Computer Science Standards

STRAND KINDERGARTEN FIRST SECOND THIRD FOURTH FIFTH

COMPUTATIONAL CT.K.1 Use numbers CT.1.1A Use numbers CT.2.1 Identify CT.3.1 Demonstrate CT.4.1 Identify syntax CT.5.1A Organize
and symbols to or other symbols to characteristics of an understanding that rules, grouping, code following syntax
THINKING AND represent data (e.g., make a model code (length, code follows specific naming, and other rules, grouping,
PROGRAMMING thumbs up/down for representing a set of characters, integers, organization patterns. levels of organization. naming, and other
CONCEPTS yes/no, color by data. different types). Accurately describe Justify personal levels of organization.
number, arrows for the way a complete rationale.
direction). CT.1.1B Define code set of data is CT.5.1B Organize
as a language for organized (e.g., lists, code with increasing
computers and grouping, types of detail and justify
recognize there is data). personal rationale.
more than one
computer language. CT.5.1C Follow rules
that specify how code
should be organized
with consistency.
CT.K.2 Identify and CT.1.2A Decompose CT.2.2 Determine the CT.3.2A Identify and CT.4.2 Identify a CT.5.2 Identify a
describe elements in a a problem into the best sequence based apply different problem that can be problem that can be
pattern. variety of possible on a series of programming solved solved
smaller problems, outcome restraints. elements to solve a computationally and computationally and
identifying patterns. Justify the choice. problem (variables, formulate one formulate multi-step
conditions, loops, possible multi-step solutions, selecting
CT.1.2B Describe functions). solution. the best possible and
characteristics of the explaining why.
problems in order to CT.3.2B Decompose
understand outcomes a real world problem
and restraints. into sub
problems/smaller
steps.

CT.3.2C Decipher
between problems
that can and cannot
be solved
computationally.

CT.K.3 Decompose a CT.1.3 Create and CT.2.3 Arrange a CT.3.3 Modify values CT.4.3 Identify and CT.5.3 Modify and
model or task into arrange sequences of sequence of code in within a script to describe the variables revise variable values
smaller elements. steps to reach a multiple ways to change an isolated and values of given within a set of data to
desired outcome. Use reach a single part of the outcome. set of data. reach a desired
appropriate outcome. Choose the outcome.
vocabulary (e.g., most efficient and
algorithm) to describe provide rationale.
these steps.

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Computer Science Standards
CT.K.4 Identify and CT.1.4 Identify and CT.2.4 Predict the CT.3.4 Identify and CT.4.4 Apply skills to CT.5.4 Identify and
describe an error (bug) describe an error outcome of specific explain the source of a accurately fix bugs use tools that find and
when it is occurring when it is occurring scripts, considering bug using the that exist within a fix bugs within a
(e.g., The arrow should (e.g., The arrow errors that may occur. vocabulary of script. script.
be pointing to the right should point up on variables and
here, not up.). the green tile, not sequences.
down.) within a larger
script, involving
additional
programming
elements such as
conditions and loops.
CT.K.5 Select and test CT.1.5 Select and test CT.2.5A Automate CT.3.5 Identify CT.C.45 Automate solutions by manipulating
the appropriate solution the appropriate solutions by using opportunities within a repeatable events within a program.
to fix a bug when given solution to solve a elements in code that program that can be
multiple options. bug when given increase efficiency, manipulated to make
multiple options, with save time, and something happen
more complicated decrease the (e.g., When I click, this
code structures. likelihood of bugs. happens)

CT.2.5B Test and

refine automated
solutions to determine
maximum efficiency.
CT.3.6A Classify CT.4.5 Automate data CT.5.5A Modify data
different types of data organization and to change a specific
used by a computer or replicate results. outcome.
program.
CT.5.5B Compare
CT.3.6B Sort groups and contrast the
of data into relevant characteristics of
and irrelevant based similar objects.
on specific criteria.
CT.5.5C Describe the
relationship between
efficiency and
programming
language paradigms.
CT.3.7A Identify, use, CT.4.6 Translate CT.5.6 Use variables
and modify information into code to sort and store
information within a using different types information.
program. of variables and justify
rationale for this
CT.3.7B Identify, choice.
apply, and explain

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Computer Science Standards
rationale for the type
of data, when it used,
and where it is used
within a program.

CT.3.7C Identify and

use tools to store and
access data.
CT.C.35 Define, identify, and apply variables within a program, including:
a.) Using integers to run a loop
b.) Using variables to create shortcuts
c.) Using variables to carry out complex processes
d.) Reusing variables throughout a program
CT.5.7A Create
models of real-world
objects and
situations.

CT.5.7B Connect
programming
languages to real
world objects and
situations

CT.A.15 Justify decisions by demonstrating an understanding of if, then statements. Students should be completing this at all grade levels,
increasing complexity each year.
CT.B.K2 Model processes and systems that satisfy if, then statements. CT.D.35 Take actionable steps to satisfy if, then statements within a
Students should be completing this at all grade levels, increasing program, taking into account observations, events, and the relationships
complexity each year. between objects and systems.
At this grade level students should have an understanding of
mathematical order of operations and be able to write and solve
mathematical equations. They will apply this to reading and modifying
code.

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Computer Science Standards

STRAND KINDERGARTEN FIRST SECOND THIRD FOURTH FIFTH
PROGRAMMING PM.K.1 Cultivate habits PM.1.1 Demonstrate PM.2.1A Compare PM.3.1 Identify PM.4.1 Define PM.5.1 Explain the
in using technology in an understanding of and contrast measures alternative measures ownership and role confidentiality has
AND ME safe and correct ways. using secure of security to of security for data, demonstrate an ability in online security.
measures on networks determine level of such as offline uphold copyright, fair
and the internet (e.g., safety (e.g., password backups and virus use, and proper
passwords, personal strength). software. citations.
devices).
PM.2.1B Create
secure measures for a
personal computer or
network that meet a
level of high security.
PM.A.K5 Demonstrate an understanding of using hardware and software in appropriate ways (eg., choosing the right tools,
using the right vocabulary when describing hardware and software, etc.)
PM.K.2 Demonstrate PM.1.2 Articulate the PM.2.2 Explain what PM.3.2A Describe PM.4.2A Explain the PM.5.2 Effect the
an understanding of relationship between will happen when a differences between connection between output of a program
their role in making the programmer and computer is given what a programmer variables and output of by changing values.
machines function. the computer, the user instruction. sees and what the a program.
and the computer, the Demonstrate an user sees within a
role of instructions in understanding that program. PM.4.2B Modify the
these relationships. computers follow output of a program
directions given by PM.3.2B Describe the by adjusting the input.
programmers. process of input and
output using
examples.

PM.K.3A Articulate the PM.1.3 Follow and PM.2.3 Compare and PM.3.3 Accurately PM.4.3 Assign
task they are asking the give a set of contrast sets of plan and design a set components of a
computer to do. instructions in order to instructions (loop or no of instructions that will project to multiple
complete a task. loop, function or no reach a desired people, collectively
PM.K.3B Describe the function) to determine outcome. implementing a set of
instructions they have the efficiency of instructions to reach a
been giving by obtaining the desired desired outcome.
articulating the steps. outcome (e.g., which
will get me there
faster? Which will save
me time?)

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Computer Science Standards


STRAND KINDERGARTEN FIRST SECOND THIRD FOURTH FIFTH
PROGRAMMING PI.K.1 Identify PI.12.1 Identify and describe problems that PI.3.1A Create realistic PI.4.1 Compare and PI.5.1 Incorporate
problems that technology has solved in current events. technological solutions contrast technological expressed ideas and
IMPACT technology has solved for real-world solutions for real-world needs from users to
in history and tools that problems. problems based on revise and modify
were used to solve the needs and desires technological solutions
them. PI.3.1B Describe the of specific users (e.g., for real-world
usability of would this work for a problems.
technological solutions mom? For someone
for different groups of who can't walk?)
people.
PI.A.K5 Identify programming pioneers and
understand their impact on the field.
PI.12.3 Describe the work that people do within PI.B.35 Describe the work of people 0-25 years of age and the role they
the field of computer science and identify play in computer programming.
specific jobs related to programming today.

PI.12.4 Demonstrate an understanding of the PI.3.2 Describe the PI.C.45 Demonstrate an understanding that
role that programming can play in the positive and negative working collaboratively is essential to developing
environment, health, and people around the impacts programming technological solutions that meet the needs of
world. has on the relationship all users.
between multiple
parties or objects.

PI.3.3 Describe the PI.4.2 Compare and PI.5.2 Apply

impact one person can contrast interactions constructive
have on another and analyze the approaches to
through programming impact on others resolving conflicts
and networks (e.g., emotions. through programs and
cyber bullying). networks.

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Computer Science Standards

STRAND KINDERGARTEN FIRST SECOND THIRD FOURTH FIFTH
EVERYDAY EC.K.1 Demonstrate an EC.1.1 Identify and
understanding of why describe places in the
CONNECTIONS technology matters. school day or daily
tasks where
technology may
provide a possible aid.

EC.K.2 Demonstrate an EC.1.2 Demonstrate EC.2.1 Create

understanding of an understanding of algorithms to
routines and articulate the role instructions represent and replace
the steps within daily play within school day routines and
routines (such as routines and within procedures within the
washing hands, computer classroom (e.g., the
tying shoes, routines programming. sequence of the
within the school day). phrase Criss-Cross
Applesauce). Explain
the relationship
between sequence
and functions with
routines and
procedures.

EC.K.3 Recognize EC.1.3 Compose, EC.2.2 Compose,

programs as routines decompose, and decompose, and
and connect daily sequence: sequence elements in
routines to tasks that have
programming. a) Elements of the repeatable elements
instructional day into (e.g., making 10
routines and a set of peanut butter and jelly
instructions. sandwiches).

b) Elements in
repeatable tasks (e.g.,
making a peanut
butter and jelly
sandwich, washing
your hands).

Describe methods for EC.2.3 Compare and EC.3.1 Describe the EC.4.1 Sort methods EC.5.1 Accurately
organizing information contrast methods for characteristics of of organization based store, retrieve, and read
and materials. organizing information storage for different on the type of data files of various types.
and materials in a materials on a one wants to store. Describe the process
classroom and on a computer (i.e., files and personal
may be different sizes.) preference using
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Computer Science Standards
computer. appropriate vocabulary.

STRAND KINDERGARTEN FIRST SECOND THIRD FOURTH FIFTH
PROGRAMMING PC.A.15 Engage in collaborative conversations about programming topics with increasing complexity.
PC.K.1 Express PC.1.1 Describe and PC.2.1 Explain PC.3.1 Communicate PC.4.1 Explain real PC.5.1 Identify and
AND personal opinion justify choices within communication as it steps and desired life interactions that create commands
COMMUNICATION related to problem- a task, sequence, or relates to outcome using happen in order to that can be given to a
solving. algorithm. programming: people multiple methods to reach an outcome or computer to cause
to machine, machine document (oral, solve a problem. future interactions
to machine. written, (e.g., timers, setting
representational). up events, define
classes, etc.)

PC.K.2 Retell the steps PC.1.2 Attribute ideas PC.2.2 Listen and PC.3.2 Translate PC.4.2 Expand and
followed to complete a to the proper owner. think critically about others' ideas into build on others' ideas
task. someone elses programming to create more
solution to the same commands to reach aefficient programming
problem. desired outcomes. commands. Correctly
attribute elements of
ideas to owners.
PC.B.15 Express personal preferences related to technology and programming.

PC.C.12 Demonstrate an understanding that

computers use a different type of language
than humans.

PC.D.25 Engage in academic discourse related to programming concepts using proper

vocabulary: algorithm, sequence, logic statements, problems, solutions, commands, etc.

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Computer Science Standards

STRAND KINDERGARTEN FIRST SECOND THIRD FOURTH FIFTH
SOCIAL SEL.K.1 Identify SEL.1.1 Describe SEL.2.1 Engage in SEL.3.1 Demonstrate SEL.4.1 Demonstrate SEL.5.1 Provide and
personal and peers similarities and conversation about the an ability to an ability to solve incorporate feedback
EMOTIONAL likes and dislikes, differences in people, impact different collaborate through conflict and come to a on products and ideas
LEARNING needs and wants, skills, approaches, and people, skills, ideas, creation and revision solution. within programming
strengths and skills. ideas that can have an and learning styles (objects and solutions). scenarios.
impact on contribute to
programming. programming.
SEL.K.2 Identify and SEL.1.2 Describe a SEL.2.2 Demonstrate SEL.3.2 Generate SEL.4.2 Seek input SEL.5.2 Incorporate
explain differences in problem solved by a flexibility around alternative solutions from others in order to multiple perspectives
two approaches with peer with a different problem solving (e.g., and evaluate the solve a problem or and needs to create a
successful solutions approach. Articulate there is more than one impact for a range of move the work solution. Explain how
(e.g., I solved it this what you learned from way, things can programming and real forward. the solution
way and (name) did it this (e.g., there isnt change, I can change world scenarios. adequately addresses
this way, but we both only one answer, my my mind, etc.) those perspectives
solved the problem.). way isnt the only way, and needs.
people do things
differently, I dont have
to be right, I can learn
from others, etc.)
SEL.K.3 Discuss and SEL.1.3 Name traits SEL.2.3 Identify SEL.3.3 Set and SEL.4.3 Set and SEL.5.3 Analyze why
demonstrate positive that you share with personal traits that monitor progress on monitor progress on one did or did not
characteristics of successful make you a successful achieving a short-term achieving a short-term achieve a goal, using
successful programmers (e.g., I problem-solver and personal goal. personal goal with knowledge about ones
programmers including work hard, I dont give programmer (e.g., I increasing complexity skills and strengths.
resilience, attention to up, I help others, I am dont give up, Im *Also repeated when thinking and evidence of
about personal areas for *Also repeated when thinking
detail, and passion for confident, I am curious, Im creative, growth
planning.
about personal areas for
learning. focused, I want to Im focused, I set growth
learn, etc.). Give goals, etc.) *Also repeated when thinking
about personal areas for
examples. growth
SEL.K.4 Cultivate a SEL.1.4 Cultivate a SEL.2.4 Demonstrate SEL.3.4 Identify and SEL.4.4 Evaluate SEL.5.4 Identify how
helping mentality: helping mentality: the importance of perform roles that ones participation in personality traits
giving help and asking giving help and asking helping through contribute to the the class or school (honesty, respect,
for help when for help when teaching, working school community. community to address fairness) enable a
appropriate. appropriate. Articulate together, sharing, and an identified need. group to make
how helping and asking questions. decisions and work
needing/getting help together to solve a
feels. problem, or contribute
to a helping mentality.
SEL.K.5 Describe an SEL.1.5 Describe a SEL.2.5 Describe SEL.3.5 Set and SEL.4.5 Set and SEL.5.5 Analyze why
experience with failure time you failed at personal skills and monitor progress on monitor progress on one did or did not
and what you learned something, name interests that one achieving a short-term achieving a short-term achieve a goal, using
from it (e.g., When it feelings associated wants to develop, personal goal. personal goal with knowledge about
didnt work, I realized I with failure, and including skills and increasing complexity ones skills and
forgot a command. express what you interests that have and evidence of strengths.

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Computer Science Standards
Next time I will learned from it. grown (e.g., I can planning.
remember to double subtract now, I know
check my solution.). my doubles, I can read
more words, etc.).

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