frog
kept puffing herself out more and more until, all at once, she burst.
Do not attempt the impossible.
7
For Book 3, Mid-Term #3: The Bear and the Bees
From The Æsop for Childrenwith pictures by Milo Winter
Rand McNally & Co. 1919
A Bear roaming the woods in search of
berries happened on a fallen tree in which a swarm
of Bees had stored their honey. The Bear began to
nose around the log very carefully to find out if the
Bees were at home. Just then one of the swarm
came home from the clover field with a load of sweets. Guessing what the
Bear was after, the Bee flew at him, stung him sharply and then disappeared
into the hollow log.
The Bear lost his temper in an instant, and sprang upon the log tooth
and claw, to destroy the nest. But this only brought out the whole swarm.
The poor Bear had to take to his heels, and he was able to save himself only
by diving into a pool of water.
It is wiser to bear a single injury in silence
than to provoke a thousand by flying into a rage.
8
Recommended