Getting to know the computer
Students learn the names of the parts they use every day, like the screen, keyboard, and mouse. They practice logging in, opening a program, and asking for help when something gets stuck.
What does a student learn in
This is the year computers start to make sense as tools students can actually direct. Students learn the names of the parts they touch, like the keyboard, mouse, and screen, and what to try when something stops working. They put simple step-by-step instructions in order to make a character move or a task happen, and they talk about being kind and safe online. By spring, students can give a short set of clear steps that solves a small problem on a computer or tablet.
- Computer parts
- Step-by-step instructions
- Online safety
- Fixing problems
- Sorting information
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
Working and sharing online
Students start to see how computers talk to each other and how people send messages and files back and forth. They practice simple rules for staying safe and being kind online.
- 3
Steps, patterns, and simple code
Students write out the steps to a task, like brushing teeth or making a sandwich, and then try the same thinking with block-based code. They notice patterns and fix steps that come out in the wrong order.
- 4
Sorting and showing data
Students collect small bits of information, like favorite fruits or weather each day, and put it into charts and pictures. They look for what the picture tells them and share what they notice.
- 5
Building and testing projects
Students plan a small project with a partner, try it out, and change parts that do not work. They share what they made and explain the choices behind it.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Concepts
Concepts
- Grades K-2
Identify, select, and apply hardware, software
Students learn what hardware and software do, then practice choosing the right tool for a task and fixing simple problems when something stops working.
- Grades K-2
Explain how computer networks and the Internet enable communication…
Students learn what the internet actually is: a giant web of connected computers that lets people send messages, share files, and work together from different places. They also learn why keeping that information safe matters.
- Grades K-2
Collect, transform, and represent data
Students gather information, organize it into a chart or table, and look for patterns. Then they use what the data shows to explain something, like which snack was most popular or how often it rained.
- Grades K-2
Design, develop, and analyze algorithms and programs to solve problems…
Students practice giving step-by-step instructions that a computer can follow, like telling a character to move through a maze. They learn to spot mistakes in those steps and fix them.
- Grades K-2
Investigate the social, ethical, legal
Students look at how computers and apps affect everyday life, like who has access to them and how they can help or cause problems for people.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software Grades K-2 | Students learn what hardware and software do, then practice choosing the right tool for a task and fixing simple problems when something stops working. | RI-CSDF.C1.k-2 |
| Explain how computer networks and the Internet enable communication… Grades K-2 | Students learn what the internet actually is: a giant web of connected computers that lets people send messages, share files, and work together from different places. They also learn why keeping that information safe matters. | RI-CSDF.C2.k-2 |
| Collect, transform, and represent data Grades K-2 | Students gather information, organize it into a chart or table, and look for patterns. Then they use what the data shows to explain something, like which snack was most popular or how often it rained. | RI-CSDF.C3.k-2 |
| Design, develop, and analyze algorithms and programs to solve problems… Grades K-2 | Students practice giving step-by-step instructions that a computer can follow, like telling a character to move through a maze. They learn to spot mistakes in those steps and fix them. | RI-CSDF.C4.k-2 |
| Investigate the social, ethical, legal Grades K-2 | Students look at how computers and apps affect everyday life, like who has access to them and how they can help or cause problems for people. | RI-CSDF.C5.k-2 |
Practices
Practices
- Grades K-2
Foster an inclusive computing culture that values diverse perspectives and…
Students practice working with classmates who have different ideas and backgrounds when solving problems on a computer or device. The goal is to make sure everyone feels included and heard.
- Grades K-2
Collaborate around computing — divide work, share ideas
Students work with a partner or small group to build something on a computer, like a simple program or digital story. They split up the tasks, share ideas, and use each other's feedback to improve the finished product.
- Grades K-2
Identify and define problems that can be solved with computation and decompose…
Students look at a big task, like planning a morning routine, and break it into smaller steps a computer could follow one at a time.
- Grades K-2
Use abstractions to simplify complexity, generalise solutions
Students practice finding patterns in a problem and using those patterns as a shortcut. Instead of solving every new situation from scratch, they use what they noticed before to make a simpler, reusable solution.
- Grades K-2
Create computational artifacts — programs, simulations, models — by applying…
Students write simple programs or build digital projects, then test and improve them in repeated rounds until they work the way they want.
- Grades K-2
Systematically test computational artifacts and refine them based on evidence…
Students try out a program or digital project, look for what goes wrong, and fix it. Testing and fixing is part of the work, not a sign something is broken.
- Grades K-2
Communicate clearly with appropriate vocabulary, visualizations
Students describe how a program or digital tool works, using simple words and pictures to explain what it does and why it matters.
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… Grades K-2 | Students practice working with classmates who have different ideas and backgrounds when solving problems on a computer or device. The goal is to make sure everyone feels included and heard. | RI-CSDF.P1.k-2 |
| Collaborate around computing — divide work, share ideas Grades K-2 | Students work with a partner or small group to build something on a computer, like a simple program or digital story. They split up the tasks, share ideas, and use each other's feedback to improve the finished product. | RI-CSDF.P2.k-2 |
| Identify and define problems that can be solved with computation and decompose… Grades K-2 | Students look at a big task, like planning a morning routine, and break it into smaller steps a computer could follow one at a time. | RI-CSDF.P3.k-2 |
| Use abstractions to simplify complexity, generalise solutions Grades K-2 | Students practice finding patterns in a problem and using those patterns as a shortcut. Instead of solving every new situation from scratch, they use what they noticed before to make a simpler, reusable solution. | RI-CSDF.P4.k-2 |
| Create computational artifacts — programs, simulations, models — by applying… Grades K-2 | Students write simple programs or build digital projects, then test and improve them in repeated rounds until they work the way they want. | RI-CSDF.P5.k-2 |
| Systematically test computational artifacts and refine them based on evidence… Grades K-2 | Students try out a program or digital project, look for what goes wrong, and fix it. Testing and fixing is part of the work, not a sign something is broken. | RI-CSDF.P6.k-2 |
| Communicate clearly with appropriate vocabulary, visualizations Grades K-2 | Students describe how a program or digital tool works, using simple words and pictures to explain what it does and why it matters. | RI-CSDF.P7.k-2 |
Common Questions
What does computer science look like for students this young?
Most of the work happens away from screens. Students learn to give step-by-step directions, spot patterns, name the parts of a computer, and talk about being kind and safe online. Some classrooms add simple coding apps or robots, but the thinking comes first.
How can I support this at home without buying any technology?
Ask students to give directions for everyday tasks like brushing teeth or making a sandwich, one small step at a time. Then follow the steps exactly, even when a step is missing or out of order. That back-and-forth is the same thinking behind coding.
How much screen time should this involve?
Not much. A short session on a coding app or typing game once or twice a week is plenty at this age. The bigger goal is learning to plan, test, and fix ideas, which students can practice with paper, blocks, or board games.
How should I sequence these skills across the year?
Start with naming the parts of a device and basic care, then move into giving and following step-by-step directions. Layer in sorting and patterns, then short coding tasks with a tool like Bee-Bots or ScratchJr. Save online safety and digital citizenship for short, repeated lessons all year.
What does mastery look like by the end of second grade?
Students can write a short sequence of steps to solve a small problem, test it, and fix the part that broke. They can sort information into simple groups, log in and save work with help, and explain one rule for staying safe online.
What should students know about online safety at this age?
Keep it simple and concrete. Students should know not to share their name, address, or passwords, and to tell a trusted adult if something on a screen feels wrong. Practice these rules in short conversations, not big lectures.
Which skills usually need the most reteaching?
Two areas come back again and again: writing directions that are specific enough for someone else to follow, and debugging when a program does not work. Plan short, repeated practice rather than one long unit. Pair students up so they have to explain their thinking out loud.
My child gets frustrated when code does not work. What helps?
Treat broken code like a puzzle, not a mistake. Ask students to read each step out loud and act it out, then find the first step that goes wrong. Fixing one small thing at a time builds patience and the habit of testing.
How do I know students are ready for third grade computing work?
Look for students who can break a task into smaller steps, work with a partner without taking over or shutting down, and talk about what a program is supposed to do before they build it. Comfort with a keyboard and mouse helps, but the thinking habits matter more.