Cornerstone Task • Completing the Cornerstone • Concepts • Observational Data • Grade 5 CT

•The student is able to: Demonstrates the use of computational thinking and innovative ideas to express their story through the following: coding automation, patterns and algorithmic thinking; Demonstrate key attitudes about CT skills such as: persistence in dealing with difficult tasks and tolerance for dealing with ambiguity. •The student can demonstrate understanding of key concepts and skills orally and/or through a digital product.

•With assistance or independently, the student is able to: Demonstrate partial use of computational thinking and innovative ideas to express their story through coding automation, patterns and algorithmic thinking. (Example of partial: Student does not think about how to get characters to talk back and forth between each other.); Generally demonstrates attitudes about CT Skills such as persistence in dealing with difficult tasks and tolerance for dealing with ambiguity. •With some prompting and support, the student demonstrates an understanding of key concepts and skills orally and/or through a digital product.

•The student attempts, but struggles to: Demonstrate some use of computational thinking to express their story through coding automation, patterns, and algorithmic thinking; Demonstrates some attitudes about CT Skills such as persistence in dealing with difficult tasks and tolerance for dealing with ambiguity. •With prompting and support, the student demonstrates limited understanding of key concepts and skills orally and/or through a digital product.

•The student is able to: Create a program that conveys the beginning, middle, and end of a story or portion of a longer story; Computer programming communicates the storytelling and may include minor errors that do not impede the understanding of the story. •The student can demonstrate understanding of key concepts and skills orally and/or through a digital product.

•With assistance or independently, the student is able to: Create a computer program that conveys at least 2 parts of the story (i.e., beginning and middle) but not the entire story; There are several errors in the computer programming that hinder but do not impede the understanding of the story. •With some prompting and support, the student demonstrates an understanding of key concepts and skills orally and/or through a digital product.

•The student attempts, but struggles to: Create a computer program that conveys part of a story (beginning, middle or end);There are errors in the computer program that make the understanding of the story confusing. •With prompting and support, the student demonstrates limited understanding of key concepts and skills orally and/or through a digital product.