Unit 10 - Vocabulary (2)Unit 10 - Vocabulary (2)of

The Third “Ideal” KISS Grammar BookThe Third “Ideal” KISS Grammar Book

Young Girl Readingby

Mary Cassattcirca 1908Athenaeum

“The more that you read, the more

things you will know. The more you learn,

the more places you’ll go.”

— Dr. Seuss, I Can Read With My

Eyes Shut!

Vocabulary # 2......................................................................................................................2Abstract and Concrete Words............................................................................................2

Ex. 1 - Adapted from Child-Story Readers (2)..............................................................2Ex. 2 - Synonyms – From “Jack and His Golden Box”.................................................4Ex. 3 – Antonyms from Voyages in English (1)............................................................5

Fill in the Blanks................................................................................................................6Ex. 4 - Adapted from The Mother Tongue (#2).............................................................6

Prefixes and Suffixes.........................................................................................................7Ex. 5 – The Prefix “dis-” to Create Antonyms..............................................................7Ex 6 - The Suffix –ous...................................................................................................8Ex. 7 – The Suffix –ive..................................................................................................9Ex. 8 - Just for Fun: Humorous Definitions (#3).........................................................10

Reading, Writing, Vocabulary & Style...............................................................................11Ex. 9 – Adding Prepositional Phrases of Time and Space..........................................11Ex. 10 – FiB from “The Story of Thumbling”.............................................................12Ex. 11. – Branching from “The Story of Thumbling”.................................................13Ex. 12 - Sentence Combining and De-combining from “The Story of Thumbling”...14Ex. 13 – Writing Models from “The Story of Thumbling”.........................................15Ex. 14 – Punctuation: The Opening of “The Story of Thumbling”.............................16

For more information about the KISS Grammar “Ideal” books, go to:http://kissgrammar.org/Ideal_Sequence/index.html

© Ed Vavra 12/16/2016

Vocabulary # 2

Abstract and Concrete WordsAbstract and Concrete Words

Ex. 1 - Adapted from Child-Story Readers (2)Wonder Stories

New York: Lyons and Carnahan, 1927. p. 241-2

Peek-A-Boo!by

SophieAnderson

French1823-1903

Directions: 1. Cross out the word in each row that does not fit with the others. Then, in the last column, give an abstract word or phrase that would describe (include) all the words that remain in that row.

  Concrete Concrete Concrete Concrete Abstract1 lakes streams rivers babies  

2 brother wife summer daughter  

3 monkeys squirrels branches elephants  

4 village town second city  

5 creatures animals window beasts  

6 trout minnow body shark  

7 dwarfs fairy sheep ogre  

8 cheek foot face rich  

9 spider ant buffalo tick  

10 glass flowers weeds vegetables  

11 department grocery drug apple  

12 Africa North America Mississippi Europe  

13 scream tight roar howl  

14 year month day creature  

15 pear apple gift peach  

[Continued on next page.]

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Ex. 1 - Abstract and Concrete Words (and Phrases)[Continued]

2. Number your paper from one to fifteen. For each of the abstract words above, list as many more concrete words as you can think of.

3. Remember that the abstract/concrete distinction is not two boxes into which words can be put. Words can be more or less abstract or concrete. Select one of the concrete words on your list (or in the exercise above) and list five words that are more concrete examples of that word. For example, “vegetable” is more abstract than “peas,” “corn,” “carrots,” “spinach,” and “broccoli.”

4. To explain some abstract words, it is better to give and explain examples of it. Pick one word from the following list and write a paragraph that explains what it means to you. Use as many concrete examples as you can. Your teacher may have everyone read their paragraphs in class to see the different ways in which the word is defined.

book, house, policeman, picnic

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Ex. 2 - Synonyms – From“Jack and His Golden Box”

In Child-Story Readers, Wonder Stories New York: Lyons and Carnahan, 1927. p. 64.

Illustration by Vera Stone Norman

A synonym is a word that means the same, or almost the same, as another word.

Directions: 1. Number the lines of a piece of paper from 1 to 20. 2. In each line find the synonym of the first word in that line. Write this word on your

paper by the right number.

1. frightened afraid angry guard2. huge deep great wide3. teased tormented asleep awoke4. delighted sad pleased clever5. handsome wonderful busy beautiful6. lady woman servant castle7. lovely softest pretty fowls8. creatures beasts storm rocks9. robber officers soldiers thief

10. tiny little pleasant busy11. forest earth ground woods12. guard finished sentry lonely13. center middle narrow side14. strange strong funny weak15. vessels body ships flags16. journey travel proud stiff17. search evening hunt morning18. thief wife neighbor robber19. scarlet blue red golden20. gentleman man lady girl

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American Gothic

1930 by

Grant Wood ( 1891-1942)

Ex. 3 – Antonymsfrom Voyages in English (1)Fifth Year by Rev. Paul E. Campbell and Sister Mary Donatus MacNickle

Antonyms are words that mean the opposite or almost the opposite of another word.

Directions: Number your paper from one to fifteen. After each number, write the antonym from the right column for the word in the left column.

1. 2. 3. 4. 5. 6. 7. 8.9. 10. 11. 12. 13. 14. 15.

proud absent export hope sad left distant assist ugly hungry forget guilty admit old rude

present rightdespair import polite happy hinder deny near new humble beautiful innocent satisfied remember

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Fill in the BlanksFill in the Blanks

Ex. 4 - Adapted from The Mother Tongue (#2)Book II, by George Kittredge and Sarah Arnold

Boston, Ginn & Company, 1903

Directions: Fill in the blanks with interesting verbs or verb phrases. Try to find two different verbs (or phrases) that would work for each slot. (Write the second above the first.)

1. The teacher eagerly _______________ addition to her students.

2. The captain _______________ his soldiers into the town.

3. Many fish were _______________ in the pool.

4. The kite _______________ majestically into the air.

5. I _______________ an old fisherman on my walk along the river.

6. Joe _______________ the tree to get some apples.

7. The owls _______________ all night long.

8. A robin _______________ a nest in one of the young elm trees.

9. Higher and higher _______________ the sun.

10. A puff of wind _______________ off the boy’s cap and it

_______________ along the ground. He _______________ after it as

fast as he could. The faster he _______________, the faster the cap

_______________.

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Prefixes and SuffixesPrefixes and Suffixes

The Boating Party c.1893/94

by Mary Cassatt

[www.abcgallery.com]

Ex. 5 – The Prefix “dis-”to Create Antonyms

The prefix “dis-” can mean “not,” “away from,” or “the breaking apart of,” but in the words below it simply creates antonyms—words that mean the opposite. Note that, unlike suffixes, the prefix does not change the part of speech of the word. Both “please” and “displease” function as verbs.

Root New Word Part of Speechplease displease V

Directions: Create antonyms by adding the prefix “dis-”. Then, on separate paper, write a sentence for each word in which you use both the root and the antonym. For example: Richard pleases his friends, but sometimes he displeases his teachers.

  Root New Word Part of Speech1 trust N, V

2 appear V

3 prove V

4 honest Adj

5 agree V

6 respect N, V

7 obey V

8 loyal Adj

9 like N, V

10 approve V

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FromThe Water-

Babies 1916by

Jessie Willcox Smith

1863-1935

Ex 6 - The Suffix –ous

The suffix “-ous” means full of or having the characteristics of the root word. For example, a furious person is full of fury—a strong anger. An adventurous person wants a life full of adventures.

The suffix can be attached to the root (murderous). Words that end in “-y” usually change the “y” to “i” before adding the suffix (furious). Many words that end in “-e” just drop the “e” before adding the suffix (adventurous).

Root Adjective Adverbmurder murderous murderouslyfury furious furiouslyadventure adventurous adventurously

The suffix “-ly” then turns the adjective into an adverb. Write the adjectival and adverbial forms of each of the following.

  Root Adjective Adverb1 danger

2 marvel

3 courage

4 humor

5 envy

6 glory

7 melody

8 mystery

9 fame

10 nerve

Write ten sentences. For the odd numbered words, use the adjectival form, and for the even numbered, use the adverbial form.

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FromKate

Greenaway’sBirthday

Book

Ex. 7 – The Suffix –ive

The suffix “-ive” means to show the characteristics of the root word. For example, “imaginative book” means that the writer used her imagination. The adverbial (“-ly”) form means the same but modifies a verb.

The suffix can simply be attached to the root (adaptive). Words that end in “-e” usually drop it before adding the suffix (operative). After dropping the “-e,” other verbs add “-ative” (imaginative).

Root Adjective Adverbadapt adaptive adaptivelyoperate operative operativelyimagine imaginative imaginatively

Write the adjectival and adverbial forms of each of the following.Root Adjective Adverb

1 attract

2 collect

3 effect

4 act

5 invent

6 suggest

7 protect

8 create

9 negate

10 compare

Write ten sentences. For the odd numbered words, use the adjectival form, and for the even numbered, use the adverbial form.

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Ex. 8 - Just for Fun: Humorous Definitions (#3)Note how definitions use the S/V/PN pattern.

Directions:1. Put parentheses ( ) around each prepositional phrase.2. Underline subjects once, verbs twice, and label complements (“PN,” “PA,” “IO,” or “DO”).3. Put brackets [ ] around subordinate clauses that function as direct objects. Above the opening

bracket write “DO.”4. Put a vertical line after every main clause.5. a. If a verbal acts as a noun other than subject, label it (“PN,” “PA,” “IO,” “DO” or “OP.”)5. b. Label the complements of verbals as you would the complements of a finite verb.6. If a verbal functions as an adjective or adverb, label it “V” and draw an arrow to the word it

modifies.7. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of

direct address (“DirA”).

1. A zoo is a place for animals to study the habits of human beings.

2. A myth is a female moth.

3. A foot is a device for finding Legos in the dark.

4. A hen is an egg’s way of making another egg.

5. Dust is mud with the juice squeezed out.

6. A skeleton is a bunch of bones with the person scraped off.

7. A yawn is an honest opinion openly expressed.

8. Cashew is the sound of a nut sneezing.

9. Self-control is the ability to eat only one peanut from a bag.

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Reading, Writing, Vocabulary & Style

Ex. 9 – AddingPrepositional Phrases

of Time and SpaceAdapted from

Voyages in Englishby Rev. Paul E. Campbell

and Sister Mary Donatus MacNickle

Gathering Autumn Leaves

1875by

John George Brown

1831-1913The Athenaeum

Directions: Rewrite each of the following sentences by adding at least two prepositional phrases. One phrase should indicate time (when or how long something happened), and the other should indicate place (where, or to or from where, something happened).

1. Bill rode his bicycle.

2. Airplanes travel.

3. We left at the appointed hour.

4. The girl wore a dark blue uniform.

5. The bird flew.

6. Sam broke his leg.

7. The band practices.

8. A storm with strong winds arose.

9. The water trickled over the rocks.

10. The Scouts sat around the campfire.

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Ex. 10 – FiB from“The Story of Thumbling”

by James BaldwinFrom The Fairy Reader

NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905

Directions: Fill in the blanks with the indicated part of speech. You do not need to remember the words in the story. Just choose interesting words that make sense.

1. As she kissed it, the flower _______V______ a ______Adj_____ snap.

2. The _______N______ made her a cradle out of a ______Adj_____ shell. Her

bed was of ______Adj_____ moss. Her blanket was a ______Adj_____

leaf.

3. The ______Adj_____ fishes swam around the ______Adj_____ stalk that held

the ______Adj_____ leaf. They bit the stalk with their ______Adj_____

teeth. Soon they _______V______ the _______N______ in two.

4. The Swallow told her how he had _______V______ one of his wings and could

______Adv_____ _______V______ fast. The ______Adj_____ swallows

had left him ______Adv_____, and he had fallen to the ground.

5. Thumbling _______V______ on the ______Adj_____ back, and the Swallow

_______V______ up into the _______N______.

6. But the ______Adj_____ gift of all was a pair of ______Adj_____

______Adj_____ wings. When Maia put these on, she could

_______V______ from _______N______ to flower.

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Ex. 11. – Branching from“The Story of Thumbling”

by James BaldwinFrom The Fairy Reader

NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905

Directions:A. After each of the sentences below, indicate the branching of the phrase that is in bold

(L.M, R]. Then rewrite the sentence twice so that it branches in each of the other two ways. Write “L,” “M,” or “R” after each of your versions.

B. Your teacher may also ask you to rate all of them by sharing ten (or eleven) points on each set based on how you think the phrase would usually appear in that position. Be ready to briefly explain your reasons and any effects in emphasis caused by the branching. (Breaking the norm makes things more emphatic.)

C. Write three versions of a sentence of your own by placing a prepositional phrase as left-branching, mid-branching, and then right-branching.

D. Test the idea that most adverbial prepositional phrases are right branching, some are left-branching, a relatively few are mid-branching. Pick a text of your choice, and examine the first ten adverbial phrases that you find. How many of them are left, right, or mid-branching? Report your results to the class.

1. The next day she could run and play like any child.

2. By the side of the garden there was a brook.

3. On the largest leaf the Frog laid the walnut shell.

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Ex. 12 - Sentence Combiningand De-combining from

“The Story of Thumbling”by James Baldwin

From The Fairy ReaderNEW YORK •:• CINCINNATI •:• CHICAGO

AMERICAN BOOK COMPANY, 1905

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.2. She did not want to live with the ugly Frogs.3. Thumbling brought a leaf and laid it on his head.4. She did not like to live in the dark ground.5. Thumbling ran and brought her own soft blankets of hay and wool.Combine each of the following sets into one sentence.

6. The Farmer was very glad. And his Wife was very glad.7. The Field Mouse had a house. It was snug. It was little. It was in the

cornfield.

8. The children ran. They brought the Swallow some water. It was in an acorn cup.

9. Soon the Swallow moved again. He held up his head. He looked at her.10. The Swallow flew down. It set her upon one of the flower’s leaves. The

flower was white. The leaves were broad.

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Ex. 13 – Writing Models from“The Story of Thumbling”

by James BaldwinFrom The Fairy Reader

NEW YORK •:• CINCINNATI •:• CHICAGOAMERICAN BOOK COMPANY, 1905

#1. The following sentence has a compound subject with three parts, each of which names a place. Write a sentence that has a three-part compound subject, each of which names a place.

The woods and the hills and the great sea were far below them.

#2. The first of the following sentences makes a general statement. The second sentence uses the same verb (“sailed”), but gives more details. It is followed by a preposition that has four objects. Write sentences that reflect the same logic—a general statement and then a more detailed one with the same verb, but with a prepositional phrase with four objects.

Thumbling sailed many, many miles. She sailed past gardens and farms and towns and green woods.

#3. This model is similar to that in #2. Both sentences use the same verb, but the second sentence has three direct objects that give more details about the house. The first and second objects are each modified by an adjective, but the third is modified by prepositional phrases. Write two sentences using this pattern, but with a different verb. You can use “saw” or “made,” but try to surprise your teacher by finding a different verb.

The Field Mouse had a snug little house in the cornfield. She had warm beds, and a neat parlor, and a kitchen with many good things in it.

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Ex. 14 – Punctuation: The Openingof “The Story of Thumbling”

by James BaldwinFrom The Fairy Reader

NEW YORK •:• CINCINNATI •:• CHICAGO: AMERICAN BOOK COMPANY, 1905

Directions: The punctuation in this passage has been lost. Please fix it, right on this page.

There was once a Farmers 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 Farmers 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 Farmers 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

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