1
Master Syllabi for Grade 3 Courses
TX Math Plus Purple-3rd Grade
Prerequisite Requirements:
Course completion or grade placement.
Course of Instruction/Lesson Description:
This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The
engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students
master concepts and skills before moving on; and more support for Learning Coaches to guide their students to success.
This course for students in Grade 3 provides a quick overview of whole number addition and subtraction, but has a
greater focus on whole number multiplication and division, encompassing early algebraic thinking. Decimals are studied in
relationship to place value and money, and fractions are addressed through multiple representations and probability.
Students are introduced to specific methods and strategies to help them become more effective problem solvers.
Geometry and measurement are addressed through the study of two- and three-dimensional shapes, early work with
perimeter, area, and volume, and applying measuring techniques to time, length, capacity, and weight. Personal and
financial literacy are addressed in the course as it focuses on human capital and income, availability of resources,
spending decisions, savings, and credit.
SEMESTER 1
Unit 1: Whole Number Sense
Students learn to read and write numerals and number words through 10,000. They learn about odd and even numbers.
They practice arranging objects in space by proximity, demonstrate automatic recall of addition and subtraction facts, and
order whole numbers by using the symbols <, =, >. They solve addition and subtraction problems, estimate quantities and
numbers of objects, compare whole numbers, and round numbers.









Numbers Through 10,000
Odd and Even Numbers
Read and Write Numerals Through 10,000
Write Number Words Through 10,000
Numbers in Expanded Form
Problem Solving
Construct Numbers to 10,000 (parts A, B)
Compare and Order Numbers Through 10,000
Round Numbers Through 10,000
Unit 2: Whole Number Addition and Subtraction
Students learn how addition and subtraction affect whole numbers and how to determine the sum or difference of two
whole numbers. They practice story problems in which two quantities are combined, quantities change by addition or
subtraction, two quantities are compared by the use of addition or subtraction, and one quantity must be changed to equal
another quantity.




Effects of Addition and Subtraction
Addition and Subtraction Answers
Combine and Change Problems
Compare and Equalize Story Problems
Unit 3: Algebra Thinking
2
Master Syllabi for Grade 3 Courses
Students learn to use mathematical expressions, equations, and inequalities to represent relationships between
quantities. They learn to select the appropriate symbol to show an operation or a relationship that makes a number
sentence true, to determine a missing number in an equation or an inequality, and to recognize and describe a linear
pattern, such as counting by 5s or multiplying 5 times a number to reach 100, by its rule. They extend linear patterns and
solve simple story problems that involve functions.







Mathematical Expressions
Expressions and Number Sentences (parts A, B)
Expression Comparison (parts A, B)
Missing Symbols
Missing Values (parts A-C)
Number Patterns
Story Problems and Patterns (parts A, B)
Unit 4: Whole Number Multiplication Sense
Students use objects or sketches to solve multiplication problems. They use models to explain multiplication as repeated
addition of the same quantity. They learn how to explain and apply the commutative, associative, and zero properties of
multiplication. They demonstrate automatic recall of multiplication facts and an understanding of how multiplication affects
whole numbers. They learn how to apply the multiplication property of 1.







Model and Explain Multiplication
Area Models for Multiplication (parts A, B)
Understand Multiplication
Commutative Property of Multiplication
Multiplication Facts
Multiplication Facts (parts A-D)
Associative Property
Unit 5: Whole Number Multiplication
Students use objects or sketches to solve multiplication story problems. They solve multiplication problems involving a
multidigit factor and a one-digit factor. They use multiplication to solve story problems that involve equal groups and equal
measures and learn how to create story problems that can be represented by a multiplication number sentence.





Multiplication Story Problems
Multiply Multidigit by 1-Digit Numbers
Multiply Equal Groups (parts A, B)
Multiplication with Equal Measures
Write Multiplication Stories (parts A, B)
Unit 6: Whole Number Division Sense
Students use objects or sketches to solve division problems. They learn that division is repeated subtraction and the
sharing of a quantity into equal groups. They learn the meaning of the ÷ symbol, the division property of 1, division by zero
is undefined, and the inverse relationship between multiplication and division.






Model and Explain Division
Applying Division Symbols and Rules
Division as Sharing
Relating Multiplication and Division
Use Inverse Relationships
Effects of Division
3
Master Syllabi for Grade 3 Courses
Unit 7: Whole Number Division
Students use objects or sketches to solve division story problems. They learn to solve division problems with a multidigit
dividend, a one-digit divisor, and no remainder. They practice solving story problems that involves equal groups and equal
measures, learn to determine unit cost, and create story problems that can be represented by a division number
sentence.






Dividing with Remainders
Divide Greater Numbers
Story Problems with Equal Groups (parts A, B)
Equal-Measure Story Problems
Divide Money Amounts
Write Division Story Problems (parts A, B)
Unit 8: Semester Review and Checkpoint
SEMESTER 2
Unit 9: Whole Numbers and Multiple Operations
TStudents learn how to determine whether addition, subtraction, multiplication, or division is the appropriate operation to
use to solve a story problem. They practice solving story problems involving two or more operations and using the order of
operations to evaluate an expression.



The Order of Operations
Choose the Correct Operation (parts A, B)
Use More Than One Operation (parts A, B)
Unit 10: Geometry
Students learn how to identify right angles and the measure of angles greater than or less than a right angle. They learn to
classify polygons according to the number of sides; the attributes of isosceles, equilateral, and right triangles; and the
attributes of parallelograms, rectangles, and squares. They learn to identify and describe common solid geometric figures.






Right Angles and Other Angles
Identify and Classify Polygons
Triangles
Parallelograms
Identify and Classify Solids
Combine Solids to Create New Shapes
Unit 11: Decimals and Money
Students learn to identify decimal place values through thousandths. They practice solving story problems involving
addition, subtraction, multiplication, and division of money amounts in decimal notation.



Decimal Place Values
Money in Decimal Notation
Money Story Problems (parts A-C)
Unit 12: Fractions and Probability
Students learn about fractions as part of a set, the relationship of a part to a whole, and a rational number on the number
line. They learn to write the fraction represented by a drawing that shows parts of a set or parts of a whole. They compare
and order unit fractions and use objects or sketches to solve simple story problem involving addition or subtraction of
fractions. They solve and simplify addition and subtraction problems involving fractions with like denominators and learn
that a simple fraction and a decimal amount can represent the same quantity. They learn to identify whether specific
4
Master Syllabi for Grade 3 Courses
events are certain, likely, unlikely, or impossible; record the possible outcomes for a simple event; summarize and display
the results of a probability experiment; and use the results of a probability experiment to predict future events.









Represent and Name Fractions (parts A, B)
Compare and Order Fractions (parts A, B)
Model Fraction Story Problems
Add and Subtract Like Fractions
Fractions and Decimals (parts A, B)
Probability
Identify, Record, and Display Outcomes
Use Data to Make Predictions
Pictographs
Unit 13: Measurement: Length and Time
Students learn the appropriate tools and metric and English units for measuring the length of objects. They practice
estimating and measuring the length of an object to the nearest centimeter, 1/2 inch, and 1/4 inch. They learn to tell time
to the nearest minute, determine elapsed time to the nearest minute, and use a calendar to determine elapsed time.






Tools and Units for Measuring Length
Estimate and Measure Centimeters
Estimate and Measure Inches (parts A, B)
Telling Time in Minutes
Determine Elapsed Time in Minutes
Elapsed Time on a Calendar
Unit 14: Measurement: Capacity and Weight
Students learn the appropriate tools and metric and English units for measuring liquid volume and weight. They practice
estimating and measuring liquid volume to the nearest liter and cup, and weight of an object to the nearest gram and
ounce. They write simple unit conversions as expressions and equations and use simple unit conversions, such as
centimeters to meters, to solve problems.








Capacity
Measure to the Nearest Liter
English Units of Capacity
Measure in English and Metric Units
Measure in Grams
Measure Weight in Ounces and Pounds
Unit Conversions
Measurement Conversions (parts A, B)
Unit 15: Mathematical Reasoning
Students practice analyzing story problems by identifying the question, recognizing relevant information, and developing a
solution strategy. They learn how to break a multistep story problem into simpler steps, predict solutions to story
problems, and apply strategies and results from simpler problems to similar or more complex problems. They practice
mathematical reasoning in story problems by using words, numbers, symbols, charts, graphs, tables, diagrams, and
models; learn how to express solutions with appropriate mathematical notation, terms, and accurate language; and check
the accuracy of a calculation in a story problem.



Analyze Story Problems (parts A-C)
Understand Multistep Problems
Estimate to Predict Solutions
5
Master Syllabi for Grade 3 Courses





Strategies to Solve Complex Problems
Story Problem Reasoning (parts A-C)
Explain Solutions to Problems
Exact and Approximate Solutions
Check Accuracy of a Calculation
Unit 16: Perimeter, Area, and Volume
Students learn to determine the perimeter of a polygon with whole-number side lengths. They practice using multiplication
and division to solve story problems involving rectangular area. They learn to estimate or determine the number of
squares or cubes required to cover the area of a solid figure.





Find the Perimeter of Objects
Rectangular Area
How Many Squares Does It Take?
Decompose Figures
How Many Cubes Does It Take?
Unit 17: Personal Financial Literacy
Students learn the connections between human labor and income, relationships between availability/scarcity of
resources and cost impacts, costs and benefits, how credit is used when needs or wants exceed the ability to
pay, saving, and spending decisions.






Human Capital and Income
Availability of Resources
Spending Decisions
Using Credit
Savings Plan
Saving and Spending Decisions
Unit 18: Semester Review and Checkpoint
Course length: Two Semesters
Online Importance:
Most lesson content is delivered online. Specialized online instructional components support the math content. Photo
galleries and animations help students understand difficult or abstract ideas. Interactive online activities give students
opportunities to review important concepts and receive immediate feedback. These activities may feature pop-up maps,
interactive pictures, biography cards, and interesting math facts.
Monitoring Student Progress:
Most lesson content is delivered online. Specialized online instructional components support the math content. Photo
galleries and animations help students understand difficult or abstract ideas. Interactive online activities give students
opportunities to review important concepts and receive immediate feedback. These activities may feature pop-up maps,
interactive pictures, biography cards, and interesting math facts.
Schedule for Monitoring Student Progress:
6
Master Syllabi for Grade 3 Courses
Each teacher will establish a daily contact schedule for their assigned students at a time of day that is reasonably
convenient for both parties. Contacts may be asynchronous/synchronous or one-on-one/groups. The avenues of teacher
initiated contact will be adjusted as determined by the progress a student makes through their learning plan. Parent- and
student-initiated contact with teachers can happen at any time. The Acting Director, or their designee, will monitor the
communication logs to ensure that parents are being routinely supported and informed regarding the student's ongoing
progress and participation.
In addition, teachers will monitor progress in mastery of objectives and lesson completion on a weekly basis. Continuous
progress monitoring by the assigned teacher ensures that parents are informed on a regular basis regarding progress and
participation.
Required Instructional Materials:






Textbook
K¹² custom block set
lesson guide book
base-10 blocks set
place-value mat
items easily found in a typical home
Standardized Assessment Instruments:
K12 end of lesson assessments, Study Island Benchmarks, Scantron Performance Series Adaptive tests, and STAAR.
State of Texas Assessments of Academic Readiness (STAAR) Compliancy:
Side-by-side comparisons of STAAR TEKS and the content of each course have been developed and reviewed to ensure
that the online curriculum meets or exceed the STAAR.
Grading/Credit Award Criteria:
The course grade will be determined by the Percentage of Lessons Completed and Mastered, Testing, Work Samples,
Study Island Blue Ribbon Completion, and Class Connect attendance. A student will be promoted to the next grade level
th
th
by meeting the 70% passing expectation. 5 and 8 graders are subject to Student Success initiative requirements, or
SSI.
7
Master Syllabi for Grade 3 Courses
Third Grade Language Arts
Course Title: English Language Arts 3
Prerequisite Requirements:
Course completion or grade placement.
Course of Instruction/Lesson Description:
K¹²'s Grade 3 Language Arts program provides a comprehensive sequence of lessons on Language Skills, Literature, and
Spelling. Students are expected to read and write with a greater degree of fluency, proficiency, and independence, and
participate meaningfully in discussions.
The instructional plan includes readings and activities on a range of topics and skills including literature, composition,
grammar, usage and mechanics, spelling, test readiness, vocabulary, and handwriting.
Composition: Students generate ideas and work through a series of activities that inculcate the stages of the writing
process (prewriting, organizing, drafting, revising, proofreading, and publishing). Topics include opportunities for creative
writing as well as personal narratives, letters, research and book reports, writing to a prompt, and writing instructions.
Grammar, Usage, and Mechanics: A typical GUM lesson includes a "Get Ready" teaching activity to review previous
concepts and explain new ones, a "Try It" section to provide students with an opportunity to practice skills taught in the
lesson, and a workbook exercise. Lesson and unit assessments are provided.
Literature: Lessons include varying combinations of the following components:
Get Ready: A brief activity to encourage interest in the reading and often to introduce new vocabulary words.
Questions: Students write brief responses to questions in a Reading Notebook.
Discuss: Students discuss ideas and issues in the readings, in response to questions provided in the lesson.
Activities: Students complete a variety of activities designed to deepen understanding and enhance enjoyment,
such as dramatizing part of a story, writing a creative or analytical response, or completing a supplied activity
page on comprehension skills (e.g., describing characters, inferring and drawing conclusions, or comparing and
contrasting).
Assessments are provided at the unit level. Assessments contain both objective and short-answer questions.
Spelling: Each of 36 units begins with a Spelling List composed of words spelled according to a specific concept or
pattern. These words are further divided into three categories: words that follow the rules, words that need to be learned
by heart, and words that present a challenge. Students complete dictation exercises, practice pages, word puzzles, and
assessments to help them achieve mastery.
Vocabulary: The Wordly Wise program provides 10 word lists, with 10 words in each list. For each word list, the
workbook provides illustrated definitions and sample sentences, followed by a series of exercises distributed across four
lessons. These exercises include:
8
Master Syllabi for Grade 3 Courses
Identifying the meanings of words
Matching words and definitions
Writing sentences to answer questions on a reading selection that uses the words in context
Completing a crossword puzzle or decoding a hidden message
Handwriting: K¹² supplies the Handwriting Without Tears program. This gentle, multisensory approach focuses on careful
practice at a pace that matches the student's development of fine motor skills.
Test Readiness: Workbooks from Curriculum Associates provide practice in standardized test-taking question formats in
reading comprehension, sentence completion, grammar, usage, and mechanics.
Major course expectations include the following:
Composition
Progress from manuscript to cursive writing, with increasing proficiency.
Use prewriting strategies to generate ideas for diverse kinds of writing (e.g., letters, stories, essays) and consider
audience expectations.
Use writing processes including organizing, drafting, revising, and editing to write compositions on a variety of
self-selected or assigned topics.
Use published pieces as models for own writing.
Evaluate model compositions.
Select a topic, generate questions for inquiry, and complete research.
Take notes from media sources.
Organize notes in charts or tables.
Publish clean, error-free final copy of written work to share with audience.
Write creative and expository pieces.
Maintain a writing portfolio.
Prepare and deliver oral presentations, adapting language, tone, and pacing for subject, audience, and purpose.
Grammar, Usage, and Mechanics
Differentiate among sentence types.
Identify various punctuation marks and demonstrate correct usage.
9
Master Syllabi for Grade 3 Courses
Use appropriate capitalization for proper names, beginnings of sentences, etc.
Use correct agreement, including subject-verb and pronoun.
Write sentences with correct verb tenses.
Identify relationships among words that are synonyms, antonyms, and homonyms.
Literature
Demonstrate fluency and comprehension of a diverse variety of traditional and contemporary texts including
drama, poetry, novels, short stories, and nonfiction.
Distinguish among and recognize the defining characteristics of various literary forms, including fiction, nonfiction,
poetry, fable, and informational texts.
Read independently.
Read aloud with appropriate expression and intonation.
Establish purpose for use of resources and references such as dictionaries, glossaries, tables of contents, etc.
Compare and contrast literary characters or selections.
Identify problems and solutions in plots.
Analyze character traits and motivations.
Make inferences and draw conclusions.
Describe setting and recognize its effect on plot.
Retell (summarize) a story plot.
Describe characters using context clues.
Listen, take notes, and demonstrate comprehension of oral text.
Read stories and recognize similarities of the experiences of characters across cultures.
Spelling
Demonstrate mastery of regular and irregular patterns in multisyllabic words.
Analyze the relationship between sounds and spellings.
Demonstrate comprehension of rules for adding suffixes.
10
Master Syllabi for Grade 3 Courses
Analyze how prefixes and suffixes affect meaning.
Vocabulary
Develop vocabulary through reading.
Develop vocabulary by identifying the meanings of words in context.
Develop vocabulary by writing sentences using new words.
Lesson Numbers/Duration:
There are 180 Language Arts lessons, which combine components of the following:
Composition: 71, including 17 optional
GUM: 108, including 20 optional
Vocabulary: 50, including 10 optional
Test Readiness Reading: 25, including 2 optional
Test Readiness Language Skills: 15
Spelling: 180
Literature: 115 lessons, including 14 optional and 24 novels units from which four are chosen for study. Novels
units contain between 6 and 10 lessons, depending upon the length and complexity of the novel.
Online Importance:
The K¹² English Language Arts program provides step-by-step guidance in each lesson. Most activities are presented
offline, although some of the "choice" novels lessons are presented online.
Most of the language arts program is delivered with the assistance of a Teacher Guide, which provides an outline of the
lesson as well as information about assessment and supplemental material that can help support each student. The
Teacher Guide is available as printed material as well as online.
Monitoring Student Progress:
Most units end with an assessment. The assessment helps the teacher gauge whether the student has met the unit
objectives. Assessment results are entered online, to be tracked by the Online School application.
Students and parents can access student-specific screens to determine (1) progress in the number of lessons completed,
(2) the lesson assessment (percentage mastered), (3) the semester assessment (percentage mastered), and (4) the
number of times the student has taken the assessment instruments. Families who enroll their children in the eCP program
have the benefit of help and guidance from an experienced teacher. The teacher will contact students daily through email
and phone conferences. Consistent progress monitoring by the teacher will be utilized throughout the project period.
Schedule for Monitoring Student Progress:
11
Master Syllabi for Grade 3 Courses
Each teacher will establish a daily contact schedule for their assigned students at a time of day that is reasonably
convenient for both parties. Contacts may be asynchronous/synchronous or one-on-one/groups. The avenues of teacher
initiated contact will be adjusted as determined by the progress a student makes through their learning plan. Parent- and
student-initiated contact with teachers can happen at any time. The Acting Director, or their designee, will monitor the
communication logs to ensure that parents are being routinely supported and informed regarding the student's ongoing
progress and participation.
In addition, teachers will monitor progress in mastery of objectives and lesson completion on a weekly basis. Continuous
progress monitoring by the assigned teacher ensures that parents are informed on a regular basis regarding progress and
participation.
Required Instructional Materials:
Materials K¹² provides:
White Dry Erase Board
Exercises in English,Book C from Loyola Press
Wordly Wise 3000,Book B from Educators Publishing Service
Writing in Action,Books A and B
Handwriting Without Tears: Teacher Guide, Cursive Handwriting and Cursive Success
Language Skills Teacher Guide and Student Pages
Test Ready Language Arts, Book 3
Classics for Young Readers,Volumes 3A and 3B—anthologies from K¹²
George Washington: Soldier, Hero, Presidentby Justine and Ron Fontes
Civilizations Past to Present: Greeceby Kevin Supples
The Declaration of Independenceby Patricia Ryon Quiri
Test Ready Plus: Reading—Book 3 from Curriculum Associates
Test Ready Reading Longer Passages—Book 3 from Curriculum Associates
Language Skills Student Materials—Semesters 1 & 2
Language Skills Teacher Materials—Semesters 1 & 2
Spelling Student Materials—Semesters 1 & 2
Spelling Teacher Materials—Semesters 1 & 2
12
Master Syllabi for Grade 3 Courses
Literature Student Materials—Semesters 1 & 2
Literature Teacher Materials—Semesters 1 & 2
Students have a choice to read four novels from among specified titles readily available at most libraries. K¹² provides
lessons on ALL of the selections, but students need only choose four to study throughout the year.
Standardized Assessment Instruments:
K12 end of lesson assessments, Study Island Benchmarks, Scantron Performance Series Adaptive tests, and STAAR.
State of Texas Assessments of Academic Readiness (STAAR) Compliancy:
Side-by-side comparisons of STAAR TEKS and the content of each course have been developed and reviewed to ensure
that the online curriculum meets or exceed the STAAR.
Grading/Credit Award Criteria:
The course grade will be determined by the Percentage of Lessons Completed and Mastered, Testing, Work Samples,
Study Island Blue Ribbon Completion, and Class Connect attendance. A student will be promoted to the next grade level
th
th
by meeting the 70% passing expectation. 5 and 8 graders are subject to Student Success initiative requirements, or
SSI.
13
Master Syllabi for Grade 3 Courses
Third Grade Social Studies
Prerequisite Requirements:
Course completion or grade placement.
Course of Instruction/Lesson Description:
Continuing their investigation (spanning grades 1–4) into history from the Stone Age to the Space Age, third grade
students will study:
Unit 1: Communities Summary
Where do you live? Many people live in communities. The people in your community choose to live, work, and play there
because they enjoy the feeling that they belong. The many different people in your community make it an interesting place
to live. No matter where your community is located, or whether it's big or small, it's a special place—it's where you live!
Unit 2: Citizenship and Government Summary
How can you be a good citizen? There are many answers. You could help people who are poor or sick. You could work as
a firefighter or teacher. You might become mayor of your city. You might become governor of your state. You might be
elected president of the country. You might go to Congress to make laws.
Good citizens respect the law. They pay taxes. They vote. How will you grow up to be a good citizen? You can start by
learning. Learn about your town or city. Learn about your state. Learn about your country.
Unit 3: Communities Are Everywhere Summary
Communities are everywhere. Some are located in valleys, while others are located on mountains. Many communities are
located near oceans or other bodies of water. Where a community is located affects how people in the community live.
The location of a community even affects how you dress! Communities change over time. Physical changes, such as
earthquakes, floods, and erosion, shape the land. People also shape the land; they build things, such as canals, bridges,
tunnels, and buildings.
Unit 4: America's Past Summary
People have been living in communities in what is now the United States for thousands of years. Before Christopher
Columbus and other European explorers began claiming lands in the Americas, Native Americans lived in communities in
the Southwest and the Great Plains. After English settlers founded Jamestown in 1607, they began to create colonies
along the Atlantic Coast. Later, under the leadership of George Washington, the colonists won their independence from
England and formed a new country.
Unit 5: The Nation Grows and Changes Summary
After the United States gained its independence from England, it was a small country of 13 states. But the new nation
grew. It doubled in size when it bought the Louisiana Territory from France in 1803. Slavery and other conflicts between
northern and southern states led to a civil war in 1861. Abraham Lincoln worked to preserve the union, and it continued to
grow. Modern-day heroes have helped a changing America prosper.
14
Master Syllabi for Grade 3 Courses
Unit 6: People Working in a Community Summary
People go to work each day in communities all across the United States. They go to work and earn money. People spend
some of their money on things they need. They spend some of their money on things they want. Some people save some
of their money for things they will need or want in the future.
Businesses employ these people. In the United States, people are free to start businesses and to make and sell whatever
they want. Business owners run their businesses to make money. They use part of this money to pay their workers.
Unit 7: Communities Over Time Summary
In ancient times there were communities in Mesopotamia, Egypt, and China. These ancient civilizations invented the
wheel, writing, and paper. Later, in the classical period, communities in Greece and Rome experimented with new forms
of government. Over time, communities in these regions have changed. Yet, in many ways, some things are still the
same—people still live, work, and play in communities.
Unit 8: Looking Back Summary
In this last unit of Part 1 of Texas Social Studies, you will review what you have learned so far and take the Part 1
assessment.
Unit 9: Ancient Rome Summary
Learn about the mythical founding of Rome, meet some ancient Roman heroes, and experience life at the time of the
Roman Republic. Rome, with its elected officials, offered the world the first model of republican government. Learn about
Rome's debt to Greece, the achievements of Roman engineers, daily life, and the Punic Wars when Rome confronted
Carthage.
Unit 10: From Caesar to Augustus Summary
Cross the Rubicon with Julius Caesar as he leads Rome to glory, but brings about an end to the Roman Republic. Learn
about his adventures and triumphs abroad, his accomplishments at home, and his downfall at the hands of the Senate.
Unit 11: Roman Empire and Roman Peace Summary
Learn how the Pax Romana brought peace and efficient rule to the now vast Roman Empire. On the eastern edge of the
empire, Jesus of Nazareth was born and Christianity began. The empire flourished, and citizens crowded the Circus
Maximus and the Colosseum for entertainment. Meet some of Rome's emperors, both good and bad.
Unit 12: Rome Divides and Falls Summary
Meet Diocletian and Constantine, as Christianity's influence on the Roman Empire grows. See how Attila the Hun and his
barbarian tribes threaten Rome. Travel to the year 476 and learn about the overthrow of the last Roman emperor.
Unit 13: The Rise of Islam Summary
15
Master Syllabi for Grade 3 Courses
Islam, a new religion, began with Muhammad's vision on the Arabian peninsula and then spread to many other lands.
Learn about the Qur'an, Mecca, mosques, and minarets. Meet Ibn Sina, a great scholar, and discover Baghdad, the "jewel
of learning." Enjoy stories from Arabic literature and tradition before finishing with one from the Thousand and One Nights.
Unit 14: A World in Turmoil Summary
Return to Europe to visit the northern lands of the Vikings, whose swift ships carried them far out into the world. Learn
how these fierce warriors became explorers and traders. Then meet some Viking heroes, and learn more about their
beliefs and traditions.
Course length: Two Semesters
Online Importance:
K¹²'s elementary Social Studies program provides step-by-step guidance in each lesson. Some activities are presented
online, while others are presented offline.
Online lesson content includes "online books" that narrate important events or introduce the lives of significant historical
figures. Important activities are available only online, such as animations and slide shows.
Monitoring Student Progress:
Most Social Studies lessons include an assessment, typically a series of questions directly related to the lesson
objectives. The assessment helps the teacher gauge whether the student has met the lesson objectives.
Some of these assessments are completed online with results automatically recorded by the K¹² Online School, while
other assessments are completed with pencil and paper, and then results are entered online.
Students and parents can access student-specific screens to determine (1) progress in the number of lessons completed,
(2) the lesson assessment (percentage mastered), (3) the semester assessment (percentage mastered), and (4) the
number of times the student has taken the assessment instruments. Families who enroll their children in the eCP program
have the benefit of help and guidance from an experienced teacher. The teacher will contact students daily through email
and phone conferences. Consistent progress monitoring by the teacher will be utilized throughout the project period.
Schedule for Monitoring Student Progress:
Each teacher will establish a daily contact schedule for their assigned students at a time of day that is reasonably
convenient for both parties. Contacts may be asynchronous/synchronous or one-on-one/groups. The avenues of teacher
initiated contact will be adjusted as determined by the progress a student makes through their learning plan. Parent- and
student-initiated contact with teachers can happen at any time. The Acting Director, or their designee, will monitor the
communication logs to ensure that parents are being routinely supported and informed regarding the student's ongoing
progress and participation.
In addition, teachers will monitor progress in mastery of objectives and lesson completion on a weekly basis. Continuous
progress monitoring by the assigned teacher ensures that parents are informed on a regular basis regarding progress and
participation.
Required Instructional Materials:


Harcourt Horizons, People and Communities Activity Book and Harcourt Horizons, People and Communities
"America 1492"(Kids Discover magazine)
16
Master Syllabi for Grade 3 Courses





Michelangeloby Mike Venezia (Children's Press, 1991)
The Revolutionary War by Brendan January (Children's Press, 2000)
Inflatable Globe (Grades 3-6)
U.S./World Map (Grades 3-5)
Map Skills and Our World - Level 3
Standardized Assessment Instruments:
K12 end of lesson assessments
State of Texas Assessment of Academic Readiness (STAAR) Compliancy:
Side-by-side comparisons of STAAR TEKS and the content of each course have been developed and reviewed to
ensure that the online curriculum meets or exceed the STAAR.
Grading/Credit Award Criteria:
The course grade will be determined by the Percentage of Lessons Completed and Mastered and Work Samples. A
student will be promoted to the next grade level by meeting the 70% passing expectation.
17
Master Syllabi for Grade 3 Courses
Third Grade Science
Course Title: TX Science 3
Prerequisite Requirements:
Course completion or grade placement.
Course of Instruction/Lesson Description:
Students learn to observe and analyze through hands-on experiments, and gain further insight into how scientists
understand our world. They observe and chart the phases of the moon, determine the properties of insulators and
conductors, and make a three-dimensional model of a bone. Students will explore topics such as:








Weather—air pressure; precipitation; clouds; humidity; fronts; forecasting
Vertebrates—features of fish, amphibians, reptiles, birds, and mammals
Ecosystems—climate zones; tundra, forests, desert, grasslands, freshwater, and marine ecosystems
Matter—phase changes; volume; mass; atoms; physical and chemical changes
Human Body—the musculoskeletal system; the skin
Energy—forms of energy; transfer of energy; conductors and insulators; renewable and nonrenewable energy
resources
Light—light as energy; the spectrum; how the eye works
Astronomy—phases of the moon; eclipses; the solar system; stars and constellations; the Milky Way
Unit 1: Circle of Life, Animals
Find out how the life cycles of plants and animals compare. Identify the states in the life cycles of insects, amphibians,
fish, birds, reptiles, and mammals (including humans). Discover how butterflies, mealworms, and frogs go through a
fascinating transformation called metamorphosis.
Unit 2: Circle of Life, Plants
Examine the different stages in the life cycle of a plant. Germinate beans to find out how light and gravity affect plant
growth. Dissect a flower and identify its parts. Learn about the process of pollination, fruit and seed production, and seed
dispersal.
Unit 3: Classification of Vertebrates
What do fish, amphibians, reptiles, birds, and mammals have in common? They are animals with a backbone, or
vertebrates. Your student will learn some distinguishing features of vertebrates, such as how birds fly and why fish can
live underwater. She'll be able to use specific features of vertebrate groups to classify animals.
Unit 4: Ecosystems
Travel the globe to learn about the amazing variety of ecosystems on our planet. Take a close look at the characteristics
of each major ecosystem and see how the plants and animals that live there have adapted to their environment.
Unit 5: Texas Science 3, Semester One Review & Assessment
18
Master Syllabi for Grade 3 Courses
Now that you have had the opportunity to explore life science and earth science, think about what you learned, and find
out what you remember.
Unit 6: Rock Hounds
Take a trip inside the Earth, discover the processes that create rocks, and solve the mystery of fossils. Explore some of
the methods geologists use to classify rocks and minerals, and then become a geologist yourself, gathering and
inspecting your own rock samples. Finally, meet the famous Florence Bascom, the "first woman" of geology.
Unit 7: Weathering, Erosion, and Soil
Soil is all around us--in our gardens and even in the dirt stains on our knees! But what is soil? Find out what soil is made
of and how it forms. Examine different types of soils and determine which is best for growing bean plants. Then,
experiment to see how rocks wear down, how soils erode, and how we can prevent erosion.
Unit 8: Earth Forces
In this unit we will review how the surface of the Earth is changed by forces such as earthquakes and glaciers.
Unit 9: The Solar System and Beyond
Journey through space and discover the eight major planets of the solar system, including the Earth. Also, explore the
sun, the moon, as well as other fascinating things that make up the solar system. Everything within the solar system is
connected to the Sun by a force known as gravity. Lets start the journey.
Unit 10: Forces and Motion
Find out how the forces of gravity and friction affect everything in our universe: Gravity causes all things to fall at the same
rate. Friction works opposite motion direction. Heavy objects require more force to move than light objects.
Unit 11: Magnetism
Explore the invisible force of magnetism. Show that similar poles repel and opposite poles attract. Examine the magnetic
fields and strengths of different magnets. Construct a temporary magnet and show that the north-seeking pole of a
magnet turns toward the Earth's magnetic north pole.
Unit 12: Properties of Matter
Everything in our natural world is made of matter—the food you eat, the water we drink, even the air we breathe.
Understand matter and you can begin to understand nature. Do you know what really happens when water boils or an ice
pop melts? Experiment with matter and find out!
Unit 13: Texas Science 3, Semester Two Review & Assessment
Now that you have explored physics, chemistry, and earth science, think about what you learned. Find out what you now
understand about our amazing earth.
Online Importance:
Most lesson content is delivered online. Specialized online instructional components support the scientific content. Photo
galleries and animations help students understand difficult or abstract ideas. Interactive online activities give students
19
Master Syllabi for Grade 3 Courses
opportunities to review important concepts and receive immediate feedback. These activities may feature pop-up maps,
interactive pictures, biography cards, and interesting science facts.
The online content delivery and instructional activities prepare students for hands-on field or laboratory investigations.
Monitoring Student Progress:
Each science lesson concludes with either an online or offline assessment. The assessment generally includes four to
eight questions or problems based on the lesson objectives. Questions include short answers, multiple choice,
demonstrations, interpretation of results, as well as observational questions answered by an adult.
Each unit includes a unit review and assessment delivered either online or offline. Each semester concludes with a
comprehensive semester review and assessment.
Students and parents can access student-specific screens to determine (1) progress in the number of lessons completed,
(2) the lesson assessment (percentage mastered), (3) the semester assessment (percentage mastered), and (4) the
number of times the student has taken the assessment instruments. Families who enroll their children in the eCP program
have the benefit of help and guidance from an experienced teacher. The teacher will contact students daily through email
and phone conferences. Consistent progress monitoring by the teacher will be utilized throughout the project period.
Schedule for Monitoring Student Progress:
Each teacher will establish a daily contact schedule for their assigned students at a time of day that is reasonably
convenient for both parties. Contacts may be asynchronous/synchronous or one-on-one/groups. The avenues of teacher
initiated contact will be adjusted as determined by the progress a student makes through their learning plan. Parent- and
student-initiated contact with teachers can happen at any time. The Acting Director, or their designee, will monitor the
communication logs to ensure that parents are being routinely supported and informed regarding the student's ongoing
progress and participation.
In addition, teachers will monitor progress in mastery of objectives and lesson completion on a weekly basis. Continuous
progress monitoring by the assigned teacher ensures that parents are informed on a regular basis regarding progress and
participation.
Required Instructional Materials:
Materials K¹² provides:
Standard Curriculum Items












Graduated Cylinder, 100 mL
Directional Compass
Safety Glasses
Magnifying Glass
Clay, 4 colors
A Walk in the Boreal Forest
A Walk in the Desert
A Walk in the Prairie
A Walk in the Rainforest
A Walk in the Tundra
A Walk in the Deciduous Forest
The Moon Seems to Change
20
Master Syllabi for Grade 3 Courses


Sunshine Makes the Seasons
Advanced Thermometer
Standardized Assessment Instruments:
K12 End of Lesson Assessments
State of Texas Assessment of Academic Readiness (STAAR) Compliancy:
Side-by-side comparisons of STAAR TEKS and the content of each course have been developed and reviewed to ensure
that the online curriculum meets or exceed the STAAR.
Grading/Credit Award Criteria:
The course grade will be determined by the Percentage of Lessons Completed and Mastered and Work Samples. A
student will be promoted to the next grade level by meeting the 70% passing expectation.
21
Master Syllabi for Grade 3 Courses
Health & Fitness 3
Prerequisite Requirements:
Course completion or grade placement.
Course of Instruction/Lesson Description:
In the Health & Fitness program students acquire the health information and skills necessary to become healthy adults
and learn about behaviors in which they should and should not participate.
Major course expectations include the following:
Unit 1: How Your Body Works and Changes Summary
Your body is made up of systems that work together. As your body grows and changes, you need to take good care of it.



Bones, Muscles, and Nerves Work Together
The Respiratory and Digestive Systems
Growing Up: The Human Life Cycle
Unit 2: Keeping Your Body Healthy Summary
To keep your body healthy, you need to take care of your skin and your teeth. You also need to care for and protect your
eyes, ears, and nose. Learning how to choose and use health care products will help.



Stay Clean and Protect Your Body
Taking Care of Sensory Organs
Choosing and Using Health Care Products
Unit 3: Food for Life Summary
Eating a well-balanced diet will help you to be healthy and give you the energy your growing body needs. Use the Food
Plate to help you plan healthy meals and choose healthy snacks.



Food Keeps the Body Healthy
Healthy Food Choices
Smart Shopping and Food Safety
Unit 4: Keeping Active to Stay Healthy Summary
22
Master Syllabi for Grade 3 Courses
Being healthy means being active. Your body needs exercise to grow strong and healthy. Just as you need to be
physically active, you also need sleep and rest. Daily exercise and the right amount of sleep will not only help you be
physically fit and healthy, they will also help you feel good about yourself and do well in school.



Fitness for Life
Safety First During Exercise
Your body at Rest
Unit 5: Staying Safe Summary
You are the person who is most responsible for your safety. Following safety rules will help keep you safe, whether you
are alone or around other people. Safety rules, and safety gear, will help prevent injuries when you are involved in
wheeled sports.



Safety Is Your Responsibility
Staying Safe with Other People
Protecting Your Body from Injury
Unit 6: Handling Emergencies Safely Summary
An emergency is an unexpected situation that requires immediate action. No matter how careful people are, emergencies
will arise. When they do, you need to know how to handle them. Sometimes all you can do is call 911 or tell an adult.
Other times, you can take action. Following safety rules during an emergency can keep you safe and prevent injury.



Fire safety and Poison Control
Stay Safe at Home
Natural Disasters and Your Safety
Unit 7: Disease and Your Health Summary
Part of being healthy is preventing diseases. The common cold and the flu are examples of diseases that can spread from
person to person. You can do things to prevent getting these kinds of diseases and from spreading them if you do get
them. Some diseases cannot spread from person to person. Many people suffer from these kinds of diseases. They
include diabetes, asthma, and allergies.



Diseases and How They Spread
Trying to Stay Free of Disease
Diseases: These Don’t Spread
Unit 8: Medicines and Drugs Summary
23
Master Syllabi for Grade 3 Courses
Drugs can be both helpful and harmful to your body. Over-the-counter and prescription medicines can cure some illnesses
and take away symptoms of other illnesses. Some drugs are harmful and illegal. You need to know how to avoid and
refuse these dangerous drugs.



Drugs and How They Work
Medicines: Safe Use
Drugs That Can Harm You
Unit 9: Smoking and Drinking: Unwanted Consequences Summary
Tobacco and alcohol are harmful drugs that can lead to addiction. To lead a healthy life, a person must say "No" to
tobacco and alcohol.



Tobacco and Your Body
How Alcohol Affects the Body
Saying “No” to Tobacco and Alcohol
Unit 10: You and Others: Getting Along Summary
To get along with others—your family and friends—you need to know about feelings and emotions. Everyone is happy,
sad, angry, bored, scared, and lonely from time to time. It's important to understand where these feelings come from and
how to control them. Good relationships with family and friends also require good communication skills and knowing how
to resolve conflicts.



Your Emotional Self
Handling Your Emotions
Making the Best of Relationships
Unit 11: Importance of a Family Summary
Families are an important part of life. Families are different, yet they are the same in many ways. All families value certain
things. Values include things such as honesty, hard work, and education. Communication is important in a family—family
members need to be able to tell how they feel and what they think. Communication helps when families experience
change. Family members understand their responsibilities and work together in order to make their family healthy and
happy.



Strong, Loving Families
How Families Change
Ways that Family Members Help
Unit 12: Communities Support Good Health Summary
24
Master Syllabi for Grade 3 Courses
Health-care workers in your community's hospitals and clinics help keep you healthy and safe. But who keeps your
community's environment healthy and safe? Pollution control technicians work to reduce air and water pollution. Everyone
can help keep the environment clean and healthy. By not littering, and by reducing, recycling, and reusing, a community's
citizens can reduce trash and help conserve natural resources.



Community Health Care
A Healthy Environment
The Three Rs
Required Blackboard Lessons:


Bullying Prevention
Self-Esteem
Lesson Numbers/Duration:
60 OLS Lessons, 7 Blackboard Lessons
Online Importance:
K¹²'s Health and Fitness program provides step-by-step guidance in each lesson that provides detailed instructions for
each online and offline activity. Activity Instructions provide an outline of the lesson as well as information about
assessment and supplemental material. Most Activity Instructions are available to print from the Online Lesson.
Monitoring Student Progress:
Most health lessons end with an assessment. The assessment generally includes two or more questions or problems
based on the lesson objectives.
In most cases, students and parents can access student-specific screens to determine (1) progress in the number of
lessons completed, (2) the lesson assessment (percentage mastered), (3) the semester assessment (percentage
mastered), and (4) the number of times the student has taken the assessment instruments. Families who enroll their
children in the eCP program have the benefit of help and guidance from an experienced teacher. The teacher will contact
students daily through email and phone conferences. Consistent progress monitoring by the teacher will be utilized
throughout the project period.
Schedule for Monitoring Student Progress:
Each teacher will establish a daily contact schedule for their assigned students at a time of day that is reasonably
convenient for both parties. Contacts may be asynchronous/synchronous or one-on-one/groups. The avenues of teacherinitiated contact will be adjusted as determined by the progress a student makes through their learning plan. Parent- and
student-initiated contact with teachers can happen at any time. The Acting Director, or their designee, will monitor the
communication logs to ensure that parents are being routinely supported and informed regarding the student's ongoing
progress and participation.
In addition, teachers will monitor progress in mastery of objectives and lesson completion on a weekly basis. Continuous
progress monitoring by the assigned teacher ensures that parents are informed on a regular basis regarding progress and
participation.
25
Master Syllabi for Grade 3 Courses
Required Instructional Materials:
Materials K¹² provides:
Student Textbook
Standardized Assessment Instruments:
K12 End of Lesson Assessments
State of Texas Assessment of Academic Readiness (STAAR) Compliancy:
Side-by-side comparisons of STAAR TEKS and the content of each course have been developed and reviewed to ensure
that the online curriculum meets or exceed the STAAR.
Grading/Credit Award Criteria:
The course grade will be determined by the Percentage of Lessons Completed and Mastered and Work Samples. A
student will be promoted to the next grade level by meeting the 70% passing expectation.
26
Master Syllabi for Grade 3 Courses
Physical Education 3
Prerequisite Requirements:
Course completion or grade placement.
Course of Instruction/Lesson Description:
In the Physical Education program students acquire the knowledge and skills for movement that provide the foundation for
enjoyment, continued social development through physical activity, and access to a physically active lifestyle. The student
exhibits a physically active lifestyle and understands the relationship between physical activity and health throughout the
lifespan.
Major course expectations include the following:
Students will:
Demonstrate competency in fundamental movement patterns and proficiency in a few specialized movement
forms.
Apply movement concepts and principles to the learning and development of motor skills.
Exhibit a health-enhancing, physically active lifestyle that provides opportunities for enjoyment and challenge.
Know the benefits from involvement in daily physical activity and factors that affect physical performance.
Understand and apply safety practices associated with physical activities.
Understand basic components such as strategies and rules of structured physical activities including, but not
limited to, games, sports, dance, and gymnastics.
Develop a positive self-management and social skills needed to work independently and with others in physical
activity settings.
Lesson Numbers/Duration:
180 total.
Online Importance:
K¹²'s Physical Education program provides step-by-step guidance in each lesson that provides detailed instructions for
each online and offline activity. Activity Instructions provide an outline of the lesson as well as information about
assessment and supplemental material. Activity Instructions are available to print from the Online Lesson.
Monitoring Student Progress:
Physical education lessons end with an assessment. The assessment generally includes two or more questions or
problems based on the lesson objectives.
27
Master Syllabi for Grade 3 Courses
Students and parents can access student-specific screens to determine (1) progress in the number of lessons completed,
(2) the lesson assessment (percentage mastered), (3) the semester assessment (percentage mastered), and (4) the
number of times the student has taken the assessment instruments. Families who enroll their children in the eCP program
have the benefit of help and guidance from an experienced teacher. The teacher will contact students daily through email
and phone conferences. Consistent progress monitoring by the teacher will be utilized throughout the project period.
Schedule for Monitoring Student Progress:
Each teacher will establish a daily contact schedule for their assigned students at a time of day that is reasonably
convenient for both parties. Contacts may be asynchronous/synchronous or one-on-one/groups. The avenues of teacherinitiated contact will be adjusted as determined by the progress a student makes through their learning plan. Parent- and
student-initiated contact with teachers can happen at any time. The Acting Director, or their designee, will monitor the
communication logs to ensure that parents are being routinely supported and informed regarding the student's ongoing
progress and participation.
In addition, teachers will monitor progress in mastery of objectives and lesson completion on a weekly basis. Continuous
progress monitoring by the assigned teacher ensures that parents are informed on a regular basis regarding progress and
participation.
Required Instructional Materials:
Materials K¹² provides:
Beaded Rope 7'
Spectrum 10" Ball w/ Pump
Accusplit Alliance AL 1590 Pedometer
Standardized Assessment Instruments:
K12 End of Lesson Assessments
State of Texas Assessment of Academic Readiness (STAAR) Compliancy:
Side-by-side comparisons of STAAR TEKS and the content of each course have been developed and reviewed to ensure
that the online curriculum meets or exceed the STAAR.
Grading/Credit Award Criteria:
The course grade will be determined by the Percentage of Lessons Completed and Mastered and Work Samples. A
student will be promoted to the next grade level by meeting the 70% passing expectation.
28
Master Syllabi for Grade 3 Courses
Third Grade Art
Prerequisite Requirements:
Course completion or grade placement.
Course of Instruction/Lesson Description:
Following the timeline of the K¹² History program, third grade Art lessons introduce students to the art and architecture of
the Renaissance throughout Europe, including Italy, Russia, and Northern Europe. Students will:




Extend their knowledge of elements and principles of art, such as form, texture, and symmetrical balance
Draw, paint, and sculpt a variety of works, including selfportraits, landscapes, and still life paintings
Investigate artworks from Asia, Africa, and the Americas
Create artworks inspired by works they learn about, using many materials and techniques—after studying da
Vinci's Mona Lisa, students use shading in their own drawings, and they make prints showing the features and
symmetry of the Taj Mahal
Unit 1: The Building Blocks of Art
There are many kinds and styles of art. Artists depict a variety of subjects, from portraits to landscapes, and use a variety
of art forms, from sculpture to architecture. Their works can represent real things or be abstract, and they can use color in
many ways.
Unit 2: Good-bye Middle Ages, Hello Renaissance: 1300-1400s
The art of Medieval Europe and the Byzantine Empire with their many symbols came just before the realistic art of the
Renaissance. Contrast these styles, and see how Renaissance artists were inspired by Greek and Roman art.
Unit 3: The Renaissance in Italy: 1500s
The Italian Renaissance marked the dawning of a new age, and the revival of classical art, literature, and learning.
Europeans had a new sense of the value of man, and artists began portraying humans with a new sense of realism.
Discover some of the techniques developed by the renowned artists of this age.
Unit 4: The Renaissance in Northern Europe: 1500s
Artists of the Northern Renaissance were influenced by Italian Renaissance artists, but also developed their own styles.
See a new focus on realism and learn about the 1500s through paintings, prints, tapestries, and architecture.
Unit 5: Baroque and Rococo Art: 1600-1700s
Artists of the Baroque period added a sense of drama and emotion to techniques of Renaissance masters. The Rococo
period brought a new energy, playfulness, and grace.
Unit 6: Asia and Africa: 1500s - 1700s
29
Master Syllabi for Grade 3 Courses
When European traders and explorers traveled through Asia and Africa in the sixteenth, seventeenth, and eighteenth
centuries, they discovered a world of art different from anything they had ever seen. Learn some of the special
characteristics of the art of Japan, China, India, and Africa.
Unit 7: American Indians: 1500s - 1700s
Indians lived in the Americas for thousands of years before Europeans came. See how American Indians used natural
materials to make beautiful objects for use in ceremonies and everyday life. Learn how trade with Europeans changed the
way some American Indian crafts were produced.
Unit 8: Colonial America: 1600s - 1700s
In the seventeenth and eighteenth centuries, American colonists desired luxury goods from Europe. Learn about the
decorative arts they imported from Europe and China, and the fine silver and furniture they made in America.
Online Importance:
The K¹² Art program provides step-by-step guidance in each lesson. Many lessons begin by presenting a concept (for
example, how shapes are used in artworks) and showing artworks for the student to examine. To get the full benefit of this
part of the lesson, in which the artworks appear on-screen, the student will need to be at a computer. Once the student
has finished this part of the lesson and is ready to turn to a hands-on project, most of the teaching and learning takes
place away from the computer.
Important activities are available only online, such as art computer animations, magnifying tools, and online galleries of
artworks. The skills and concepts reinforced through online activities are key to understanding art concepts presented in
the lessons.
Each lesson provides clear, detailed instructions for each activity online. Most of the art program is delivered with the help
of a Teacher Guide, which provides an outline of the lesson as well as information about assessment and supplemental
material. The Teacher Guide is available as printed material as well as online.
Some lessons have a Student Guide that leads the student through the lesson. The Student Guide is available as printed
material as well as online.
Monitoring Student Progress:
Each Art lesson ends with an assessment. The assessment generally includes two or more questions or problems based
on the lesson objectives.
Students and parents can access student-specific screens to determine (1) progress in the number of lessons completed,
(2) the lesson assessment (percentage mastered), (3) the semester assessment (percentage mastered), and (4) the
number of times the student has taken the assessment instruments. Families who enroll their children in the eCP program
have the benefit of help and guidance from an experienced teacher. The teacher will contact students daily through email
and phone conferences. Consistent progress monitoring by the teacher will be utilized throughout the project period.
Schedule for Monitoring Student Progress:
Each teacher will establish a daily contact schedule for their assigned students at a time of day that is reasonably
convenient for both parties. Contacts may be asynchronous/synchronous or one-on-one/groups. The avenues of teacher
initiated contact will be adjusted as determined by the progress a student makes through their learning plan. Parent- and
student-initiated contact with teachers can happen at any time. The Acting Director, or their designee, will monitor the
30
Master Syllabi for Grade 3 Courses
communication logs to ensure that parents are being routinely supported and informed regarding the student's ongoing
progress and participation.
In addition, teachers will monitor progress in mastery of objectives and lesson completion on a weekly basis. Continuous
progress monitoring by the assigned teacher ensures that parents are informed on a regular basis regarding progress and
participation.
Required Instructional Materials:
Standard Curriculum Items



How Artists See Families: Mother, Father, Sister, Brotherby Colleen Carroll
How Artists See Work: Farm, Factory, Office, Homeby Colleen Carroll
Art Print Kit, Grade 3
Additional Curriculum Materials
Some lessons require additional resources, including common household items, and books that are readily available
online or in your local library:







Paintbrush, Tempera, Flat Bristle 1"
Paintbrush, Tempera, Small #1
Paintbrush, Tempera, Medium #4
Paintbrush, Tempera, Large #8
Oil Pastels, 12 colors or more
Clay, 4 colors
Tempera paint set
Standardized Assessment Instruments:
K12 end of lesson assessments
State of Texas Assessment of Academic Readiness (STAAR) Compliancy:
Side-by-side comparisons of STAAR TEKS and the content of each course have been developed and reviewed to ensure
that the online curriculum meets or exceed the STAAR.
Grading/Credit Award Criteria:
The course grade will be determined by the Percentage of Lessons Completed and Mastered and Work Samples. A
student will be promoted to the next grade level by meeting the 70% passing expectation.
31
Master Syllabi for Grade 3 Courses
Introduction to Music
Prerequisite Requirements:
Course completion or grade placement.
Course of Instruction/Lesson Description:
Introduction to Music is intended for students ages 8 to 10 who are new to the K¹² Music Program. Even if the student has
taken private instrumental lessons, this course will develop the ear and the singing voice in a way that will complement
other musical experiences.
Major course expectations include the following:
Perception
Learn to feel the beat of music.
Identify the direction of melodies.
Read and write music with four melody notes and four rhythm concepts.
Aurally identify melodic patterns using so, la, mi, and do.
Aurally identify simple rhythmic patterns in folk songs and classical works.
Recognize and categorize orchestral instruments into four groups: strings, percussion, woodwinds, and brass.
Creative Expression/Performance
Read, write and perform rhythmic patterns.
Practice proper vocal production and sing with musical expression.
Historical/Cultural Heritage
Sing and play musical games from folk cultures from around the world and the United States.
Actively listen to great works from Western classical music and respond to the music.
Response/Evaluation
Identify concepts in examples of some of the world's great musical masterpieces.
Listen with imagination and discernment and use musical terminology when discussing the music.
Instructional Plan:
32
Master Syllabi for Grade 3 Courses
Music lessons generally include at least three of the following activities:
Warm-up: Games introduce the lesson and reinforce the concept of beat in music. Songs prepare the student for
learning the main objectives of the lesson.
Skills Development: Includes a vocal or rhythm exercise and reviews melodic or rhythm concepts.
Music Concepts: The main concept of the lesson is taught through vocal activities, physical motions, and written
practice.
Music Appreciation: Introduces the instruments of the orchestra, the culture in which music was created, and the
relationship of music to story.
Active Listening: Helps students enjoy classical music through creative movement and imaginative play.
Lesson Numbers/Duration:
72 total.
Online Importance:
Most lessons begin with an online activity in which the student sings with the melodic pattern presented online. "Let's
Learn Rhythm" uses a CD to provide the students a similar experience, in which students clap and identify rhythm
patterns. Once the student has finished this part of the lesson, most of the teaching and learning takes place away from
the computer.
Students sometimes return to the computer to view animations or listen to a sound clip that illustrates an abstract concept.
Students also use online tools to explore instruments in the orchestra.
Each lesson provides detailed instructions for each online activity. Activity Instructions provide an outline of the lesson as
well as information about assessment and supplemental material. Activity Instructions are available to print from the
Online Lesson.
Monitoring Student Progress:
Each Music lesson ends with an assessment. The assessment generally includes two or more questions or problems
based on the lesson objectives.
Students and parents can access student-specific screens to determine (1) progress in the number of lessons completed,
(2) the lesson assessment (percentage mastered), (3) the semester assessment (percentage mastered), and (4) the
number of times the student has taken the assessment instruments. Families who enroll their children in the eCP program
have the benefit of help and guidance from an experienced teacher. The teacher will contact students daily through email
and phone conferences. Consistent progress monitoring by the teacher will be utilized throughout the project period.
Schedule for Monitoring Student Progress:
Each teacher will establish a daily contact schedule for their assigned students at a time of day that is reasonably
convenient for both parties. Contacts may be asynchronous/synchronous or one-on-one/groups. The avenues of teacherinitiated contact will be adjusted as determined by the progress a student makes through their learning plan. Parent- and
student-initiated contact with teachers can happen at any time. The Acting Director, or their designee, will monitor the
33
Master Syllabi for Grade 3 Courses
communication logs to ensure that parents are being routinely supported and informed regarding the student's ongoing
progress and participation.
In addition, teachers will monitor progress in mastery of objectives and lesson completion on a weekly basis. Continuous
progress monitoring by the assigned teacher ensures that parents are informed on a regular basis regarding progress and
participation.
Required Instructional Materials:
Materials K¹² provides:
Let's SingCD, a collection of sing-along folk songs from diverse cultures
Let's Learn Music,a video of creative movement activities
Let's ListenCD, a collection of favorite classical music
Let's Learn RhythmCD-ROM, an interactive, progressive program that that helps students practice rhythm
elements
Tambourine
Standardized Assessment Instruments:
K12 End of Lesson Assessments
State of Texas Assessment of Academic Readiness (STAAR) Compliancy:
Side-by-side comparisons of STAAR TEKS and the content of each course have been developed and reviewed to ensure
that the online curriculum meets or exceed the STAAR.
Grading/Credit Award Criteria:
The course grade will be determined by the Percentage of Lessons Completed and Mastered and Work Samples. A
student will be promoted to the next grade level by meeting the 70% passing expectation.