Getting comfortable with devices
Students learn the parts of a computer and how to pick the right tool for a task. They practice basic troubleshooting, like checking connections or restarting an app, before asking for help.
What does a student learn in
This is the stretch when students stop being users of technology and start thinking like builders of it. They write simple programs with steps that repeat, fix bugs when something doesn't work, and learn how the Internet moves messages between computers. Along the way they talk about safe passwords, kind online behavior, and who gets credit for an idea. By spring, students can plan a short program, test it, and explain what each part does.
- Coding basics
- Debugging
- How the Internet works
- Online safety
- Working with data
- Digital citizenship
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
How the internet connects us
Students explore how messages and files travel between computers. They learn habits that keep personal information safer online and how to spot when something feels off.
- 3
Working with data
Students gather information, sort it, and turn it into charts or tables. They look for patterns and use what they find to back up a simple claim.
- 4
Writing simple programs
Students break a problem into smaller steps and write programs that follow those steps in order. They test their work, fix what breaks, and try again until it does what they want.
- 5
Computing and people
Students think about who uses the technology they make and who might be left out. They talk about fair use, credit, and how choices in design affect real people.
Mastery Learning Standards
The required skills a student should display by the end of Grade 4.
Concepts
Concepts
- Grades 3-5
Identify, select, and apply hardware, software
Students figure out which devices and programs fit a given task, then work through basic fixes when something stops working.
- Grades 3-5
Explain how computer networks and the Internet enable communication…
Students learn how computers connect to each other to share information, send messages, and keep data private. They explain what the internet actually is and how it lets people work together from different places.
- Grades 3-5
Collect, transform, and represent data
Students gather information, organize it, and display it in charts or graphs. Then they look for patterns in the data and use what they find to back up an answer or idea.
- Grades 3-5
Design, develop, and analyze algorithms and programs to solve problems…
Students write step-by-step instructions a computer can follow to solve a problem or build something new. They test those instructions, find what breaks, and fix it.
- Grades 3-5
Investigate the social, ethical, legal
Students look at how computers and apps affect real people's lives, including questions about fairness, privacy, and who has access to technology.
| Standard | Definition | Code |
|---|---|---|
| Identify, select, and apply hardware, software Grades 3-5 | Students figure out which devices and programs fit a given task, then work through basic fixes when something stops working. | IL-CSDF.C1.3-5 |
| Explain how computer networks and the Internet enable communication… Grades 3-5 | Students learn how computers connect to each other to share information, send messages, and keep data private. They explain what the internet actually is and how it lets people work together from different places. | IL-CSDF.C2.3-5 |
| Collect, transform, and represent data Grades 3-5 | Students gather information, organize it, and display it in charts or graphs. Then they look for patterns in the data and use what they find to back up an answer or idea. | IL-CSDF.C3.3-5 |
| Design, develop, and analyze algorithms and programs to solve problems… Grades 3-5 | Students write step-by-step instructions a computer can follow to solve a problem or build something new. They test those instructions, find what breaks, and fix it. | IL-CSDF.C4.3-5 |
| Investigate the social, ethical, legal Grades 3-5 | Students look at how computers and apps affect real people's lives, including questions about fairness, privacy, and who has access to technology. | IL-CSDF.C5.3-5 |
Practices
Practices
- Grades 3-5
Foster an inclusive computing culture that values diverse perspectives and…
Students learn to work alongside classmates with different backgrounds and ideas when solving problems with technology. The goal is a classroom where everyone's input counts.
- Grades 3-5
Collaborate around computing — divide work, share ideas
Students work with a partner or small group to build a program or digital project. They split up tasks, share ideas, and use each other's feedback to improve what they make together.
- Grades 3-5
Identify and define problems that can be solved with computation and decompose…
Students spot a problem that a computer could help solve, then break it into smaller pieces that are easier to tackle one at a time.
- Grades 3-5
Use abstractions to simplify complexity, generalise solutions
Students practice finding patterns in problems so one solution can work for many situations, not just one. This is the thinking behind how programs and apps handle millions of different users the same way.
- Grades 3-5
Create computational artifacts — programs, simulations, models — by applying…
Students write and revise programs or simulations in repeated rounds, using what they know about coding to improve the project each time.
- Grades 3-5
Systematically test computational artifacts and refine them based on evidence…
Students run their program or app, look for what breaks or confuses people, and fix it. The goal is a finished product that works the way it's supposed to.
- Grades 3-5
Communicate clearly with appropriate vocabulary, visualizations
Students explain how a program or digital tool works, using the right words and visuals to back up their points. Think of it as showing your work in writing or a presentation, not just saying "it works."
| Standard | Definition | Code |
|---|---|---|
| Foster an inclusive computing culture that values diverse perspectives and… Grades 3-5 | Students learn to work alongside classmates with different backgrounds and ideas when solving problems with technology. The goal is a classroom where everyone's input counts. | IL-CSDF.P1.3-5 |
| Collaborate around computing — divide work, share ideas Grades 3-5 | Students work with a partner or small group to build a program or digital project. They split up tasks, share ideas, and use each other's feedback to improve what they make together. | IL-CSDF.P2.3-5 |
| Identify and define problems that can be solved with computation and decompose… Grades 3-5 | Students spot a problem that a computer could help solve, then break it into smaller pieces that are easier to tackle one at a time. | IL-CSDF.P3.3-5 |
| Use abstractions to simplify complexity, generalise solutions Grades 3-5 | Students practice finding patterns in problems so one solution can work for many situations, not just one. This is the thinking behind how programs and apps handle millions of different users the same way. | IL-CSDF.P4.3-5 |
| Create computational artifacts — programs, simulations, models — by applying… Grades 3-5 | Students write and revise programs or simulations in repeated rounds, using what they know about coding to improve the project each time. | IL-CSDF.P5.3-5 |
| Systematically test computational artifacts and refine them based on evidence… Grades 3-5 | Students run their program or app, look for what breaks or confuses people, and fix it. The goal is a finished product that works the way it's supposed to. | IL-CSDF.P6.3-5 |
| Communicate clearly with appropriate vocabulary, visualizations Grades 3-5 | Students explain how a program or digital tool works, using the right words and visuals to back up their points. Think of it as showing your work in writing or a presentation, not just saying "it works." | IL-CSDF.P7.3-5 |
Common Questions
What will students learn in computer science this year?
Students learn how computers, networks, and the internet work, how to write simple programs, and how to break a problem into smaller steps. They also practice working with data and talking about how technology affects people. Most of this can be done with or without a computer in front of them.
Does a child need a computer at home to keep up?
No. A lot of this thinking happens away from a screen. Sorting laundry by color, writing step-by-step directions to a friend's house, or planning a recipe all build the same habits. A library computer or shared family device is plenty when a screen is needed.
How can a parent help with coding at home?
Ask students to explain their program out loud, step by step, as if teaching a younger sibling. When something does not work, ask what they expected to happen and what actually happened. That habit of checking and fixing is the heart of coding at this age.
What does my child need to know about staying safe online?
Students should know not to share their full name, address, school, or passwords, and to tell an adult when something online feels wrong. A short weekly chat about what they saw or played online matters more than any single rule. Keep it curious, not scary.
How should this be sequenced across the year?
Start with hardware, vocabulary, and safe habits so everyone shares a common language. Move into algorithms and small programs in the middle of the year, then bring in data projects and impact discussions toward the end. Loop back to debugging and collaboration in every unit.
Which skills usually need the most reteaching?
Decomposition and debugging. Students want to fix the whole program at once instead of testing one piece at a time. Short, repeated practice with tiny broken programs, where the bug is named and found together, pays off more than long project days.
What does mastery look like by the end of fifth grade?
Students can plan a small program or project, split it into steps, test it, and explain what it does and why. They can pull a simple pattern out of a chart or table and back up a claim with it. They can also describe one way a piece of technology helps or hurts the people using it.
How is this graded if there is no textbook?
Most of the evidence comes from student projects, short write-ups, and class conversations. Look for whether students can explain their thinking, fix their own mistakes, and use the right words for what they built. A clear rubric tied to those habits matters more than a points-per-worksheet system.
How will I know my child is ready for middle school computing?
By the end of fifth grade, students should be comfortable writing short programs in a block-based tool, finding and fixing their own mistakes, and working on a project with a partner. They should also be able to talk about online safety and fairness in their own words. Ask them to show a recent project and walk through it.