Irving Independent School District Smart Solutions

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Facilitator Guide: Code + Web Day 1 — Algorithm + First Program

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Unpublished

CODING FOUNDATIONS RETROFIT · PASSPORT CHECKPOINT 1

Alignment and scoring correction for this added evidence

This block controls the retrofit evidence and supersedes any conflicting Coding Foundations wording below.

Topic: Decomposition and literal testing before block code

Objective: Students will decompose a route into precise pseudocode, literal-test the plan, and use program evidence to improve the algorithm.

Essential standards:

  • §126.19(c)(1)(E) — develop, compare, and improve algorithms for a specific task to solve a problem; and

Supporting standards:

  • §126.19(c)(1)(A) — decompose real-world problems into structured parts using pseudocode;

Evidence status: Demonstrated: (1)(E). Practiced: (1)(A), because the Code.org route is not by itself a real-world problem.

Required evidence: Passport Checkpoint 1: goal, inputs/outputs, three subproblems, first pseudocode draft, and literal partner test.

Meets the threshold when: The checkpoint names the goal, inputs/outputs, at least three subproblems, precise pseudocode, the literal-test failure point, and a revision connected to the program result.

Period budget: 5 minutes model + 8 minutes plan/literal test + current Code.org work + 2-minute close. Do not add a second worksheet.
Point-preserving scoring: Keep 5 points: 2 progress evidence, 2 complete Passport plan/literal test, 1 evidence-based improvement reflection.

Projectable support: Editable retrofit deck, Slides 3–7 · PowerPoint fallback

Teacher move: Use the Passport as the named planning/test evidence inside the current lesson and current point total. Do not create a duplicate worksheet or count completion alone as mastery.

TEACHER ONLY · LESSON GUIDE

Code + Web Day 1 — Algorithm + First Program

Run the current student lesson with its existing evidence, resources, and submission route.

Daily Learning Contract

Topic: Algorithms and program revision

Objective: Students will explain how sequence affects an algorithm's result and improve a block-code program after testing.

TEKS:
  • §126.19(c)(1)(E) — develop, compare, and improve algorithms for a specific task to solve a problem; and

Demonstration of learning: Code.org progress screenshot plus a reflection naming the tested change and how it improved or corrected the result.

Use what is already in Canvas

Student-facing task: Day 1: Your First Code. Keep the current student page, requirements, points, and rubric as the source of truth.

  • Code.org Express Lesson 1 / Programming with Angry Birds
  • existing 49-slide deck
  • current bilingual assignment

Before students begin

  • Open the student task in Student View and test the exact sign-in, link, file, or submission path students will use.
  • Prepare only the listed existing materials; do not require a personal account or a new unlisted product.
  • Keep the current student page available as the accessible and absence route.

Lesson flow

  1. 1. Launch: Put the purpose in front of students: Students will create, run, and revise a block-code algorithm.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin sequencing.
  3. 3. Guide: Complete the first decision or step together; conference before students commit to a direction.
  4. 4. Build: Students complete the existing Canvas task. Do not add a second product or change the current rubric.
  5. 5. Check + next step: Verify this evidence before students leave: Code.org progress screenshot and reflection.

Scaffolds and teacher decisions

Keep the student lesson's bilingual tabs, word bank, models, and current support route in view while students work. Reduce the number of examples or provide a partially completed planning frame before reducing the evidence. If a student needs an alternate format, preserve the same named evidence and use the current rubric or teacher judgment rather than adding a hidden requirement.

Close the loop

Use the current Canvas submission for grading. Record the specific misconception, access issue, or revision need you observed; use it to choose the next lesson's launch rather than creating a duplicate exit assignment.