W/O S_K-8 Computational Thinker Standards

	A	C	E	G	I	K	M	O	Q
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2	Grade K	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8
3	The student will:	The student will:	The student will:	The student will:	The student will:	The student will:	The student will:	The student will:	The student will:
4	List the sequence of events required to solve problems.	Classify and sort information into logical order with and without a computer.	Create and sort information into useful order using digital tools.	Use numbers or letters to represent information in another form.	Construct a basic system of numbers, letters, or symbols to represent information as a cipher.	Construct a complex system of numbers or letters to represent information.	Remove background details from an everyday process to highlight essential properties.	Create a function to simplify a task.	Design a function using a programming language that demonstrates abstraction.
5	identify the order of events related to a specific task.	identify various characteristics of items (shapes, colors, other attributes, a-z, etc.).	collect and enter data into a spreadsheet format.	represent information in different forms (use a secret code to determine information represented in letters and/or numbers).	create a basic communication system using numbers, letters, or symbols that can be used to represent information as a cipher (code).	create a complex communication system using numbers, letters, or symbols that can be used to represent information as a cipher (code).	examine a process and identify the essential components, removing descriptors (sending an email, joining a web call, etc)	analyze a task in order to create a function that summarizes a collection of steps.	utilize a programming language to design a function that demonstrates the removal of a repetitive sequence of steps.
6	Demonstrate use of input devices.	sort items based on an identified characteristic	use functions of a spreadsheet to sort data.	Analyze a given list of subproblems while addressing a larger problem.	Formulate a list of sub-problems to consider while addressing a larger problem.	Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.	Define a process as a function.	Create a complex pseudocode using conditionals and Boolean statements.	Explain how abstraction is used in a given function.
7	identify and utilize multiple sources of input (keyboard, mouch, touchscreen, voice command, etc)	Order events into a logical sequence or algorithm.	Create an algorithm for other learners to follow.	identify subproblems and find solutions in order to solve a larger problem.	analyze a larger problem and construct a list of subproblems to consider when finding a solution.	solve a problem by creating an algorithm, detecting errors and debugging along the way.	determine the steps in a process and join steps to create a function.	compile a set of complex steps that contain conditional operators to include if, then, else and Boolean statements (such as >, <, =).	describe how abstraction has been employed in a program or function.
8		identify and put in order the sequence of events related to a task.	develop a sequence of events related to a task that others can follow.	Explain that different solutions exist for the same problem or sub-problem.	Show that different solutions exist for the same problem or sub-problem.	Create an algorithm that is defined by simple pseudocode.	Create a pseudocode that uses conditionals.	Create algorithms that demonstrate sequencing, selection, or iteration.	Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.
9		determine when a part of a task is not in the correct order.	Construct elements of a simple computer program using basic commands.	identify different solutions for the same problem or sub-problem.	solve a problem or subproblem in more than one way.	create an algorithm that is written in simple pseudocode.	communicate a process using a pseudocode that uses conditionals.	create an algorithm using one of the three basic programming structures: sequencing, selections, or iterations	utilize a programming language to create an algorithm that includes one of the three basic programming structures: sequencing, selections, or iterations.
10		Construct elements of a simple computer program in collaboration with others.	combine pieces of code to complete a task.	explain that these solutions exist.	Detect and debug logical errors in various basic algorithms.	Create a simple pseudocode.	Differentiate between flowcharts and pseudocode.	Design a complex algorithm that contains sequencing, selection, or iteration.	Create a function to simplify a task.
11		use code to operate simple robotic/digital devices to complete a simple task (block programming, unplugged, basic robotics tools).	run a program developed using pieces of code.	Examine logical reasoning to predict outcomes of an algorithm.	analyze basic algorithms to detect errors and debug to find solutions.	create a simple pseudocode.	analyze flowcharts and pseudocode to identify similarities and differences.	create complex algorithms that demonstrate the three basic programming structures: sequencing, selections, or iterations	build upon experiences in previous grade (Standard 7.1) to analyze a task in order to create a function that summarizes a collection of steps.
12			Identify bugs in basic programming.	determine possible outcomes of an algorithm.	Use flowcharts to create a plan or algorithm.	Develop and recommend solutions to a given problem and explain the process to an audience.	Identify algorithms that make use of sequencing, selection or iteration.	Solve a complex problem using computational thinking.	Discuss the efficiency of an algorithm or technology used to solve complex problems.
13			run a sequence of code and determine where there is an error.	recognize that an algorithm can have multiple outcomes.	develop a plan to solve a problem using a flowchart.	analyze a given problem in order to develop and recommend solutions	examine the structures of sequencing, selection and iteration.	utilize computational thinking to analyze a complex-problem and develop a solution.	analyze the efficiency of an algorithm or technology used to solve complex problems and discuss with peers.
14			correct an error in a sequence of code once it is identified.	Create an algorithm to solve a problem as a collaborative team.	Define a simple pseudocode.	communicate the problem-solving process to an audience (another peer, virtual audience, community member, etc)	analyze algorithms that utilize these structures.	Create and organize algorithms in order to automate a process efficiently.	Describe how algorithmic processes and automation increase efficiency.
15				work with others to create an algorithm that solves a problem/task.	recognize a simple pseudocode is a set of steps.	Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.	Identify steps in developing solutions to complex problems using computational thinking.	create algorithms to efficiently automate a process (sorting numbers in a random list, playing cards in a deck, etc.)	discuss how efficiency is increased through the usage of algorithmic processes and automations.
16				Describe the function of a flowchart.	Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.	create a working program with a block-based visual programming environment using arithmetic operators (AND, OR, and NOT), conditionals (IF, THEN, and/or ELSE), and repetition (loops).	utilize computational thinking to analyze a complex-problem and identify the steps needed to develop a solution.	Create a program that updates the value of a variable in the program.	Create a program that includes selection, iteration, or abstraction, and initializes, and updates at least two variables.
17				discuss the purpose of a flowchart.	Work with others to create a working program with a block-based visual programming environment using arithmetic operators, conditionals, and repetition.	Identify variables.	Describe how automation works to increase efficiency.	create a program with one variable that initializes at the start or end of the task.	construct a program that includes foundational programming concepts (selection, iteration, abstraction, initialization) and updates at least two variables.
18				Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.		identify variables in computing and other subject areas.	identify a task that can be automated and explain how efficiency is increased.	Formulate a narrative for each step of a process and its intended result, given pseudocode or code.
19				Work with others to test and debug a program with a block-based visual program using arithmetic operators, conditionals, and repetition.		Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.	Create a program that initializes a variable.	write a text-based narrative for expected behavior, given code or pseudocode
20						explain a scenario in which starting value is important to a program.	create a program with one variable that initializes at the start or end of the task.
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