|KISS Grammar Workbooks||2004 North Carolina Trainer Manual|
Sample TA - 4 -- Gymnastics
"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
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!
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.