CODING FOUNDATIONS RETROFIT · PASSPORT CHECKPOINT 2

Alignment and scoring correction for this added evidence

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

Topic: Patterns, iteration, and generalization

Objective: Students will analyze a shared route pattern, explain why iteration helps, generalize the route, and transfer one pattern idea to a chosen coding activity.

Essential standards:

• §126.19(c)(1)(F) — analyze the benefits of using iteration (code and sequence repetition) in algorithms.

Supporting standards:

• §126.19(c)(1)(B) — analyze the patterns and sequences found in pseudocode and identify its variables;
• §126.19(c)(1)(C) — practice abstraction by developing a generalized algorithm that can solve different types of problems;

Evidence status: Demonstrated: (1)(F) through the shared example. Practiced: (1)(B) and (1)(C). Do not claim variable/data-type evidence from an arbitrary Hour of Code activity.

Required evidence: Passport Checkpoint 2: analyze the shared route example for its smallest repeated group, explain the benefit of iteration, and generalize the route with one variable or reusable procedure; then identify one sequence, loop, or event in the selected Hour of Code activity. Do not require variables or data types from an activity that does not expose them.

Meets the threshold when: The student brackets the smallest repeated group in the common example, explains a loop benefit, writes one generalized pseudocode procedure, and identifies one sequence, loop, or event in the selected activity.

Period budget: 5 minutes shared route + 5–10 minutes Passport + remaining period in the selected Hour of Code activity.
Point-preserving scoring: Keep 5 points: 2 completion evidence, 2 shared-example pattern/generalization, 1 transfer explanation.

Projectable support: Editable retrofit deck, Slides 8–12 · PowerPoint fallback

• English: Make a Google copy · Word · PDF
• Español: Crear una copia de Google · Word · PDF

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.

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 choose an appropriately challenging coding activity and identify sequence, loop, or event.
2. 2. Model: Use one current example, tool, or teacher resource before students begin coding patterns.
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: Certificate, completion screenshot, or finished project plus reflection.

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.