# Code.org

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- engineering

- making new creations

- using and applying technology
- programming and coding

- thinking critically
- logic
- problem solving

###### Pros

Thoroughly engaging, hour-long curricular experiences for beginning programmers.###### Cons

Though there are tons of teacher resources, it'll take some time to figure out how to weave them into your class.###### Bottom Line

A well-thought-out, produced, and curated set of free resources bound to get kids hooked on learning to code.Teachers can keep track of multiple classes and all their students' progress with the fully integrated dashboard.

Angry Birds and Plants vs. Zombies serve as touchstones for a colorful, game-based learning experience. Students will find these beginner coding lessons and the curricula incredibly engaging.

Students take the wheel manipulating colorful blocks of code and solving puzzles. They'll quickly learn some core computer-programming concepts. The site also includes computer and programming curricula for all ages.

Helpful videos and tutorials introduce the programming concepts to students. If they get stuck, students may need support from peers or a teacher to complete every challenge.

Teachers should go through the lessons themselves before turning students loose on the site. Even if you're not comfortable with programming, you'll be able to get through the lessons. Having been through the site, you'll be that much more comfortable assisting students as they go through the challenges.

Code.org works best if all students have their own computers to work on, along with individual headphones, though it's feasible for students to work in pairs. Some students will naturally zip through the lessons, while others might need more time to figure out all the puzzles. Encourage students to talk to each other when they hit a roadblock and even employ the more-capable-peer strategy in partnering students. Though coding itself is an individual learning experience, it works best when coders are free to collaborate, share, and work together. Nevertheless, if two students must share one computer, use care to ensure that one student doesn't dominate.

For teachers who need a bit more support, there are free local PD workshops across the country. There's also a very useful teacher dashboard, where teachers can list their classes and students and keep track of all progress.

*Editor's note: In the past, Common Sense Education has partnered with Code.org. However, Common Sense Education's reviews maintain editorial integrity and independence.*

Code.org's website is full of programming instruction for students, and everyone should be able to find an activity that matches their interests, such as drawing, designing games, or creating stories. The site is geared toward increasing diversity in computer science, reaching classrooms around the world, preparing new and continuing computer science teachers, adding computer science to school curricula, and helping to set up policies that support computer science.

The site includes a tutorial to pique students' interest in programming in only one hour. As part of the "Hour of Code" initiative, the site -- among others -- aims to get millions of students to try out programming, if only for one hour. The Code.org tutorial includes video instructions from a few famous men (Bill Gates, Mark Zuckerberg, and Chris Bosh), as well as some younger female programmers. After the videos, students use blocks of code to program mini-games with some familiar characters from games such as Angry Birds and Plants vs. Zombies.

In addition, there is a thorough Computer Science Fundamentals curriculum that teaches kids from K through 12 the basics of computer programming, using cartoon characters. The curriculum addresses concepts both offline and online and leads students through progressively more difficult lessons.

Under the Learn page, the site includes its own programming tutorial, along with links to similar offerings hosted elsewhere on the Web, from the likes of Khan Academy, Codeacademy, Scratch, and CodeHS.

Read More Read LessCode.org provides kids with an excellent and friendly collection of programming instruction, taught in over 40 languages. The short tutorial on programming basics has programming puzzles where students learn about important coding concepts such as the importance of order, as well as how if-then statements and loops work.

The Computer Science Fundamentals curriculum contains 20-hour courses, starting from the very beginning, going slowly with young students and increasing in difficulty from there. The course levels have plenty of unplugged activities, teaching computer concepts outside the programming element in addition to hands-on coding. The first level begins with creating stories for early readers and can be skipped by older students. The other levels tackle loops, functions, parameters, binary numbers, conditionals, and more. There is also an accelerated route for students who need a faster pace.

Also, the site has many external links to other websites that teach students how to code, so interested students aren't likely to run out of material.

Read More Read Less## Key Standards Supported

## Language | |

L.K: Vocabulary Acquisition and Use | |

L.K.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. |

L.1: Vocabulary Acquisition and Use | |

L.1.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). |

L.2: Vocabulary Acquisition and Use | |

L.2.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). |

L.3: Vocabulary Acquisition and Use | |

L.3.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). |

L.4: Vocabulary Acquisition and Use | |

L.4.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). |

L.5: Vocabulary acquisition and Use | |

L.5.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). |

## Reading Foundational Skills | |

RF.K: Print Concepts | |

RF.K.1b | Recognize that spoken words are represented in written language by specific sequences of letters. |

RF.1: Phonics and Word recognition | |

RF.1.3b | Decode regularly spelled one-syllable words. |

## Speaking & Listening | |

SL.K: Comprehension and Collaboration | |

SL.K.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |

Continue a conversation through multiple exchanges. | |

SL.K.2 | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. |

Presentation of Knowledge and Ideas | |

SL.K.5 | Add drawings or other visual displays to descriptions as desired to provide additional detail. |

SL.1: Comprehension and Collaboration | |

SL.1.1 | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |

SL.1.2 | Ask and answer questions about key details in a text read aloud or information presented orally or through other media. |

Presentation of Knowledge and Ideas | |

SL.1.5 | Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. |

SL.2: Comprehension and Collaboration | |

SL.2.1 | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |

SL.2.2 | Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. |

Presentation of Knowledge and Ideas | |

SL.2.5 | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. |

SL.3: Comprehension and Collaboration | |

SL.3.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |

SL.3.3 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. |

SL.4: Presentation of Knowledge and Ideas | |

SL.4.6 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. |

SL.5: Comprehension and Collaboration | |

SL.5.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. |

Presentation of Knowledge and Ideas | |

SL.5.6 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. |

## Writing | |

W.K: Text Types and Purposes | |

W.K.3 | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. |

Production and Distribution of Writing | |

W.K.6 | With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. |

W.1: Production and Distribution of Writing | |

W.1.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |

W.2: Text Types and Purposes | |

W.2.3 | Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. |

W.3: Text Types and Purposes | |

W.3.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |

Production and Distribution of Writing | |

W.3.6 | With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. |

## Counting And Cardinality | |

K.CC: Count To Tell The Number Of Objects. | |

K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |

Compare Numbers. | |

K.CC.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 |

## Geometry | |

K.G: Identify And Describe Shapes (Squares, Circles, Triangles, Rectangles, Hexagons, Cubes, Cones, Cylinders, And Spheres). | |

K.G.1 | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |

K.G.2 | Correctly name shapes regardless of their orientations or overall size. |

Analyze, Compare, Create, And Compose Shapes. | |

K.G.6 | Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” |

1.G: Reason With Shapes And Their Attributes. | |

1.G.1 | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. |

1.G.2 | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4 |

1.G.3 | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. |

2.G: Reason With Shapes And Their Attributes. | |

2.G.1 | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |

2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. |

2.G.3 | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. |

3.G: Reason With Shapes And Their Attributes. | |

3.G.2 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. |

4.G: Draw And Identify Lines And Angles, And Classify Shapes By Properties Of Their Lines And Angles. | |

4.G.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. |

4.G.2 | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. |

4.G.3 | Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. |

5.G: Graph Points On The Coordinate Plane To Solve Real-World And Mathematical Problems. | |

5.G.2 | Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. |

## Measurement And Data | |

K.MD: Describe And Compare Measurable Attributes. | |

K.MD.1 | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. |

K.MD.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. |

Classify Objects And Count The Number Of Objects In Each Category. | |

K.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3 |

1.MD: Represent And Interpret Data. | |

1.MD.4 | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. |

2.MD: Relate Addition And Subtraction To Length. | |

2.MD.5 | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. |

4.MD: Solve Problems Involving Measurement And Conversion Of Measurements From A Larger Unit To A Smaller Unit. | |

4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. |

Geometric Measurement: Understand Concepts Of Angle And Measure Angles. | |

4.MD.5 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: |

4.MD.7 | Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. |

## Number And Operations In Base Ten | |

2.NBT: Understand Place Value. | |

2.NBT.4 | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |

4.NBT: Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic. | |

4.NBT.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. |

5.NBT: Perform Operations With Multi-Digit Whole Numbers And With Decimals To Hundredths. | |

5.NBT.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |

## Operations And Algebraic Thinking | |

K.OA: Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From. | |

K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). |

K.OA.5 | Fluently add and subtract within 5. |

1.OA: Represent And Solve Problems Involving Addition And Subtraction. | |

1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2 |

2.OA: Represent And Solve Problems Involving Addition And Subtraction. | |

2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 |

3.OA: Represent And Solve Problems Involving Multiplication And Division. | |

3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 |

## Key Standards Supported

## Earth and Human Activity | |

## K-ESS3 | |

K-ESS3-1 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. |

## Energy | |

## K-PS3 | |

K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. |

## Engineering Design | |

## 3-5-ETS1 | |

3-5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |

## K-2-ETS1 | |

K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |

K-2-ETS1-2 | Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |

K-2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |

## From Molecules to Organisms: Structures and Processes | |

## K-LS1 | |

K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. |

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