Grade K Computational Thinker
Kindergarten Computational Thinker
- Stage 1: Desired Results
- Stage 2: Assessment Evidence
- Stage 3: Learning Plan
- Instructional Resources
Unit Overview
In the Computational Thinker unit students will develop the skills and attitudes necessary to become computational thinkers who can harness the power of computing to innovate and solve problems. Throughout the unit, students will utilize robots in addition to accessing the Internet through different online tools and resources to complete lesson activities.
Content Standards
ISTE Standards for Students 2016
Computational Thinker Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
5a Students formulate problems definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
MD Computer Science Standards 2018
Algorithms & Programming
- Algorithms
- K.AP.A.01 Model daily processes and follow basic algorithms (step-by-step lists of instructions) to complete tasks.
- Variables
- K.AP.V.0 With guidance, model the way programs store and manipulate grade-level data by using numbers or other symbols to represent information (e.g., encode or decode words using numbers, pictographs, or symbols to letters, words, or direction).
- Control
- K.AP.C.01 With guidance, create a set of instructions (programs) to accomplish task using a programming language, device, or unplugged activity, including sequencing, emphasizing the beginning, middle, and end.
- Program Development
- K.AP.PD.01 With guidance, create a grade-level appropriate document to illustrate thoughts, ideas, or stories in a sequential manner (e.g., storyboard, story map, sequential graphic organizer).
- K.AP.PD.02 Give attribution to ideas, solutions, and creations of others, verbally, while developing algorithms.
- K.AP.PD.03 Identify errors in an algorithm that includes sequencing and repeated procedures using a programming language or unplugged activity. Discuss how errors in the algorithm could be corrected.
- K.AP.PD.04 Use correct terminology (e.g., first, second, etc.) in the development of an algorithm to solve a simple problem.
Impacts of Computing
- Culture and Diversity
- K.IC.C.01 Use grade-level appropriate language to identify and describe how people use a variety of technologies and applications in their daily work and personal lives.
English/Language Arts
Writing
W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
SL4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Transfer
T2 Value change, uncertainty, and risk taking as opportunities to explore identity and refine solutions to problems.
T3 Work effectively with, and learn from, others in a variety of situations, in school and beyond.
T5 Exchange information effectively for varied audiences and purposes using appropriate formats.
Enduring Understandings and Essential Questions
| Enduring Understandings | Essential Questions | |
|---|---|---|
| U1 | There are many ways to solve real world problems using computational thinking skills and technology. |
|
Acquisition
| Students will know... | Students will be skilled at... | |
|---|---|---|
| 1 | that an algorithm is a list of steps given to solve a problem or get something done. | Explaining the steps in order to make an algorithm. |
| 2 | that robots can move in many directions. | Explaining and demonstrating how a robot moves. |
| 3 | a bug is a problem or error in the code. | Explaining and demonstrating how to fix code. |
| 4 | problems can be broken down into smaller parts. | Explaining steps to break down a problem into smaller parts. |
Cornerstone Task
Cornerstone tasks provide students with an opportunity to create authentic products that are based on standards and connect to real-world careers. Students will be empowered to create a product of lasting value by engaging in meaningful tasks facilitated by an educator. Each task will provide equity, differentiation, and student choice to allow students to reach milestones for success.
View Cornerstone Task in Canvas
Assessment Evidence
Students will demonstrate the ability to plan and code a robot in the correct sequence of events. Working together, students will be evaluated on their ability to plan, test, and modify the code to complete the path.
Performance Task
| Understandings/Skills | Assessment Evidence | |
|---|---|---|
| U1 | There are many ways to solve real world problems using computational thinking skills and technology. |
Students will work in small groups to create an algorithm for Bee-Bot to follow. The algorithm will be sequenced correctly to allow Bee-Bot to travel to each ingredient to create an ice cream sundae. |
Curriculum Map
Lesson Seeds
Lesson: What is an Algorithm? (Q1)
Focus: How Computing Impacts People and Society
Essential Questions:
• What can you use coding to create?
Outcomes:
•Identify how coding is used in my life.
Teacher Preparation
- Import Student Facing Module from Commons
- Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
- Prepare teaching resources according to the Resource Preparation GuideLinks to an external site.
- Coding in Kindergarten should be considered an introductory skill and not a mastery skill. Teacher modeling of skills or guided practices should be considered if a student or class is not ready to complete a task on their own. Consider options when working with coding cards for Bee-Bot. Some options may be partnering, small group work, or teacher-guided. These skills are not expected to be mastered by the end of the lesson.
- There are two videos provided for the motivation to introduce students to Algorithms. Select the video(s) that are most appropriate for your students to include in the lesson. You may consider splitting this lesson into multiple days and using a different video each day. Video options:
- What is an Algorithm? (1:07)Links to an external site. - YouTube video
- Algorithm Al (1:39)Links to an external site. - YouTube video
- Download and print out the Routine AlgorithmsLinks to an external site. - Google Slides. You will need one copy of the morning routine and enough copies of the other algorithms for each group (suggested 4-6 groups). Consider reviewing routines for those students who may not be familiar with any of the scenarios.
- ML Vocabulary and Discussion Prompts
- Instructional Technology Kindergarten Key Vocabulary Cards English/Spanish Links to an external site.Links to an external site./Spandish/Spa (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts ChartLinks to an external site. |11x17 PDF PrintableLinks to an external site. - print as needed to aid in student discussion
- Routine Algorithms WITH LABELSLinks to an external site. - Google Slides. - Download and print as needed for students who require labels for steps in the algorithms.
- Download and print Algorithm Anchor chartLinks to an external site.. Consider using to support the lesson and then post in your classroom to support throughout the unit.
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
- 4L's of Productive Partners - English versionLinks to an external site. | Spanish versionLinks to an external site.
- Assessment Activity: Students can complete the What Is An Algorithm?Links to an external site. activity either in Wixie or on paper.
- Publish the Wixie or Paper Submission assignment in Canvas and/or Observational data may be collected. Leave the other assignments Unpublished unless you are providing for students who are absent.
- Assess assignment using SBIR Rubric embedded in the assignment
- Print a class set of the Cut/Paste What's An Algorithm?Links to an external site. activity for students.
- Print a copy of the Kindergarten Computational Thinker Observational ToolLinks to an external site. Checklist Links to an external site. to gather observational data during class for the lesson outcome.
Motivation
- Review Overview with students.
- Show students one of the algorithm videos provided in the SF Module. Consider having students sit on the floor to view the videos. (Turn on Closed Captioning for the Video)
- What is an Algorithm? (1:07) Links to an external site. - YouTube video
- Algorithm Al (1:39) Links to an external site. - YouTube vide
- Teachers can also prepare materials for students to create a bag puppet Links to an external site. to reinforce the alligator AL algorithm song interactively.
Included in Student Facing Module
- Lesson Overview
- What is an Algorithm? (1:07) Links to an external site. - YouTube video
- Algorithm Al (1:39) Links to an external site. - YouTube vide
Lesson
PREPARING THE LEARNER
- Gather students at the front of the classroom for a class demonstration. Select 5 students to join you at the front.
- Handout pictures of the morning routine from Routine Algorithms Links to an external site. (Routine Algorithms WITH LABELS Links to an external site.) - Google Slides to the group of students.
- Ask students what they think the steps of this algorithm show?
- Show one set of pictures at a time. Give students choice of "what" the pictures show if needed.
- Ask students to get in an order they think shows how to get ready in the morning.
- Use transition words to help guide students to the correct order...first, next, etc
- Once a correct order is found, discuss why some steps may need to be completed in a certain order and how not everyone may compete an algorithm the same way.
- Show students steps out of order and discuss why they might not experience the same outcome.
INTERACTING WITH THE CONCEPT
- Arrange students into 4-6 small groups and pass out envelopes of algorithms on algorithm at a time.
- Consider grouping students with varying linguistic ability levels to help promote modeling and listening.
- Have students work together to identify the algorithm and put the steps in order.
- Groups will share results of their task and compare the results with their peers.
- Gather students back on the floor for continued movement and modeling of sequencing games. Games may be completed whole group through modeling and taking turns OR if students have access they may be completed individually on their devices.
Included in Student Facing Module
- Routine Algorithms Flip Through Links to an external site. (Routine Algorithms Flip Through WITH LABELS Links to an external site.) - Google Slides
- Sequencing Practice Online Games
Extension:
- Kodable Maze Maker Links to an external site.
- Code.org Angry Birds Maze Intro Links to an external site.ExtenExSequencing WixieWixieWixie
Assessment
EXTENDING UNDERSTANDING
- Choose Assessment Measure for your Student
- Wixie Submission
- Paper Submission
- Observational
Wixie / Paper Submission:
- Pass out the What is an Algorithm Cut/Paste Activity Links to an external site. OR direct students to the What is an Algorithm? Wixie Assignment Links to an external site. in Canvas.
- Read the directions together as a class. Students can cut/paste the steps in correct sequence OR draw lines to show the correct order.
- Provide students with a copy of the Student Friendly Language for the assignment
- Allow students time to complete the assignment and turn in their work to be assessed using the SBIR Rubric
- Consider having students complete activity at their seats to allow for movement.
- Also consider having them work in pairs to ensure all students understand expectations and directions.
Observational Data:
- Provide students with a copy of the Student Friendly Language for the assignment
- Walk around the classroom and assess students ability to sequence pictures of everyday routines as M, P, L on the SBIR Rubric
Included in Student Facing Module
- What is an Algorithm? Paper Submission
- What is an Algorithm? Wixie Submission
- What is an Algorithm? Observational Data
Import "Grade K Q1 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Meet Bee-Bot (Q1)
Focus: Gathering & Analyzing Data
Essential Questions:
•How do I find patterns in information?
Outcomes:
•Identify patterns
Teacher Preparation
- Import Student Facing Module from Commons
- Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
- Prepare teaching resources according to the Resource Preparation GuideLinks to an external site.
- Coding in Kindergarten should be considered an introductory skill and not a mastery skill. Teacher modeling of skills or guided practices should be considered if a student or class is not ready to complete a task on their own. Consider options when working with coding cards for Bee-Bot. Some options may be partnering, small group work, or teacher-guided. These skills are not expected to be mastered by the end of the lesson.
- Review Meet Bee-Bot Lesson Presentation
Links to an external site. (Links to an external site.)- Google Slides Presentation
- Consider using an interactive slide presentation tools such as Pear Deck to add interactivity to the Google Slides Presentation
- Using the Let's Try It Out Activity Teacher Resources,
Links to an external site. create a 110cm long sentence strip with Chirp on one end and an image of a flower on the other. It will take Bee-Bot 7 "move forwards.
- Consider creating additional challenges for your students with different lengths. Bee-Bot moves forward 15 cm with each move command.
- Create a Bee-Bot Ruler Sentence Strip using the Bee-Bot Rulers
Links to an external site. glued onto a sentence strip. These will be used after students experiment with using the forward and backward commands.
- ML Vocabulary and Discussion Prompts
- Instructional Technology Kindergarten Key Vocabulary Cards English/Spanish Links to an external site.Links to an external site./Spandish/Spa (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts ChartLinks to an external site. |11x17 PDF PrintableLinks to an external site. - print as needed to aid in student discussion
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
- 4L's of Productive Partners - English versionLinks to an external site. | Spanish versionLinks to an external site.
- Select your Assessment Measure: Students can complete the Paper Submission and/or Observational Data may be gathered.
- Publish the Paper Submission assignment in Canvas and/or Observational data may be collected. Leave the other assignments Unpublished unless you are providing for students who are absent.
- Assess assignment using SBIR Rubric embedded in the assignment
- Print a class set of the Meet Bee-Bot Exit TicketLinks to an external site. for students
- Use your copy of the Kindergarten Computational Thinker Observational ToolLinks to an external site. Links to an external site. Checklist to gather observational data during class for the lesson outcome.
- Optional Activities: Students can practice creating an algorithm but teaching Chirp out to dance in the Peep's Feet Game.Links to an external site.
Motivation
- Review Overview with students.
- Show students the What is Coding?
Links to an external site. video provided in the SF Module. Consider having students sit on the floor to view the video.
- Turn on Closed Captioning when viewing the video.
- Ask students:
- Why is it important to give directions in the correct order?
- It is important because...Review transition words First, Next, etc...
- Why is it important to give directions in the correct order?
Included in Student Facing Module
- Lesson Overview
- What is Coding? Links to an external site. (1:08) - YouTube video
Lesson
PREPARING THE LEARNER
- Gather students at the front of the room to introduce them to Bee-Bot.
- Tell students that today they will meet a real life robot!.
- Ask children if they know anything about robots and use visual card for support.
- Use the Meet the Bee-Bot Google Slides Presentation
Links to an external site. for the lesson portion.
- Tell students that algorithms help Bee-Bot go from place to place.
- Remind students that an algorithm is a list of steps that you have to follow in order to do something the right way.
- Review the algorithms (brushing teeth, etc) previously discussed.
- Demonstrate for students how to move Bee-Bot using the buttons on his back to create an algorithm.
- Buttons should be labeled with words and arrows on Bee Bot.
- Show students the Peep and the Big Wide World: Peep Feet
Links to an external site. video provided in the SF Module. Consider having students sit on the floor to view the video.
- Turn on Closed Captioning when viewing the video
- Ask students:
- Pay attention to how Peep, Chirp, and Quack figure out how to get to the beautiful flower.
- How can this help Bee-Bot move?
INTERACTING WITH THE CONCEPT
- Let's Try it Out Activity
- Split your class into groups. For each group, create a sentence strip path for the Bee-Bot to travel along using the Let's Try It Out Activity Teacher Resources
Links to an external site.
- Consider grouping students with varying linguistic ability levels to help promote modeling and listening.
- Pass out the Meet Bee-Bot Exit Ticket Links to an external site. and allow students time to record their prediction.
- Split your class into groups. For each group, create a sentence strip path for the Bee-Bot to travel along using the Let's Try It Out Activity Teacher Resources
Links to an external site.
-
-
- Students can use the frames "I think that____" or "Bee Bot will ____ because _____" in order to respond.
- Once students have successfully moved Bee-Bot forward or backward to reach the flower, have them record the numbers of times Bee-Bot had to move forward on their Meet Bee-Bot Exit Ticket Links to an external site.
- If students finish early consider creating additional challenges for your students with different lengths.
-
- When students are finished review that Bee-Bot always moves the same amount of space each time that you press him forward or backward. Use the Bee-Bot Rulers Links to an external site. on a sentence strip to demonstrate.
- Now Let's Dance Activity (optional)
- Allow students time to play the Peep's Feet game Links to an external site.. Demonstrate how to provide Chirp the algorithm needed to teach him how to dance.
- Consider allowing students to move and follow along with Chirp.
Included in Student Facing Module
- Meet the Bee-Bot - Google Slides Presentation Links to an external site.
- Peep and the Big Wide World: Peep Feet Links to an external site. - YouTube video
- Let's Try it Out Activity Links to an external site. - Google Slides
- Meet Bee-Bot Exit Ticket Links to an external site.- Google Slides
- Now Let's Dance: Peep's Feet Game Links to an external site. (optional)
Assessment
EXTENDING UNDERSTANDING
Choose Assessment Measure for your students
- Paper Submission
- Observational Data
Paper Submission:
- Provide students with a copy of the Student Friendly Language for the assignment
- Have students turn in their Exit Ticket so that their work can be assessed using the SBIR Rubric
Observational:
- Provide students with a copy of the Student Friendly Language for the assignment
- Walk around the classroom and assess students ability to move Bee-Bot forward the correct number of times using an algorithm using the SBIR Rubric.
- Consider using number cards with words and numerals in order to help students keep track of their counting.
- Meet Bee-Bot Observational Submission Rubric Links to an external site. - Concepts
Included in Student Facing Module
- Meet Bee-Bot - Paper Submission
- Meet Bee-Bot - Observational Data
Import "Grade K Q1 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Turning Bee-Bot (Q1)
Focus: Gathering & Analyzing Data
Essential Questions:
•How do I find patterns in information?
Outcomes:
•Identify patterns
Teacher Preparation
- Import Student Facing Module from Commons
- Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
- Prepare teaching resources according to the Resource Preparation GuideLinks to an external site.
- Coding in Kindergarten should be considered an introductory skill and not a mastery skill. Teacher modeling of skills or guided practices should be considered if a student or class is not ready to complete a task on their own. Consider options when working with coding cards for Bee-Bot. Some options may be partnering, small group work, or teacher-guided. These skills are not expected to be mastered by the end of the lesson.
- Using the directional coding cards for Bee-Bot movements can be difficult for the students. Consider your student's needs and select an option below that works best. Think of your students and their needs, and choose an option from below that works best. An option may be to just model the direction cards and the movements of Bee-Bots.
- Model the direction cards and movements of Bee-Bots as a whole class.
- Print multiple sets of the Directional CardsLinks to an external site. on card stock and laminate for students to hold. Consider printing 2 or 4 per page to cut down on paper and lamination.
- Alternative Directional Cards - Print a set of the following Alternative Direction CardsLinks to an external site. for each group of students Print 4-6 slides per page to save on paper and lamination.
- Print enough of the Turning Bee-Bot MatsLinks to an external site. / Turning Code & Go Mouse MatLinks to an external site. to use with pairs of students. Laminate for use with multiple classes.
- ML Vocabulary and Discussion Prompts
- Instructional Technology Kindergarten Key Vocabulary Cards English/Spanish Links to an external site.Links to an external site./Spandish/Spa (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts ChartLinks to an external site. |11x17 PDF PrintableLinks to an external site. - print as needed to aid in student discussion
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
- 4L's of Productive Partners - English versionLinks to an external site. | Spanish versionLinks to an external site.
- Assessment Activity: Observational data may be gathered.
- Publish the Observational Submission Assignment in Canvas.
- Assess assignment using SBIR Rubric embedded in the assignment
- Turning Bee-Bot Observational Submission Rubric Links to an external site. - Concepts - Links to an external site.
- Print a copy of the Kindergarten Computational Thinker Observational ToolLinks to an external site. Links to an external site. Checklist to gather observational data during class for the lesson outcome.
- Optional Activities: Students can create their own mask for Bee Bot. Eye mask reinforces that Bee Bots eyes, like ours, are always facing forward.
- Bee-Bot Jacket Printable (Links to an external site.) Download Bee-Bot Jacket Printable (Links to an external site.)
- Bee-Bot Costume Wixie
MOTIVATION
- Review Overview with students.
- Show students one of the Left and Right videos provided in the SF Module. Consider having students sit on the floor to view the videos.
- Visual labels of left and right should be available in the classroom.
- Turn on Closed Captioning when viewing the video.
-
-
- Left and Right Robot Links to an external site. (1:57) - YouTube video
- Learn Left and Right Links to an external site. (1:45) - YouTube video
-
Included in Student Facing Module:
- Lesson Overview
- Left and Right Robot Links to an external site. (1:57) - YouTube video
- Learn Left and Right Links to an external site. (1:45) - YouTube video
LESSON
PREPARING THE LEARNER
- Introduce students to the Directional Cards
Links to an external site.
- Use the electronic images or print and post cards on board.
- Ask students what they represent.
- Ask students to point to the directions as they are named.
- Elicit from students that they are directions. Forward, Backward, Left and Right.
- Explain that these are the commands that we can use to help Bee-Bot move around.
- Have a few student volunteers model the movements with commands.
- Make sure that students understand that Bee-Bot's eyes are always pointing forward. So when we press the forward button wherever his eyes are pointing that is the direction Bee-Bot will go.
INTERACTING WITH THE CONCEPT
- Each student will receive a Directional Card
Links to an external site..
- Spanish Directional Cards available with vocabulary cards.
- Have students stand and spread apart. Teacher will provide directions to the student to make a directional turn, either using the directional words of Left, Right, Forward, Backward. Make sure that wherever students eyes are facing will always be forward.
- Play or sing a movement song like Hokey Pokey or Simon Says to provide students directions.
- Reinforce that students eyes are pointing in the direction that is being directed, therefore, Bee Bots eyes need to point in the same direction of the turn. Bee Bots eyes are always facing forward.
- Show student the Turning Bee-Bot Mat.
Links to an external site. Tell students that they will have to turn Bee-Bot so that he is facing one of the colored robots that are called out. Group students into small groups of 3 or 4.
- Consider using this Turning Bee Bot Practice Presentation Links to an external site..
- Consider grouping students with varying linguistic ability levels to help promote modeling and listening.
- Pass out one Turning Bee-Bot Mat per group. Have each group of students place the mat on the floor or on a table and then have students stand in a circle around it.
- Ask students questions such as "If Bee-Bot is facing the Green Robot and wants to face the Blue Robot what directional cards would you use? Is there more than one way to turn to face the Blue Robot?
- Students can use their Directional Cards Links to an external site. to show the commands they would use.
- Provide multiple opportunities for students to practice turning Bee-Bot.
- Ask students questions such as "If Bee-Bot is facing the Green Robot and wants to face the Blue Robot what directional cards would you use? Is there more than one way to turn to face the Blue Robot?
Included in Student Facing Module:
ASSESSMENT
EXTENDING UNDERSTANDING
- Assessment Measure for Students
- Observational Data
Observational:
- Provide students with a copy of the Student Friendly Language for the assignment
- Walk around the classroom and assess students ability to turn Bee-Bot Bee-Bot left and right using the SBIR Rubric.
- Students can use their Directional Cards Links to an external site. to show the commands they would use.
- Turning Bee-Bot Observational Submission Rubric Links to an external site. - Concepts
Included in Student Facing Module
- Turning Bee-Bot - Observational Submission
Import "Grade K Q1 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Planning a Path for Bee-Bot (Q1)
Focus: Algorithms
Essential Questions:
• Where can I start to solve this problem?
• How do people benefit from the help of computers?
Outcomes:
•Create a sequence to reach a goal.
Teacher Preparation
- Import Student Facing Module from Commons
- Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students. This module is intended for the teacher to model, instruct and guide the students through the module and allow for self-paced work when appropriate.
- Prepare teaching resources according to the Resource Preparation GuideLinks to an external site.
- Coding in Kindergarten should be considered an introductory skill and not a mastery skill. Teacher modeling of skills or guided practices should be considered if a student or class is not ready to complete a task on their own. Consider options when working with coding cards for Bee-Bot. Some options may be partnering, small group work, or teacher-guided. These skills are not expected to be mastered by the end of the lesson.
- Depending on the needs of your students, you may select any of the following Coding Cards for your students to use.
- Use Coding Directional CardsLinks to an external site. from Turning Bee-Bot lesson. Students will need multiple of each direction card for this activity.
- Print multiple sets of the Printable Bee-Bot CardsLinks to an external site. on card stock and laminate for students to hold. There should be one set per group.
- Alternative Directional Cards - Print a set of the following Alternative Direction CardsLinks to an external site. for each group of students Print 4-6 slides per page to save on paper and lamination.
- Create at least one Bee-Bot mat per Bee-Bot that you have available with students. Mats should 4x4 or 4x6 grid to allow for multiple opportunities.
- Add images to your Bee-Bot mat to use as targets for the teacher demonstration and student activity. Consider using images that students are familiar with such as high frequency words, alphabet letters, or numbers.
- Determine if you will use Stations for the Student Activity and how that will work based on your classroom procedures and what students are familiar with in your classroom.
- ML Vocabulary and Discussion Prompts
- Instructional Technology Kindergarten Key Vocabulary Cards English/Spanish Links to an external site.Links to an external site./Spandish/Spa (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts ChartLinks to an external site. |11x17 PDF PrintableLinks to an external site. - print as needed to aid in student discussion
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
- 4L's of Productive Partners - English versionLinks to an external site. | Spanish versionLinks to an external site.
- Assessment Activity: Observational Data may be gathered.
- Publish the Observational Submission Assignment in Canvas.
- Assess assignment using SBIR Rubric embedded in the assignment
- Planning a Path Observational Submission Rubric Links to an external site. - Concepts - Concepts - ConceptsLinks to an external site.
- Print a copy of the Kindergarten Computational Thinker Observational Tool (Links to an external site.) Links to an external site. Checklist to gather observational data during class for the lesson outcome.
- The Planning a Path Observational Checklist Links to an external site. can also be used to determine students progress toward expectations.
- Optional Activities: Students can practice sequencing using the following websites:
Motivation
- Review Overview with students.
- Show students the
- What is a Sequence (2:48)
Links to an external site. - YouTube video. Consider having students sit on the floor to view the video.
- Turn on Closed Captioning when viewing the video
- Ask students:
- Why is it important to have clear directions?
- It is important because______.
- Can you think of a time when someone didn't give you good directions?
- I remember when_____.
- Why is it important to have clear directions?
- Tell students that today we are going to practice sequencing.
- Discuss "sequencing" with students, provide examples, and show visual.
- Show students the Kodable Links to an external site. website and open Make Mazes.
- Working in a whole group, have students help you to determine the correct sequence of directions to get the Fuzz to the end of the maze.
- Complete 3-5 mazes as a whole group.
- Reinforce vocabulary of Algorithm, Sequence, and introduce Debugging as needed.
Included in Student Facing Module
- Lesson Overview
- What is a Sequence (2:48) Links to an external site. - YouTube video
- Kodable Links to an external site. - Website URL
Lesson
PREPARING THE LEARNER
- In a whole group setting, model for students how to use the Bee-Bot Cards you selected to make a plan for Bee-Bot and then carry out the plan.
- Keep the plan simple (forward/backward + 1 turn), use no more than 3-4 steps.
- Reinforce vocabulary - algorithm, sequence.
- Using any size Bee-Bot mat with any target images (consider using images that students are familiar with such as high frequency words, alphabet letters, or numbers)
- Model for students how to lay out their command cards to show where Bee-Bot it going to go.
- Model how to move Bee-Bot from one point to another using the buttons.
- Model and discuss what happens if you do not use the X to clear in between sets of directions.
- Remind students that Bee-Bot always moves forward based on where his eyes are pointing.
INTERACTING WITH THE CONCEPT
- Student Activity
- Arrange students into small groups to practice at least 4-5 times with Bee-Bot.
- Consider grouping students with varying linguistic ability levels to help promote modeling and listening.
- Teacher will provide targets for students to create a plan to move Bee-Bot.
- Students take turns creating a plan for Bee-Bot and practice moving Bee-Bot (consider assigning job roles)
- If you have limited Bee-Bots available station work of Kodable and Angry Birds Maze Intro are provided in the SF Module. Rotate taking turns on the computer and using Bee-Bot.
- Arrange students into small groups to practice at least 4-5 times with Bee-Bot.
Included in Student Facing Module
Assessment
EXTENDING UNDERSTANDING
- Assessment Measure for Students
- Observational Data
Observational:
- Provide students with a copy of the Student Friendly Language for the assignment
- Walk around the classroom and assess students ability to create a plan or sequence to move Bee-Bot to the target and transfer their plan to program Bee-Bot successfully using the SBIR Rubric.
- Ask/Request
-
- Make Bee Bot go forward. What did you do to make him move forward?
- How can you make Bee Bot move backward?
- Why is following a sequence important to move Bee Bot where you want it to go?
- The Planning a Path Observational Checklist Links to an external site. can be used to assist in determining students progress toward expectations.
Included in Student Facing Module
- Planning a Path for Bee-Bot Observational Submission
- Planning a Path Observational Checklist Links to an external site.
Import "Grade K Q1 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Intro to Bee-Bot Emulator (Q3)
Focus: Algorithms
Essential Questions:
• Where can I start to solve this problem?
• How do people benefit from the help of computers?
Outcomes:
•Create a sequence to reach a goal.
Teacher Preparation
- Import Student Facing Module from Commons
- Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students
- Prepare teaching resources according to the Resource Preparation GuideLinks to an external site.
- Review Let's Meet Bee-Bot Links to an external site. - Studio Video to review concepts that should be taught students during this lesson.
- This lesson is designed for students to participate in two stations switching half way through the class. Depending on your students you may want to consider making this a two class lesson where students spend one class using the Emulator and one class using the Bee-Bot and mat.
- Create Shape mats ahead of time for groups of students to use, or provide students with laminate shape cards from Bee-Bot Shapes Colors Size Mat Printables Links to an external site. (Bee-Bot Shapes Colors Size Mat Printables WITH LABELS Links to an external site.) to add to the mat provided by OIT.
- Use sets of the Printable Bee-Bot Cards Links to an external site. from previous lesson for each group to use to plan their commands.
- ML Vocabulary and Discussion Prompts
- Instructional Technology Kindergarten Key Vocabulary Cards English/Spanish Links to an external site.Links to an external site./Spandish/Spa (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts ChartLinks to an external site. |11x17 PDF PrintableLinks to an external site. - print as needed to aid in student discussion
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
- 4L's of Productive Partners - English versionLinks to an external site. | Spanish version
- Assessment Activity: The teacher will collect observational data during the lesson.
- Publish the Observational Submission Assignment in Canvas.
- Assess assignment using SBIR Rubric embedded in the assignment
- Print a copy of the Kindergarten Computational Thinker Observational Tool (Links to an external site.) Links to an external site. Checklist to gather observational data during class for the lesson outcome.
- Optional Activities: Students can practice sequencing using the following websites:
Motivation
- Review Overview with students.
- Review with students about Bee-Bot from first quarter.
- Explain to students that today they will use Bee-Bot on a mat and on a computer using an emulator.
- Discuss "emulator" with students, provide examples, and show visual.
- Demonstrate for students how you can change different mats on the emulator as well as how the commands work. Make sure to note, similarities to Bee-Bot Robot.
- Practice moving Bee-Bot around on a few different mats as a review.
- Let's Meet Bee-Bot
Links to an external site. - Studio Video is provided in the SF Module can be used a teacher reference to prepare for the lesson or it can be used for students who have missed class or need a review.
- Turn on Closed Captioning for Video
Included in Student Facing Module
- Lesson Overview
- Let's Meet Bee-Bot Links to an external site. (5:48) - Studio Video
Lesson
PREPARING THE LEARNER
- Tell students that today they will participate in two stations.
- Station 1 - Bee-Bot Emulator on Chromebooks
- Station 2 - Bee-Bot Robot using Mat
- Review the directions for each station with students. The task for both stations is the same.
- Navigate Bee-Bot to 2 different shapes on the mat.
- You can move to two shapes that are the same color, two shapes that are the same size, or two shapes that are different.
- Emulator - Navigating to the Bee-Bot Emulator website, selecting the Shapes, Colors, and Size Mat, Review robot commands on the emulator, Review the Task with students.
- Bee-Bot - Setting up their Shapes Mat in a safe place, Review robot commands on the Bee-Bot, Review the Task with students. Provide each group with Printable Bee-Bot Cards Links to an external site. to use when planning their commands.
INTERACTING WITH THE CONCEPT
- Divide students into two groups to begin station work. Students who are participating in the Bee-Bot station may be divided into smaller groups depending on the number of Bee-Bots and Mats available.
- Consider grouping students with varying linguistic ability levels to help promote modeling and listening.
- Allow students time to work through the task at their assigned station and then switch to the other station.
Included in Student Facing Module
- Bee-Bot Emulator Links to an external site. - URL Link
Assessment
EXTENDING UNDERSTANDING
- Choose Assessment Measure for your students
- Observational Data
Observational:
- Provide students with a copy of the Student Friendly Language for the assignment.
- Walk around the classroom and assess students ability to create an algorithm to code Bee-Bot to the targets and use the clear and go buttons as M, P, L on the SBIR Rubric.
Included in Student Facing Module
- Intro to Bee-Bot Emulator - Observational Submission
Import "Grade K Q3 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Debugging Bee-Bot (Q3)
Focus: Decomposition
Essential Questions:
•Where can I start to solve this problem?
Outcomes:
•Break down a problem into 2 parts.
Teacher Preparation
- Import Student Facing Module from Commons
- Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students
- Prepare teaching resources according to the Resource Preparation GuideLinks to an external site.
- This lesson can be taught over two class periods. Class One should focus on reviewing algorithms using the Seasons and then introducing debugging and practicing debugging a nursery rhyme. Class 2 should focus on continue to review algorithms using the seasons and additional debugging practice using the seasons and another nursery rhyme.
- Print and laminate 1 copy of the Seasons Lesson Motivation Links to an external site. cards to place on the board.
- Print and laminate Seasons Mat Cards Links to an external site. to create your own Bee-Bot mat using the Seasons of the year.
- Print copies of the Debugging Nursery Rhyme Worksheet Links to an external site. (or Debugging Nursery Rhyme Worksheet WITH LABELS Links to an external site.) for each student. Each student will receive one of the nursery rhymes each day of this lesson.
- Print copies of Debugging Nursery Rhyme Mat Cards Links to an external site. (OR Debugging Nursery Rhyme Mat Cards WITH LABELS Links to an external site.) for each group depending on the number of groups. Each group will get one set of cards to use on their Bee-Bot mat.
- ML Vocabulary and Discussion Prompts
- Instructional Technology Kindergarten Key Vocabulary Cards English/Spanish Links to an external site.Links to an external site./Spandish/Spa (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts ChartLinks to an external site. |11x17 PDF PrintableLinks to an external site. - print as needed to aid in student discussion
- Download and print Debug Anchor chart Links to an external site.. Consider using to support the lesson and then post in your classroom to support throughout the unit.
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
- 4L's of Productive Partners - English versionLinks to an external site. | Spanish version
- Assessment Activity: Students can complete the Debugging Nursery Rhyme Worksheets on paper and/or observational data may be collected.
- Publish the Paper Submission or Observational Submission Assignment in Canvas. Leave the other assignments unpublished unless you are providing for students who are absent.
- Assess assignment using the SBIR Rubric embedded in the assignment
- Print copies of the Debugging Nursery Rhyme Worksheet Links to an external site. (or Debugging Nursery Rhyme Worksheet WITH LABELS Links to an external site.) for each student.
- Print a copy of the Kindergarten Computational Thinker Observational Tool (Links to an external site.) Links to an external site. Checklist to gather observational data during class for the lesson outcome.
- Optional Activities: Students can practice sequencing using the following websites:
Motivation
Day One
- Review Overview with students.
- Show students the Storybots: Four Seasons video
Links to an external site. provided in the SF Module.
- Turn on Closed Captioning for Video
- Consider having students sit on the floor to view the video. Ask students:
- What is the order of the four seasons?
- First, Next, Then, Last
- What is a word we have used that describes putting things in order? (Algorithms)
- Algorithms are in order, or sequence.
- What is the order of the four seasons?
- Place the Seasons Lesson Motivation cards Links to an external site. on the board in the wrong order.
- Ask students to help you put the seasons back in the right order.
- First, Next, Then, Last
- Tell students that when they fix and algorithm they are debugging.
Day Two
- Review Overview with students.
- Show students the Four Seasons Song
Links to an external site. video provided in the SF Module.
- Turn on Closed Captioning for Video
- Consider having students sit on the floor to view the video. Review with students:
- What is the order of the four seasons?
- First, Next, Then, Last
- What is the order of the four seasons?
-
- What is a word we have used that describes putting things in order? (Algorithms)
Included in Student Facing Module
- Lesson Overview
- Storybots: Four Seasons Links to an external site. - Google Slides with embedded YouTube video
- Seasons Lesson Motivation Links to an external site. - Google Slides Presentation
- Four Seasons Song Links to an external site. - Google Slides with embedded YouTube video
Lesson
PREPARING THE LEARNER
Day One
- Show students the BBC Learning - What are Computer Bugs
Links to an external site. video provided in the SF Module.
- Turn on Closed Captioning for Video
- Consider having students sit on the floor to view the video. Ask students:
- How do you fix problems in a code?
- You can_____. You need to _______ to fix the problem.
- Why is it important to debug code?
- It is important because_____.
- How do you fix problems in a code?
- Tell students that just like the seasons, stories happen in a specific order or algorithm.
- Today they are going to work in small groups to debug a nursery rhyme.
- Show students the Itsy Bitsy Spider
Links to an external site. - YouTube video to remind themselves of the nursery rhymes. Remind them to think about the order of the events. Consider pausing the video and recording the events in order on the board for students.
- Create an anchor chart using the sequence words first, next, then, last in order to record the events.
INTERACTING WITH THE CONCEPT
- Group students into smaller groups depending on the number of Bee-Bots you have available.
- Consider grouping students with varying linguistic ability levels to help promote modeling and listening.
- Students should either complete the Itsy Bitsy Spider or Nursery Rhyme debug found in the SF Module.
- Pass out the Itsy Bitsy Spider Debugging Nursery Rhyme Worksheet Links to an external site. to students.
- Provide students with a mat that includes the Itsy Bitsy Spider Debugging Nursery Rhyme Mat Cards Links to an external site. included or allow students to place individual cards on the mat.
- Consider providing each group with Printable Bee-Bot Cards Links to an external site. to use when planning their commands.
- Allow students time to complete the worksheet, then plan the route for Bee-Bot to navigate to the events in the nursery rhyme in order.
- Allow students time to work on the activity.
Day Two
- Using either the Seasons Debugging Mat Links to an external site. - Google Slides Presentation or your own Bee-Bot Mat with Seasons cards Links to an external site. placed on the mat, practice with students putting the seasons in order starting with Winter.
- Then walk through with students the code needed for Bee-Bot to successfully visit all the seasons of the year in order starting with Winter.
- Make sure you demonstrate how students can guess and check to make sure that their algorithm is correct.
- Consider introducing the pause option on the Bee-Bot if students are ready. Encourage them to pause on each season so Bee-Bot can enjoy the season while he is there.
- Students will complete Hey Diddle Diddle Nursery Rhyme debug found in the SF Module.
- Today they are going to work in small groups to debug another nursery rhyme.
- Show students the Hey Diddle Diddle Links to an external site. - YouTube video to remind themselves of the nursery rhymes. Remind them to think about the order of the events. Consider pausing the video and recording the events in order on the board for students.
- Group students into smaller groups depending on the number of Bee-Bots you have available.
- Pass out the Hey Diddle, Diddle Debugging Nursery Rhyme Worksheet Links to an external site. to students.
- Provide students with a mat that includes the Hey Diddle, Diddle Debugging Nursery Rhyme Mat Cards Links to an external site. included or allow students to place individual cards on the mat.
- Consider providing each group with Printable Bee-Bot Cards Links to an external site. to use when planning their commands.
- Allow students time to complete the worksheet, then plan the route for Bee-Bot to navigate to the events in the nursery rhyme in order.
- Allow students time to work on the activity.
Included in Student Facing Module
- BBC Learning - What are Computer Bugs Links to an external site. - Google Slides with embedded YouTube video
- Seasons Debugging Mat Links to an external site. - Google Slides Presentation
- Debugging Nursery Rhymes Worksheet Links to an external site. - Google Slides Presentation
- Itsy Bitsy Spider Links to an external site. - Google Slides with embedded YouTube video
- Hey Diddle Diddle Links to an external site. - Google Slides with embedded YouTube video
Assessment
EXTENDING UNDERSTANDING
- Choose Assessment Measure for Students
- Paper Submission
- Observational Data
Paper Submission:
- Provide students with a copy of the Student Friendly Language for the assignment
- Pass out the Debugging Nursery Rhymes Worksheet Links to an external site.- Google Slides and the Bee-Bot Mats
- Read the directions together as a class.
- Allow students time to complete the assignment and turn in their work to be assessed during the SBIR rubric.
- Also consider having them work in pairs to ensure all students understand expectations and directions.
- Debugging Bee-Bot Paper Submission Rubric Links to an external site. - Concepts
Observational:
- Provide students with a copy of the Student Friendly Language for the assignment
- Walk around the classroom and assess students ability to create an algorithm to code Bee-Bot to the events in the correct order, use the clear and go buttons, and debug when students see a problem as M, P, L on the SBIR Rubric.
Included in Student Facing Module
- Debugging Bee-Bot - Paper Submission
- Debugging Bee-Bot - Observational Submission
Import "Grade K Q3 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Lesson: Debugging with Bee-Bot Emulator (Q3)
Focus: Decomposition
Essential Questions:
•Where can I start to solve this problem?
Outcomes:
•Break down a problem into 2 parts.
Teacher Preparation
- Import Student Facing Module from Commons
- Review yellow highlighted content in the SF Module. Create/Update content to meet the needs of your students
- Prepare teaching resources according to the Resource Preparation GuideLinks to an external site.
- A Finish the Code - Wixie activity Links to an external site. is provided at the beginning of the lesson to review completing a code that is incomplete. This activity is meant as additional practice to reinforce skills prior to moving on to debugging. There are 6 puzzles provided. Complete as many puzzles as needed for your students. This activity can be done as a whole group, in pairs, or individually using Wixie. The last three puzzles introduce the skill of gluing objects down onto the page in Wixie.
- Print copies of Debugging with Emulator Practice Links to an external site. for Pairs of students. There are four debugging puzzles provided. Depending on your students you can provide all four, or select only two. It is recommended to print front back to save paper and only one copy per pair of students.
- ML Vocabulary and Discussion Prompts
- Instructional Technology Kindergarten Key Vocabulary Cards English/Spanish Links to an external site.Links to an external site./Spandish/Spa (Links to an external site.)- print as needed to assist student understanding of vocabulary.
- Instructional Technology Discussion Prompts ChartLinks to an external site. |11x17 PDF PrintableLinks to an external site. - print as needed to aid in student discussion
- Download and print Debug Anchor chartLinks to an external site.. Consider using to support the lesson and then post in your classroom to support throughout the unit.
- Download and print the 4L's of Productive Partners posters to support student discussions during the lesson.
- 4L's of Productive Partners - English versionLinks to an external site. | Spanish version
- Assessment Activity: Students can complete the Debugging with Emulator Practice activity in Wixie or on Paper and/or Observational Data may be collected.
- Publish the Wixie submission, Paper submission or Observational Submission Assignment in Canvas. Leave the other assignments Unpublished unless you are providing for students who are absent.
- Assess assignment using SBIR Rubric embedded in the assignment.
- Print copies of Debugging with Emulator Practice Links to an external site. for Pairs of students.
- Print a copy of the Kindergarten Computational Thinker Observational Tool (Links to an external site.) Links to an external site. Checklist to gather observational data during class for the lesson outcome.
- Optional Activities: Students can practice sequencing using the following websites:
Motivation
- Review Overview with students.
- Show students the BBC Learning - What are Computer Bugs
Links to an external site. video provided in the SF Module as a debugging review.
- Turn on Closed Captioning for Video
- Consider having students sit on the floor to view the video. Review with students:
- How did you debug last week during technology?
- We dubugged by_______.
- Why do we have to debug our code?
- We have to debug because_______.
- How did you debug last week during technology?
Included in Student Facing Module
- Lesson Overview
- BBC Learning - What are Computer Bugs Links to an external site. - Google Slides with embedded YouTube video
Lesson
PREPARING THE LEARNER
- Using the Finish the Code - Wixie Activity
Links to an external site., practice completing the code to help Bee-Bot travel to a location on the mat.
- Read/Write can be used to read directions to the student.
- This can be done as a whole class or it can be done individually or as a Wixie assignment. Complete as many of the puzzles as needed.
- Review the Bee-Bot Emulator Links to an external site. students used two weeks ago in class.
- Show students the CVC mat. Tell them that we want to move Bee-Bot to the rainbow.
- Tell students that Bee-Bot thinks he needs to go Forward, Forward, Forward, Turn Right, Turn Right, Turn Right, but he isn't getting to where he wants to go.
- Ask students to help you Debug the code.
- Debug with students until you get the correct code. Model Guess and Check, working with Persistence and Productive Struggle. The correct code should be Forward, Forward, Forward, Turn Right, Forward, Forward, Forward
- Use the CVC words mat on the Bee-Bot Emulator Links to an external site. Add code (that is incorrect) to navigate to an object. Run the code. Ask students to help you debug. Keep your code simple with only one or two turns.
INTERACTING WITH THE CONCEPT
- Tell students that they are going to work with a partner to Group students into pairs for this activity. They can use individual computers but encourage them to work together to solve the debugging puzzles.
- Consider grouping students with varying linguistic ability levels to help promote modeling and listening.
- Pass out copies of Debugging with Emulator Practice Worksheets Links to an external site. to students (see note in Teacher preparation)
- Review the directions of the worksheet.
- Provide students with time to work as a pair to complete the debugging puzzles.
Included in Student Facing Module
- Finish the Code Links to an external site.- Wixie Activity
- Bee-Bot Emulator Links to an external site. - URL Link
- Debugging with Emulator Practice Worksheets Links to an external site. - Google Slides Presentation
Assessment
EXTENDING UNDERSTANDING
- Choose Assessment Measure for Students
- Wixie Submission
- Paper Submission
- Observational Data
Wixie Submission:
- Direct students to the Debugging Bee-Bot Wixie Assignment Links to an external site. (Links to an external site.) in Canvas.
- Read the directions together as a class. Students will complete three debugging puzzles in Wixie.
- Provide students with a copy of the Student Friendly Language for the assignment
- Allow students time to complete the assignment and turn in their work to be assessed using the SBIR Rubric
Paper Submission:
- Pass out the Debugging with Emulator Practice Links to an external site.- Google Slides
- Read the directions together as a class.
- Provide students with a copy of the Student Friendly Language for the assignment
- Allow students time to complete the assignment in pairs and turn in their work to be assessed during the SBIR rubric.
- Also consider having them work in pairs to ensure all students understand expectations and directions.
- Debugging with Bee-Bot Emulator Paper Submission Rubric Links to an external site. - Concepts
Observational:
- Provide students with a copy of the Student Friendly Language for the assignment.
- Walk around the classroom and assess students ability to use most of the correct arrows and go button to code Bee-Bot to the Target, use clear button to clear programs, and debug when students saw a problem in the code as M, P, L on the SBIR Rubric.
Included in Student Facing Module
- Debugging with Bee-Bot Emulator Wixie Submission
- Debugging with Bee-Bot Emulator - Paper Submission
- Debugging with Bee-Bot Emulator - Observational Submission
Import "Grade K Q3 Computational Thinker Unit (SF) 24-25" Student Facing Module from Commons
Feedback
As always we appreciate feedback from our technology teachers on these documents in terms of format and content. If you have any suggestions for future changes please be sure to visit our feedback form below.
Computational Thinking Resources
- ISTE Standards for Students
- ISTE Computational Thinking Competencies
- CSTA K-12 Computer Science Standards for Students
- K-12 Computer Science Framework
- MD K-12 Computer Science Standards
- Code.org: Teach Computer Science
Computational Thinking Learning & Leadership
Integration Activities
Other Coding Activities
- Ozobot Lesson Library
Links to an external site. - Wonder Workshop's Learn to Code Curriculum
- Bootup Curriculum for Scratch and Scratch Jr.
- Scratch
- Kodable
Intentional Supports For Access and Opportunity for Multilingual Learners
Native Language Supports
At the beginning of the year and with each newly arriving Multilingual Learners (MLs):
- Connect with the ESOL Teacher/s to obtain and discuss students’ English proficiency levels.
- Determine with ESOL Teacher if individual students would benefit from native language support (reading/ listening to directions on Canvas) and obtain a list of students’ home languages from Synergy (grades 3-5 may benefit from reading option; K-5 may benefit from listening option)
- Arrange to show students how to set a Canvas page to their native language.
- Allow student to use Immersive Reader Links to an external site. in any digital tool, if needed. Immersive Reader allows students to listen to or read information in their native language.
- Ensure this feature is active when students are reading/listening when using Canvas.
Throughout the year:
- Review native language support periodically and determine if students need or prefer to activate it (check with ESOL Teacher and students)
Instructional Accommodations
*This is not an exhaustive list
Sensory Support (Green)
- Real-life objects (realia)
- Manipulatives
- Pictures & photographs
- Illustrations & diagrams
- Physical activities
- Videos & films
- Broadcasts
- Tapping (manipulating the screen)
Graphic Support (Yellow)
- Charts
- Tables
- Graphs
- Timelines
- Word Bank
- Bilingual Dictionaries
- Visuals
- Graphic Organizers
- Sentence Starters, Frames,
Interactive Support (Red)
- In pairs or partners
- In triads or small groups
- In whole group
- Using cooperative group structures
- Using the Internet or software programs
- Jamboard/Pear Deck
- In the native language
- With mentors/paras
Additional ML Support
- Maryland Assessment, Accessibility, and Accommodations Manual Fact Sheet
- WIDA Go-TO Strategies for MLs
General Resources
This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.