Getting to know the device
Students learn how to use a computer or tablet for everyday tasks. They name the parts they touch, like the screen, keyboard, and mouse, and learn the words to use when something is not working.
What does a student learn in
This is the stretch when computers stop being a mystery and start feeling like a tool students can name and steer. Students learn the parts of a device, write simple step-by-step instructions a computer can follow, and spot patterns in charts. They also practice the basics of being safe online, like keeping a password private. By spring, they can break a small task into clear steps and fix one that goes wrong.
- Step-by-step instructions
- Parts of a computer
- Patterns in data
- Password safety
- Online manners
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Steps in the right order
Students see that most tasks follow a clear order. They write out the steps for everyday routines, like brushing teeth or making a sandwich, and fix the order when steps get mixed up.
- 3
First programs with loops
Students build simple programs by stringing commands together, often by dragging blocks on a screen. They learn to use a loop when the same step happens again and again, instead of writing it out each time.
- 4
Collecting and showing data
Students gather information about their class, like favorite snacks or the weather each morning, and turn it into a chart or graph. They look at the picture and notice what stands out.
- 5
Staying safe and kind online
Students learn why passwords matter and why they keep their login to themselves. They also practice being polite when sending messages, and notice how computers have changed the way people work and play.
Mastery Learning Standards
The required skills a student should display by the end of Grade 2.
Algorithms & Programming
| Standard | Definition | Code |
|---|---|---|
| Turning daily routines into step-by-step instructions Grades K-2 | Students break an everyday task, like making a sandwich or getting ready for school, into step-by-step instructions that someone else could follow in the right order. | CA-K-2.AP.10 |
| How programs save and remember data Grades K-2 | Students practice showing how a program remembers information, like a label on a box that holds a number or a name that can change. | CA-K-2.AP.11 |
| Loops and sequences in simple programs Grades K-2 | Students write step-by-step instructions for a computer to follow, then use loops to repeat steps automatically instead of typing the same command over and over. | CA-K-2.AP.12 |
| Breaking a problem into steps Grades K-2 | Students break a problem into smaller steps, then put those steps in order so a computer (or a person) can follow them one at a time. | CA-K-2.AP.13 |
| Planning what a program will do Grades K-2 | Students sketch or talk through what they want a program to do before they build it. They describe the steps in order and say what they expect to happen at the end. | CA-K-2.AP.14 |
| Giving credit for others' ideas in code Grades K-2 | Students learn to give credit when they use someone else's code, images, or ideas in a program they build. It works the same way citing a book does in a writing assignment. | CA-K-2.AP.15 |
| Fixing bugs in simple programs Grades K-2 | Students find and fix mistakes in a set of step-by-step instructions or a simple repeated action in a program. This is called debugging. | CA-K-2.AP.16 |
| How programs get built and changed Grades K-2 | Students talk through what they tried, what went wrong, and what they changed to fix it while building a simple program or set of instructions. It's the habit of explaining your thinking as you go, not just showing the final result. | CA-K-2.AP.17 |
Computing Systems
| Standard | Definition | Code |
|---|---|---|
| Choosing the right device for the job Grades K-2 | Students practice choosing the right device for a task, like picking a tablet to draw or a computer to type, and learn that devices follow instructions to finish work faster than doing it by hand. | CA-K-2.CS.1 |
| Computer parts and what they do Grades K-2 | Students learn what the parts of a computer do. They can explain what a keyboard, screen, or mouse is for, and how the programs running on a device differ from the physical machine itself. | CA-K-2.CS.2 |
| Naming computer problems clearly Grades K-2 | Students learn to name what went wrong with a device or program using the right words, like "the screen is frozen" or "the app won't open." It's the start of talking about tech problems clearly instead of just saying "it's broken." | CA-K-2.CS.3 |
Data & Analysis
| Standard | Definition | Code |
|---|---|---|
| Saving and finding information on a device Grades K-2 | Students save, find, and delete files on a computer or tablet, learning that anything stored on a device (a photo, a drawing, a document) is called data. | CA-K-2.DA.7 |
| Turning data into charts and pictures Grades K-2 | Students gather information, count it up, and show it in a picture, chart, or graph so others can see what they found. | CA-K-2.DA.8 |
| Reading charts to spot patterns Grades K-2 | Students look at a simple chart or graph, describe what they notice (more rainy days in winter, fewer in summer), and use that pattern to make a prediction about what might come next. | CA-K-2.DA.9 |
Impacts of Computing
| Standard | Definition | Code |
|---|---|---|
| Life before and after computers Grades K-2 | Students look at how life changed when new technology arrived, comparing what everyday tasks looked like before and after. Think electricity, phones, or the internet and how those shifts changed the way people worked and talked to each other. | CA-K-2.IC.18 |
| Being kind online Grades K-2 | Students practice being kind and careful when they send messages, share online, or use digital tools to talk with others. | CA-K-2.IC.19 |
| Keeping passwords and logins private Grades K-2 | Students learn why passwords are private and practice logging out when they're done using a device. Keeping login information secret helps protect their work and personal information from others. | CA-K-2.IC.20 |
Networks & the Internet
| Standard | Definition | Code |
|---|---|---|
| How networks connect people and information Grades K-2 | Students learn what a network is: a way computers and devices connect so people can share messages, photos, and information with each other. Think of it like a web that links your home, school, and library computers together. | CA-K-2.NI.4 |
| Why passwords keep your account safe Grades K-2 | Passwords are secret words or codes that keep other people out of your accounts and files. Students learn why sharing a password, even with a friend, can put personal information at risk. | CA-K-2.NI.5 |
| Secret codes and hidden messages Grades K-2 | Students practice sending a message using a pattern, like a sequence of colors or symbols, the way a stoplight uses colors to tell drivers what to do. | CA-K-2.NI.6 |
Common Questions
What does computer science look like in the early grades?
Students learn that computers follow step-by-step directions, and they practice writing those directions themselves. They use simple coding apps or unplugged activities to give a robot or character a path to follow. They also start naming the parts of a device, like the screen, mouse, or keyboard.
How can families support this learning at home?
Ask students to explain the steps for everyday tasks like making toast or brushing teeth. Try a free coding app together for ten minutes and let them be the one giving directions. Talk about why passwords matter and why we keep them private.
Does a child need a tablet or computer at home to keep up?
No. Most of these skills can be practiced without a screen. Drawing a map for a treasure hunt, sorting socks by color, or spotting patterns in a calendar all build the same thinking.
What is an algorithm at this age?
An algorithm is just a list of steps in order. Telling a friend how to get from the door to the reading corner is an algorithm. Students practice writing these steps clearly enough that someone else can follow them and get the same result.
How should this content be sequenced across the year?
Start with unplugged sequencing and vocabulary for device parts in the fall. Move into simple block-based coding with sequences in the winter, then add loops and debugging in the spring. Weave in data and online safety conversations throughout the year.
Which skills usually need the most reteaching?
Debugging and loops tend to need repeated practice. Students often want to start over instead of finding the one step that broke, so model out-loud fixing often. Loops also click slowly, so use chants and clapping patterns before introducing them in code.
How do students learn about online safety this young?
The focus is on private login information, kind messages, and logging off when finished. Students learn that passwords are like house keys and not for sharing. Short conversations work better than long lectures.
What does mastery look like by the end of second grade?
Students can write a short sequence of steps to solve a problem, run it on a device or unplugged, and fix a broken step when something goes wrong. They can name basic hardware, sort simple data into a chart, and explain why passwords stay private.
How can a parent help a child who gets frustrated with coding?
Sit next to them and ask what the program was supposed to do, then what it actually did. Finding that gap is the whole job. Celebrate the fix, not just the finished project, so mistakes start to feel useful instead of scary.