Sixth Edition: Arithmetic 3 – Do Lessons 1 and 2.

Fifth Edition: Arithmetic 3 – Do Lesson 1 and ½ of Lesson 2 and Speed Drill 2.

Note: There are two editions of Arithmetic 3, The previous (Fifth) edition assigns tests on lessons ending in 4 and 9 beginning with Test 1 on Lesson 14, while the newer Sixth Edition assigns tests on lessons ending in 3 and 8 beginning with Quiz 1 on Lesson 13. Where the assignments vary, we have marked separate math assignments marked “Fifth” and “Sixth” respectively.) 

Note: Please take a moment to review the resources attached to this syllabus (these are found on the Family site - Syllabi tab; please click on "Resources" at the far right for each syllabus title). The PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. Some resources are generic to the grade level or subject and others are specific to the particular course. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources. Some of these resources will be assigned or referenced within the syllabus assignments. Others are here for support.

Sixth Edition: Arithmetic 3 – Do Lessons 3 and 4.

Fifth Edition: Arithmetic 3 – Do ½ of Lesson 2 and Lesson 3 and Speed Drill 3.

Sixth Edition: Arithmetic 3 – Do Lessons 5 and 6.

Fifth Edition: Arithmetic 3 – Do Lesson 4 and Speed Drill 4.

Sixth Edition: Arithmetic 3 – Lessons 7 and 8 and Speed Drills 7 and 8, if you wish. Note: The Speed Drills are optional, but they are quite short.  They are meant to be timed, but parents should use them as appropriate for the specific child. One can set the timer for 1 minute and see what the student completes in that time. One can time the child and see how long it takes him to complete the drill with a goal to improve his time on later drills; though remember that the drills do get more complex in later lessons. One can simply use them as extra practice and have the student complete them untimed

Fifth Edition: Arithmetic 3 – Do Lesson 5 and Speed Drill 5.

Sixth Edition: Arithmetic 3 – Do Lessons 9 and 10 and Speed Drills 9 and 10.

Fifth Edition: Arithmetic 3 – Do Lesson 6.

Go over the first paragraph of Lesson 2, talking to your child about the mechanics of the passage. Note the capital letters, and the ending punctuation for each sentence. Go over the difficult words of the passage, noting their spelling. Then dictate the first paragraph to your child and have him write it from your dictation. For this assignment, and all subsequent dictations, the dictation should be given as follows, unless otherwise noted:

1. Read the passage aloud.
2. Go over the passage with the student, noting all capitalizations, punctuation marks, and any words that might be difficult for the student to spell. Give the reasons for these, as well as noting that they exist. (These are ‘studied’ dictations, as opposed to ‘unstudied’ dictations.)
3. Read the first sentence, and have the student repeat the sentence. Then have him write the sentence, with no further conversation until it is written. If the child talks, he is apt to forget what he is supposed to be writing. The goal is to dictate the passage only once, and to have the student maintain such focused attention that he can write what is to be written without further instruction.
4. Read the second sentence, have the student repeat it and then write it.
5. Read the third sentence, following the same pattern.
6. When the whole passage has been dictated, have the student correct it by reading it back to you. When he does this he will not only say the words, but will also indicate the punctuation and capitalization and the reasons for them. Thus, for today’s lesson the student would say, “‘Two squirrels lived in a hollow tree.’ The ‘t’ on ‘two’ is capitalized because it is the beginning of a sentence. There is a period after ‘tree’, because it is the end of a sentence that is a statement. ‘They had a pleasant home.’ The ‘t’ on ‘they’ is capitalized because it is the beginning of the sentence. There is a period after ‘home’, because it is the end of a sentence that is a statement. ‘The leaves shaded them.’ The ‘t’ on ‘the’ is capitalized because it is the beginning of a sentence. There is a period after ‘them’, because it is the end of a sentence that is a statement. ‘Sometimes the birds sang to them.’ The ‘s’ on ‘sometimes’ is capitalized because it is the beginning of a sentence. There is a period after ‘them’, because it is the end of a sentence that is a statement.” You will need to model this kind of response, and prompt the student through it at first, but as he becomes accustomed to answering in this way, he will be reinforcing the mechanics of writing in such a way that he will never forget them.
7. Go over any words that you noted earlier as potential spelling problems.

Introduce “The Flag Goes By” by Henry Halcomb Bennett. Work on the first stanza.

The first day a poem is introduced, the teacher should read the whole poem, and then repeat the first stanza. Then each line of the first stanza should be said, with the student repeating it after the teacher. The teacher should then say the first two lines together and have the student repeat them, and do the same with the next two lines. Then say the whole stanza, and have the student try to repeat it. If he can’t repeat it yet, that’s fine. Just prompt him through it, and remember that there will be many other opportunities to work on it.

Work on the first stanza of “The Flag Goes By” by Henry Halcomb Bennett.

The second day the same procedure is followed, though the whole poem doesn’t need to be read every day. The idea is to have the student hear the lines he is to memorize, and have him practice repeating what he hears. As soon as he knows the lines and doesn’t need the teacher’s help, he should be allowed to say them on his own. Until that point, however, he should be cheerfully prompted through the stanza.

Work on the first stanza of “The Flag Goes By” by Henry Halcomb Bennett.

The third day the same procedure is followed, though the whole poem doesn’t need to be read every day. The idea is to have the student hear the lines he is to memorize, and have him practice repeating what he hears. As soon as he knows the lines and doesn’t need the teacher’s help, he should be allowed to say them on his own. Until that point, however, he should be cheerfully prompted through the stanza.

Work on the first stanza of “The Flag Goes By” by Henry Halcomb Bennett.

On the fourth day, the student should be invited to recite as much of the poem as he knows at this point.

Read for ½ hour. Note: Child should read every day for at least half an hour. As often as possible he should also be read to by an adult or older child for the same amount of time in the evenings.

Read for about ½ hour.

Read for about ½ hour.

Read for about ½ hour.

Read for about ½ hour.

Do Day 2, p. 22 of Mari’s Spelling Guide. Work on #2, 5, 7, 25. Reviewing p. 15 of the Guide can be helpful.

Do Day 4, p. 22. Review phonograms #1-26. You will now start your Spelling Notebook. Be sure to become familiar with Mari’s “Spelling Rule Memory Aid”. Refer to it as you encounter rules in upcoming weeks.

Read the text pp. 2-7 and do the comprehension questions orally.

Do section A on p. 3 “Reading a Compass”.

Introduce the first date on the History Dates List for Third Grade in Designing Your Own Classical Curriculum. Go over it with the student twice.

• 1620 “Mayflower” lands Pilgrims at Plymouth, MA

Read Unit 1, Introduction on pp. 4-7 in How Our Nation Began, and review the first history date:

• 1620 “Mayflower” lands Pilgrims at Plymouth, MA

Review the first history date:

• 1620 “Mayflower” lands Pilgrims at Plymouth, MA

Read Unit 1, Chapter 1 on pp. 8-13 and do the study lesson on p. 13 orally, and review the first history date:

• 1620 “Mayflower” lands Pilgrims at Plymouth, MA

Introduce the first date on the History Dates List for Third Grade in Designing Your Own Classical Curriculum. Go over it with the student twice.

• 1620 “Mayflower” lands Pilgrims at Plymouth, MA

Read “Leif Ericson” from Short Stories of Famous Americans. Review the first history date.

• 1620 “Mayflower” lands Pilgrims at Plymouth, MA

Do the chapter questions on p. 3 of Short Stories of Famous Americans orally. Review the first history date.

• 1620 “Mayflower” lands Pilgrims at Plymouth, MA

Begin reading Leif the Lucky by D’Aulaire. You will need to read about 10 pages each day. Review the history date.

• 1620 “Mayflower” lands Pilgrims at Plymouth, MA

Lesson 1. Read the first lesson. Do Day 1 exercises.

Note: Please take a moment to review the resources attached to this syllabus (these are found on the Family site - Syllabi tab; please click on "Resources" at the far right for each syllabus title). The PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. Some resources are generic to the grade level or subject and others are specific to the particular course. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources. Some of these resources will be assigned or referenced within the syllabus assignments. Others are here for support.

Lesson 1. Do Day 2 exercises.

Lesson 1. Do Day 3 exercises.

Lesson 1. Take Quiz 1.

Introduce the first three cards: ‘tenere’, ‘sub’, and ‘pre-’. Tell the student what each means. 

You can just teach the root card and meaning and let the student discover derivatives on his own, or you can draw the student's attention to the derivatives noted on the back of the card and even come up with a few more together. We only expect students to memorize the root and its meaning. 

Review the three cards. If your student remembers the English translation, great. If he doesn’t, tell him.

Review the three cards.

Review the three cards.

Look at the paintings on pp. 3 – 6 in Third Grade Art.

The object is to learn the names of some artists. Follow the directions in the book. But also do the following exercise.

Have your child look at one of the paintings for 30 seconds to a minute. Then have him list everything he saw in the painting. He can do this orally or in writing. Then have him look back at the painting. Did he leave anything out? Try it with another painting as well.

Do pp. 1 & 2 of Let’s Learn Music.