Introduction to the KISS Grammar Workbooks 2004 North Carolina Trainer Manual
From the Writing of Fourth Graders:
Verbals That Function as Adverbs (#2)

      Sometimes, "to" plus a verb functions as an adverb to explain why something is done.  In the sentences below, note how these verbals answer the question "Why?" in relation to the words they modify.

Part One: Directions:
1. Place parentheses ( ) around each prepositional phrase. 
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause. If the clause functions as a noun, label its function. If it functions as an adjective or an adverb, draw an arrow from the opening bracket to the word that the clause modifies.
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").
6. Make a box around each verbal and draw an arrow from the box to the word that the verbal modifies.
 

1. I could not wait to come back tomorrow and learn something new.

2. I gathered all my courage to sit down and lock the seat belt.

3. I looked down to see almost invisible steel wires holding us up.

4. One morning I went over to the counter to get some grub to eat.

5. I gave the money to my mom to hold it for me.

6. I would usually take off the roof to see my cute little hamster sleeping in the maze.



Part Two: Write a sentence like those above with a verbal that is used as an adverb.