KISS Grammar Workbooks 2004 North Carolina Trainer Manual

Sample TA - 4 -- Gymnastics

1. Place parentheses ( ) around each prepositional phrase.
2. Underline finite verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause. Draw an arrow from the opening bracket of adverbial and adjectival clauses to the word that the clause modifies. Label the function of noun clauses.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of direct address ("DirA").

     "Slam!" The door was closed and locked so no robbers could break into my

house while I was at gymnastics. It was a warm, sunny Wednesday in June, the

kind of day when you just want to go swimming, but I'm going to gymnastics so

swimming is out of my reach right now. At gymnastics we were starting whips.

Whenever I see the older girls doing it, they look really hard, and extra scary! I

was shaking all over when we arrived at gymnastics.

     Mr. Edgars was eager to get me started on whips. Anyone could tell because he

sped through the stretches. Usually he goes slow as a tortoise, but not today. As

soon as we were done, he sent everyone to trampoline --  everyone with the

exception of me. He kept me at the tumbling floor. He scampered off to the end

of the rod floor and told me to have courage and go. I was tempted to cry, but I

took his advice and tried doing the whip. It was time to start running. I ran as fast

as I could. It seemed as if I was going faster than a rocket. I started into my

back handsprings. They were extraordinary. After my last back handspring, I was

just about to go into a whip when I stopped in mid air. "Boom!" I fell to the

ground. I was mad as fire!

     I was back in the same exact spot as last time. My heart was thumping,

"thump, thump." I ran even faster than before. While doing all four back

handsprings I thought about all the things I needed to do to get a whip ... toes

pointed, stay tight, and have confidence. Finally it was time to do my whip. I went

straight as a toothpick. I whipped myself around and around. I stuck landing for

five seconds. I glanced over at my classmates. I thought of them like an audience.

They must have liked my whip because they looked amazed. My whip was really

good. As soon as I showed my mom, she was amazed -- she didn't think I could

do it!

     It was time to leave, and I was satisfied with my whip. I can't wait until next

Wednesday when I can do more whips. I felt good inside because I accomplished

something new at gymnastics!

Second: Graphing Words per Main Clause [Click here for the table.]

     Use the table to make a graph of the number of words in each of the first thirteen main clauses. Use one column for each main clause. If a sentence has one main clause, or if the main clause is the first in a sentence, for each word in the clause color one block in its column blue. If a main clause is the second (or later) in a compound sentence, color the blocks light blue.