A ScratchJr Coding

Curriculum for
Readers
Integrated with Foundational Literacy Topics

Using the ScratchJr application and Coding as Literacy (CAL)

approach developed by

DevTech Research Group


Eliot-Pearson Dept. of Child Study and Human Development 

Tufts University
 by the DevTech Research Group is licensed under
a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License.

Under this license, you may use and adapt this work but you must attribute the work to the DevTech Research Group.
You may not use or adapt this work for commercial purposes.

© 2018, DevTech Research Group, Tufts University.

Table of ContentsTable of Contents
INTRODUCTION
Coding as Literacy (CAL) Approach
Pacing
Materials
Pedagogical Framework: Positive Technological Development and Dialogic Instruction
Classroom Management
Alignment of Academic Framework

LESSONS
Lesson 1: Foundations
Lesson 2: What is a Program?
Lesson 3: Sequencing
Lesson 4: Characters
Lesson 5: Programming
Lesson 6: Debugging
Lesson 7: Details
Lesson 8: Repeat Loops
Lesson 9: Descriptive Language
Lesson 10: Conditionals
Lesson 11: Final Project - Writing the Jungle Dance Party
Lesson 12: Final Project - Coding the Jungle Dance Party

APPENDICES & REFERENCES

Appendix A: Materials
Appendix B-1: Solve-It Assessment A
Appendix B-2: Solve-It Assessment B
Appendix B-3: Solve-It Assessment C
Appendix B-4: Solve-It Assessment D
Appendix C: Design Journal
Appendix D: Collaboration Web
References
Introduction

CODING AS LITERACY (CAL) APPROACH

This curriculum introduces powerful ideas from computer science, specifically programming with ScratchJr to 2nd
grade children in a structured, developmentally appropriate way. The Coding as Literacy (CAL) approach,
developed by Prof. Marina Umaschi Bers and members of her DevTech Research Group at Tufts University, puts
computer science ideas into direct conversation with powerful ideas from literacy. The starting assumption of the CAL
curriculum is that both computer science and literacy can enhance one another. Instruction in both can be leveraged
in service of the other. Both can support learners in developing new ways of thinking about themselves and the world.

Thinking involves the ability to make sense of, interpret, represent, model, predict, and invent our experiences in the
world. Thus, as educators, we must give children one of the most powerful tools for thinking: language. The term
language refers here to a system of communication, natural or artificial, composed of a formal limited system of
signs, governed by syntactic and grammatical combinatory rules, that serves to communicate meaning by encoding
and decoding information. Today, we have the opportunity to not only teach children how to think by using natural
languages, such as English, but also by learning artificial languages—programming languages such as the one used in
the ScratchJr app.

The achievement of literacy in a natural language involves a progression of skills beginning with the ability to
understand spoken words, followed by the capacity to code and decode written words, and culminating in the deep
understanding, interpretation, and production of text. The ultimate goal of literacy is not only for children to master
the syntax and grammar, the orthography and morphology, but also the semantics and pragmatics, the meanings and
uses of words, sentences and genres. A literate person knows that reading and writing are tools for meaning making
and, ultimately, tools of power because they support new ways of thinking.

The CAL approach proposes that programming, as a literacy of the 21st century, engages new ways of thinking and
new ways of communicating and expressing ideas, as well as new ways of problem solving and working with others.
CAL understands the process of coding as a semiotic act, a meaning making activity that engages children in both
developing computational thinking, as well as promoting personal expression, communication, and interpretation.
This understanding shapes this curriculum and our strategies for teaching coding.

The curriculum is organized around powerful ideas from both computer science and literacy. The term powerful
idea refers to a central concept or skills within a discipline that is simultaneously personally useful, inherently
interconnected with other disciplines, and has roots in intuitive knowledge that a child has internalized over a long
period of time. The powerful ideas from computer science addressed in this curriculum include: algorithms,
design process, representation, debugging, control structures, modularity, and hardware/software. The powerful
ideas from literacy that will be placed in conversation with these powerful ideas from computer science are: the
writing process, recalling, summarizing and sequencing, using illustrative and descriptive language, recognizing
literary devices such as repetition and foreshadowing, and using reading strategies such as predicting, summarizing,
and evaluating.

The CAL approach allows students to make connections between coding and literacy and use the two platforms to
express their thoughts and ideas. These powerful ideas of literacy and computer science are explored in the context of
a curriculum that draws on the well-known children’s book Giraffes Can’t Dance by Giles Andreae and Guy Parker-
Rees.
Each lesson contains a variety of activities to introduce children to programming and literacy skills and concepts.
Lessons are aligned to academic frameworks of Common Core and K-12 computer science standards. Teachers are
encouraged to use this curriculum as a guiding resource and to adapt lessons and activities to their needs of their
students. Activities in this curriculum include:
• Warm up games to playfully introduce or reinforce concepts
• Design challenges to introduce the powerful ideas from computer science
• Writing activities to introduce the powerful ideas from literacy
• Work individually or in pairs on designing and creating projects
• Technology circles to share and reflect on activities
• Free-explorations to allow students to tinker and expand their skills

The culmination of the unit is an open-ended project to share with family and friends. Just as young children can read
age-appropriate books, computer programming can be made accessible by providing young children with appropriate
tools such as ScratchJr.

PACING
This 12-hour curriculum unit is designed to take place over the course of a few months with one or two sessions per
week (i.e. 1-2 hours each week for 2-3 consecutive months). This curriculum provides suggested time allotments, but
they should be adapted to suit the needs of each classroom.

To supplement the structured challenges, free-exploration is allotted throughout the curriculum. These open-ended
sessions are vital for children to fully understand the complex ideas behind their robotic creations and programs. The
free-exploration sessions also serve as a time for teachers to observe students’ progress and understandings. These
sessions are as important for learning as the lessons themselves! In planning and adjusting the timeframe of this
curriculum, free-exploration sessions should not be left by the wayside. Free-exploration provides opportunities for
playing with materials and ideas. This will help build a solid foundation.

Table 1: Pacing Guide

Lesson Activities

• What is a programmer? (20 min)

• Programmers and Writers (10 min)
Lesson 1: Foundations
• Think Like a Programmer (10 min)
• How to Write a Program (20 min)

• What is a Program? (5 min)

• Tools of Communication (15 min)
Lesson 2: What is a Program? • Programmer Says (15 min)
• Program the Teacher with ScratchJr Blocks (10 min)
• Meet the ScratchJr App (15 min)

• Giraffes Can’t Dance (15 min)

Lesson 3: Sequencing
• Order Matters (10 min)
• Composition Planning (15 min)
• First Draft (20 min)
 • Design A Character (15 min)
• Create Your Character in ScratchJr (15 min)
• Free Play with Purple Blocks (10 min)
Lesson 4: Characters
• Change Setting in ScratchJr (5 min)
• Add Page in ScratchJr (5 min)
• Character Share (10 min)

• Dance the Hokey-Pokey (5 min)

• Program the Hokey-Pokey (20 min)
Lesson 5: Programming • Hokey-Pokey Reflection (10 min)
• Share Creations (10 min)
• Solve-It Assessment A (15 min)

• When We Write (15 min)

• Why is the Kitten Confused? (20 min)
Lesson 6: Debugging
• Free Play (15 min)
• Debugging Reflection (10 min)

• Fast or Slow? (5 min)

• Speed Block (5 min)
• Freeze Dance (10 min)
Lesson 7: Details • Wait Time Block (5 min)
• Program a Freeze Dance (10 min)
• Reflection and Discussion (10 min)
• Solve-It Assessment B (15 min)

• Repetition in Instructions (5 min)

• Pattern Dance (15 min)
Lesson 8: Repeat Loops
• ScratchJr Repeat with Numbers (20 min)
• Program a Pattern Dance (20 min)

• Character Voice (10 min)

• ScratchJr Sound Recorder (10 min)
Lesson 9: Descriptive Language • Bringing Your Characters to Life (15 min)
• Free Play (10 min)
• Solve-It Assessment C (15 min)

• Writing an Alternative Story (15 min)

• Scratch Jr Conditionals (10 min)
Lesson 10: Conditionals • Start on Tap and Start on Bump (10 min)
• Send Messages (15 min)
• Free Play (10 min)

• Planning the Jungle Dance Party (20 min)

Lesson 11: Final Project - Writing the Jungle • Peer Feedback (5 min)
Dance Party • Collaboration Web (10 min)
• Begin Coding the Jungle Dance Party (25 min)
 • Coding the Jungle Dance Party (20 min)
Lesson 12: Final Project - Coding the Jungle • Share Creations and Deliver Cards (15 min)
Dance Party • Reflections/Final Tech Circle (10 min)
• Solve-It Assessment D (15 min)

MATERIALS

This curriculum is based on ScratchJr, so the main material necessary for the students is iPads, Androids
or Chromebooks (check here https://www.scratchjr.org/about/faq for devices compatible with
ScratchJr), so children are able to code. In addition, there are ScratchJr block pages that can be printed to
help with student comprehension. More information is provided in lessons that use these pages. This
curriculum also uses the book Giraffes Can’t Dance by Giles Andreae and Guy Parker-Rees.

Other materials used in the curriculum are inexpensive crafts and recycled materials. The use of crafts
and recycled materials, a practice already common in other domains of early childhood education,
provides opportunities  for children to use materials they are already comfortable with.

PEDAGOGICAL FRAMEWORK: POSITIVE TECHNOLOGICAL 


DEVELOPMENT and DIALOGIC INSTRUCTION
The theoretical foundation of this curriculum, called Positive Technological Development (PTD), was developed
by Prof. Marina Umaschi Bers and can be found in her books: Blocks to Robotics: Learning with Technology in the
Early Childhood Classroom (Bers, 2008), Designing Digital Experiences for Positive Youth Development: From
Playpen to Playground (Bers, 2012), and Coding as a Playground: Programming and Computational Thinking in
the Early Childhood Classroom (Bers, 2018). More information is included in the References section at the end of
this curriculum.
The PTD framework guides the development, implementation and evaluation of educational programs that use new
technologies to promote learning as an aspect of positive youth development. The PTD framework is a natural
extension of the computer literacy and the technological fluency movements that have influenced the world of
education but adds psychosocial and ethical components to the cognitive ones. From a theoretical perspective, PTD is
an interdisciplinary approach that integrates ideas from the fields of computer-mediated communication, computer-
supported collaborative learning, and the Constructionist theory of learning developed by Seymour Papert (1993) and
views them in light of research in applied development science and positive youth development.

As a theoretical framework, PTD proposes six positive behaviors (six C’s) that should be supported by educational
programs that use new educational technologies, such as the ScratchJr app. These are: content creation,
creativity, communication, collaboration, community building, and choices of conduct. The six C’s of
PTD are highlighted in the activities throughout the curriculum with their respective icons:

CONTENT CREATION The engineering design process of building and the computational
thinking involved in programming foster competence in computer literacy and technological fluency.
The use of Design Journals document for the children themselves, as well as for teachers and parents,
their own thinking, their learning trajectories and the project’s evolution over time.

CREATIVITY by making and programming personally meaningful projects, problem solving in

creative playful ways and integrating different media such as robotics, motors, sensors, recyclable
materials, arts and crafts, and a tangible programming language. Final ScratchJr projects that
represent a theme found in the overall early childhood curriculum are a wonderful way to engage
children in the creative process of learning.

COLLABORATION by engaging children in a learning environment that promotes working in

teams, sharing resources and caring about each other while working with their ScratchJr programs.
Collaboration is defined here as getting or giving help with a project, programming together, lending or
borrowing materials, or working together on a common task. While working on their final ScratchJr
projects, children create a collaboration web: a tool used to foster collaboration and support. Each child
receives a printout with their photograph in the center of the page and the names and photographs of
all the other children in the class arranged in a circle surrounding the central photo (see Appendix D
for an example). Throughout the activity, with the teacher’s prompting, each child draws a line from
their own photo to the photos of the other children with whom they have collaborated. Children then
write or draw “thank you cards” to the children with whom they have collaborated the most.

COMMUNICATION through mechanisms that promote a sense of connection between peers

or with adults. For example, technology circles, when children stop their work, put their projects on the
table or floor, and share their learning process. Technology circles present a good opportunity for
problem solving as a community. Some teachers invite all the children to sit together in the rug area for
this. It can also be helpful to make a “Program Parking Lot” for all the tablets to go while they are not
being worked on, so children have empty hands and can focus at the technology circles. Each classroom
will have its own routines and expectations around group discussions and circle times, so teachers are
encouraged to adapt what already works in their class for the technology circles in this curriculum.
COMMUNITY BUILDING through scaffolded opportunities to form a learning
community that promotes contribution of ideas. Final projects done by children are shared with the
community via an open house, demo day, or exhibition. These open houses provide authentic
opportunities for children to share and celebrate the process and tangible products of their learning
with family and friends. Each child is given the opportunity not only to run their program, but to play
the role of teacher as they explain to their family how they built, programmed, and worked through
problems.

CHOICES OF CONDUCT which provide children with the opportunity to experiment

with “what if” questions and potential consequences, and to provoke examination of values and
exploration of character traits while working with technology. As a program developed following
the PTD approach, the focus on learning about coding is as important as helping children develop
an inner compass to guide their actions in a just and responsible way.

In alignment with the Positive Technological Development (PTD) framework, this curriculum approaches literacy
from the perspective of dialogic instruction. Dialogic instruction is a theory of learning (and teaching) premised on
the belief that students engage with literacy instruction best when there are opportunities for them to engage in
authentic, open-ended interpretation of texts. If a student does not have a voice, a position, or an evaluation of the
text, then what good are literary skills? Only when she needs these tools for her own purpose, to help her achieve her
own interpretation, and to convince others of it, will she have a reason and motivation (beyond getting a good grade)
to acquire the tools being taught. This curriculum, in adherence with the theory of dialogic instruction, strives to place
the student in the position of interpreter, with opportunities for authentic, open-ended interpretation of texts. This
aligns with the curriculum’s approach to coding where students are given opportunities for open-ended coding tasks
that encourage them to explore their own expressive ideas.

CLASSROOM MANAGEMENT
Teaching programming in an early childhood setting requires careful planning and ongoing adjustments when it
comes to classroom management issues. These issues are not new to the early childhood teacher, but they may play
out differently during iPad activities because of the novelty of the materials themselves. Issues and solutions other
than those described here may arise from classroom to classroom; teachers should find what works in their particular
circumstances. In general, provide and teach a clear structure and set of expectations for using materials and for the
routines of each part of the lessons (technology circles, clean up time, etc.). Make sure the students understand the
goal(s) of each activity. Posters and visual aids can facilitate children’s attempts to answer their own questions and
recall new information.

GROUP SIZES
The curriculum refers to whole-group versus pair or individual work. In fact, some classrooms may benefit from other
groupings. Whether individual work is feasible depends on the availability of supplies, which may be limited for a
number of reasons. However, an effort should be made to allow students to work in as small groups as possible, even
individually. At the same time, the curriculum includes numerous opportunities to promote conversations which are
enriched by multiple voices, viewpoints, and experiences. Some classes may be able to have these discussions as a
whole group. Other classes may want to break up into smaller groups to allow more children the opportunity to speak
and to maintain focus. Some classes structure ScratchJr time to fit into a “center time” in the schedule, in which
students rotate through small stations around the room with different activities at each location. This format gives
students more access to teachers when they have questions and lets teachers tailor instruction and feedback as well as
assess each students’ progress more easily than during whole-group work. It is important to find a structure and
group size for each of the different activities (instruction, discussions, work on the challenges, and the final project)
that meet the needs of the students and teachers in the class.
ALIGNMENT OF ACADEMIC FRAMEWORK
This curriculum is designed for second grade and covers many foundational computer science and engineering skills.
These academic frameworks are taught through a series of powerful ideas: algorithms, modularity, control structures,
representation, hardware/software, design process, and debugging. Each powerful idea has activities and materials
(in this case, the activities are tailored to fit the theme of Where the Wild Things Are) that encourage mastery of the
powerful ideas from computational thinking (CT) and matches them with corresponding powerful ideas from literacy.
This curriculum contains activities that specifically address the following literacy concepts and skills: the writing
process, recalling, summarizing and sequencing, using foreshadowing, and using reading strategies such as
predicting, summarizing, and evaluating.

Each lesson in this curriculum unit is aligned with standards from the Common Core English Language Arts
(ELA)/Literacy Framework. The Common Core framework is “a set of standards that were created to ensure that
all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life,
regardless of where they live” (National Governors Association Center for Best Practices & Council of Chief State
School Officers, 2010). Lessons in this curriculum are also aligned with the nationally recognized K–12 Computer
Science Framework (2016).

Table 2: Alignment of Standards

Powerful Ideas of Common Core ELA/ Computer Science

Computational Thinking Literacy Framework Framework Alignment
(CT) and Literacy (Grade 2) (Based on the “by end of
Embedded in Each Grade 2 band”)
Lesson

1: CT: Design Process CCSS.ELA-LITERACY.W. Algorithms and

Foundations 2.5 Programming:
Literacy: Writing Process With guidance and support Algorithms: People follow and
from adults and peers, focus create processes as part of
on a topic and strengthen daily life. Many of these
writing as needed by revising processes can be expressed as
and editing. algorithms that computers
can follow.
CCSS.ELA-LITERACY.W.
2.2
Write informative/
explanatory texts in which
they introduce a topic, use
facts and definitions to
develop points, and provide a
concluding statement or
section.
2: What is a CT: Algorithms CCSS.ELA-LITERACY.W. Algorithms and
Program? 2.3 Programming:
Literacy: Sequencing of a Write narratives in which they Algorithms: People follow and
Story recount a well-elaborated create processes as part of
event or short sequence of daily life. Many of these
events, include details to processes can be expressed as
describe actions, thoughts, algorithms that computers
and feelings, use temporal can follow.
words to signal event order,
and provide a sense of Computing Systems
closure. Devices: People use
computing devices to perform
a variety of tasks accurately
and quickly. Computing
devices interpret and follow
the instructions they are given
literally.

3: Sequencing CT: Algorithms CCSS.ELA-LITERACY.W. Algorithms and

2.3 Programming:
Literacy: Summarizing/ Write narratives in which they Algorithms: People follow and
Retelling the Sequence of a recount a well-elaborated create processes as part of
Story event or short sequence of daily life. Many of these
events, include details to processes can be expressed as
describe actions, thoughts, algorithms that computers
and feelings, use temporal can follow.
words to signal event order,
and provide a sense of Control:
closure. Computers follow precise
sequences of instructions that
CCSS.ELA-LITERACY.RL. automate tasks. Program
2.5 execution can

Describe the overall structure also be nonsequential by
of a story, including repeating patterns of
describing how the beginning instructions and using

introduces the story and the events to initiate instructions.
ending concludes the action.

4: Characters CT: Representation CCSS.ELA-LITERACY.RL. Algorithms and

2.7 Programming:
Literacy: Characters Use information gained from Variables: Information in the
the illustrations and words in real world can be represented
a print or digital text to in computer programs. Pro-
demonstrate understanding of grams store and manipulate
its characters, setting, or plot. data, such as numbers, words,
colors, and images. The type
of data determines the actions
and attributes associated with
it.
5: CT: Algorithms, Design CCSS.ELA-LITERACY.W. Algorithms and
Programming Process 2.5 Programming:
With guidance and support Program Development:
Literacy: Sequencing of a from adults and peers, focus People develop programs
Story on a topic and strengthen collaboratively and for a
writing as needed by revising purpose, such as expressing
and editing. ideas or addressing problems.

CCSS.ELA-LITERACY.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.

6: Debugging CT: Debugging CSS.ELA-LITERACY.W. Computing Systems

2.5 Troubleshooting: Computing
Literacy: Editing, With guidance and support systems might not work as
Awareness of Audience from adults and peers, focus expected because of hardware
on a topic and strengthen or software problems. Clearly
writing as needed by revising describing a problem is the
and editing. first step toward finding a
solution.

7: Details CT: Control Structures CSS.ELA-LITERACY.W. Algorithms and

2.3 Programming
Literacy: Details of Write narratives in which they Variables: Information in the
Language recount a well-elaborated real world can be represented
event or short sequence of in computer programs.
events, include details to Programs store and
describe actions, thoughts, manipulate data, such as
and feelings, use temporal numbers, words, colors, and
words to signal event order, images. The type of data
and provide a sense of determines the actions and
closure. attributes associated with it.
8: Repeat CT: Control Structure, CCSS.ELA-LITERACY.RL. Algorithms and
Loops Modularity 2.6 Programming:
Acknowledge differences in Modularity: Complex tasks
Literacy: Repetition as a the points of view of can be broken down into
Literary Device, Repetition characters, including by simpler instructions, some of
in Word Forms speaking in a different voice which can be broken down
for each character when even further. Likewise,
reading dialogue aloud. instructions can be combined
to accomplish complex tasks.

Control:
Computers follow precise
sequences of instructions that
automate tasks. Program
execution can

also be nonsequential by
repeating patterns of
instructions and using

events to initiate instructions.

9: Descriptive CT: Control Structures CCSS.ELA-LITERACY.RL. Algorithms and

Language 2.6 Programming:
Literacy: Descriptive Acknowledge differences in Variables: Information in the
Language in Writing, the points of view of real world can be represented
Characters characters, including by in computer programs.
speaking in a different voice Programs store and
for each character when manipulate data, such as
reading dialogue aloud. numbers, words, colors, and
images. The type of data
CSS.ELA-LITERACY.W. determines the actions and
2.3 attributes associated with it.
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.
10: CT: Control Structure CCSS.ELA-LITERACY.RL. Algorithms and
Conditionals 2.3 Programming:
Literacy: Cause and Effect, Describe how characters in a Control: Computers follow
story respond to major events
Making Predictions precise sequences of
and challenges.
instructions that automate
CCSS.ELA-LITERACY.W. tasks. Program execution can

2.3 also be nonsequential by
Write narratives in which they repeating patterns of
recount a well-elaborated instructions and using

event or short sequence of events to initiate instructions.
events, include details to
describe actions, thoughts,
and feelings, use temporal
words to signal event order,
and provide a sense of
closure.

11: Final CT: Algorithms, Design CCSS.ELA-LITERACY.W. Algorithms and

Project - Process 2.3 Programming:
Writing the Write narratives in which they Algorithms: People follow and
Jungle Dance Literacy: Writing Process recount a well-elaborated create processes as part of
Party event or short sequence of daily life. Many of these
events, include details to processes can be expressed as
describe actions, thoughts, algorithms that computers
and feelings, use temporal can follow.
words to signal event order,
and provide a sense of Control: Computers follow
closure. precise sequences of
instructions that automate
tasks. Program execution can

also be nonsequential by
repeating patterns of
instructions and using

events to initiate instructions.

Variables: Information in the

real world can be represented
in computer programs. Pro-
grams store and manipulate
data, such as numbers, words,
colors, and images. The type
of data determines the actions
and attributes associated with
it.
12: Final CT: Design Process CCSS.ELA-LITERACY.W. Algorithms and
Project - 2.5 Programming:
Coding the Literacy: Awareness of With guidance and support Algorithms: People follow and
Jungle Dance Audience, Retelling a Story from adults and peers, focus create processes as part of
Party on a topic and strengthen daily life. Many of these
writing as needed by revising processes can be expressed as
and editing. algorithms that computers
can follow.
CCSS.ELA-LITERACY.W.
2.6
With guidance and support
from adults, use a variety of
digital tools to produce and
publish writing, including in
collaboration with peers.

CCSS.ELA-LITERACY.SL.
2.4
Tell a story or recount an
experience with appropriate
facts and relevant, descriptive
details, speaking audibly in
coherent sentences.
Lesson 1: Foundations

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Design Process Writing Process

OVERVIEW PREPARATION FOR TEACHERS

Students will learn about the Design Process and the ☐ Read through the Activity Guide
Writing Process and understand how both processes ☐ Create anchor charts of the Design Process and
are similar in nature but serve different purposes. Writing Process*
Activities in this lesson encourage students to think and ☐ Print Design Journals (one for each student - to be
act like programmers and writers. used throughout the entire unit)

PURPOSE MATERIALS
While this lesson does not involve using the Scratch Jr
FOR THE TEACHER:
app, the activities set up an important foundation for
how students engage in key computer science and
• Anchor chart of Design Process*

literacy skills, such as brainstorming ideas, planning

• Anchor chart of Writing Process*

out a project, reviewing and revising ideas, and sharing

• How-to-Book checklist

ideas with peers. FOR STUDENTS:

• Design Journal (see Appendix C for example)
ACTIVITIES *See Appendix A for examples
• The Design Process (20 min)
VOCABULARY
• Programmers and Writers (10 min)
• Think Like an Programmer (10 min) • Cycle — something that moves in a circle (i.e. the

• How-to-Book (20 min) seasons, a baseball field (compare to a football field

that goes forward and backwards) the Design
STUDENTS WILL BE ABLE TO… Process, the Writing Process)
• Define program and programmers • Design — a plan for a building or invention
• Compare and contrast the Design Process and • Program — a complete set of instructions for a
Writing Process computer
• Use the Design and Writing Processes to write a • Programmer — someone who writes programs
How-to-Book
Lesson 1: Activities

THE DESIGN PROCESS (20 min)

Ask students: What do you think is a programmer? Has anyone ever heard of programmers? What do you
think they do?

Explain to students that programmers do many different things - they work with computers to write
programs. Programs are instructions for computers! So, every time students play games on tablets or use
computers at school, they are using the work of programmers.

PROGRAMMERS AND WRITERS (10 min) 


Show students the Design Process and the Writing Process side by side. Explain to students that both
are creative processes that require imagination, planning, creating, revising, feedback, and sharing.
Both programmers and writers turn ideas into projects that are shared with others. Ask students what
other activities require a process (e.g., cooking, painting, getting good at a sport, etc.). Lead student-
centered discussion on the similarities and differences between programmers and writers.

Writing Process: Just as programmers use the Design Process to design and create projects, writers use
the Writing Process to brainstorm ideas, write a draft, make revisions, and share their writing with others.
The Writing Process is also a cycle - there’s no official starting or ending point, and you can move back
and forth between steps!
THINK LIKE A PROGRAMMER (10 min)
Explain to students that everyone in the class is going to start thinking like a programmer! Ask students:
Have you ever used a computer or tablet before? What did you use them for? Did you play a game? Was
it fun? Explain to students that programmers don’t just create games or programs without thinking of a
plan first. The purpose of this activity is to engage students in thinking about design and how
programmers must think creatively in order to engage audiences in their creations.

HOW-TO-BOOKS: BUILDING A PROGRAM (20 min)

How-to-Books are a low-stress entry point into writing. After all, all students know how to do something
and the structure of a How-to-Book is fairly simple. In addition, pictures can easily take the place of
words. We even suggest that each step in a how-to book should be accompanied by a sketch or picture.
Pass out the Design Journals. Ask students to create a “How-to-Book”, or really a “How-to-Book”, outline
 for designing an app or game. Ask students to include specific details so that someone else can learn
about their app or game by reading these instructions. Depending on the students’ writing level, this
activity may need more framing. A wonderful resource for How-to-Books can be found at: https://
www.education.com/lesson-plan/creating-a-how-to-book/.
Lesson 2: What Is a Program?

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Algorithms Sequencing of a Story

OVERVIEW STUDENTS WILL BE ABLE TO…

Students will learn about programming and be
introduced to the ScratchJr app.  Once students become
• Understand why order matters when programming
a robot or telling a story
familiar with some of the ScratchJr programming
blocks (or if they already are), they will learn more
• Identify the blocks in ScratchJr that are crucial
towards a successful program (start on green, end
about different functions and capabilities in the app. on red)

PURPOSE • Add pages to their programs

In the previous lesson, students began learning about

PREPARATION FOR TEACHERS
different ScratchJr blocks. Now they will begin to
engage in goal-oriented programming, in which ☐ Read through the Activity Guide
students purposefully choose actions in a specific order ☐ Print large ScratchJr Blocks
to achieve a particular outcome. Understanding that ☐ Ensure all tablets have ScratchJr App installed
order matters is an important skill for students not only ☐ Go through the Kitten Says cards and take out only
the blocks listed in the Materials section
in computer science and literacy, but also in their
everyday lives as they learn to tie their shoelaces, reflect
MATERIALS
on the day’s activities, plan a family vacation, and more.
FOR THE TEACHER:
ACTIVITIES
• Large ScratchJr block cards: Begin and End, Blue
• What is a Program? (5 min) Motion Blocks
• Tools of Communication (15 min)
FOR STUDENTS:
• Programmer Says (15 min)
• Program the Teacher with ScratchJr Blocks (10 min) • Design Journal (see Appendix C for example)

• Meet the ScratchJr App (15 min) • Tablet with ScratchJr

VOCABULARY
• Program — a complete set of instructions for a
computer
• Sequence — the order of instructions that a robot
will follow exactly (often used interchangeably with
algorithm)

Lesson 2: Activity

WHAT IS A PROGRAM? (5 min)

A program is a sequence of instructions that the robot acts in order. Each instruction has a specific
meaning, and the order of the instructions affects the robot’s overall actions. This is an example of a
ScratchJr Program:

"

TOOLS OF COMMUNICATION (15 min)

Have students sit in a circle and play a game of “Telephone”, in which one student thinks of a message
and whispers it to the person sitting next to them, who then whispers to the person next to them, and so
on and so forth until the message gets to the last person. Ask the last person and the first person to say
their messages out loud and compare the two messages. Ask students: Were the two messages the same?
Why or why not? What are some other ways we could use to pass along a message?

Repeat the game one final time, this time by giving each student a typed and printed version of the
message. Have a few students read out their printed message. Ask students: How was this better than the
last two rounds? Are all students able to receive the same information? (Yes)

At the end of the activity, explain to students how this mirrors the evolution of writing technology from
oral societies to scribal writing to post-printing press. Help students draw the connection to the evolution
of computers and robotic technologies. More specifically, explain to students that if we had to program
robots without writing, it would be messy, but we can use computer writing to program robots, and that is
called code.

PROGRAMMER SAYS (15 min)

In order to program in ScratchJr, students first need to learn ScratchJr’s language: the programming
blocks! This activity is played like the traditional “Simon Says” game, in which students repeat an action if
Simon says to do something. Briefly introduce each programming instruction and what it means (use only
the blocks listed in the Materials section in this lesson).

Have the class stand up. Hold up one big ScratchJr icon at a time and say, “Programmer says to
_________”. Go through each individual instruction a few times until the class seems to get it. Once
students are familiar with each instruction, ask for volunteers to be the Programmer who gives the class
full programs to run through (e.g. Begin, Spin, Forward, End). Just like in the real “Simon Says” game, the
Programmer can try to be tricky! For example, if the Programmer forgets to give a Begin or End
instruction, should the class still move? Just like Simon Says, if the Programmer forgets to say,
“Programmer says to ___________”, then students should sit down! This will help reinforce the
concept that ScratchJr is programmed by humans.
PROGRAM THE TEACHER WITH SCRATCHJR BLOCKS (10 min)
Using the Programmer Says cards, students will work together as a class to “program” their teacher to
move from one part of the room to the other. Be silly! An example would be for the students to “program”
their teacher to move from the front end of the room to the library area by using these blocks: Begin,
Forward, Turn Left/Right, Forward, Forward, End. The goal of this game is for students to practice
sequencing as a class before working individually or in their small groups. Before the teacher-computer
moves, students can make predictions about where the teacher-computer will end up. It may be helpful to
let the students make mistakes in order to foster discussion on sequencing and debugging.

Once the students have finished programming the teacher, have them write in their Design Journals what
they think a program is in their own words.

MEET THE SCRATCHJR APP (15 min)

Gather students closely on the carpet or project a tablet in order to look at the ScratchJr App as a group.
Throughout this demonstration, be very intentional in showing students how you drag blocks around the
screen, tap different features. Demonstrate the programming area, stage, block categories and
programming script. Check out the ScratchJr interface guide for additional resources: https://
www.scratchjr.org/learn/interface

Show students how to start a new project:

Show students the green begin block (circled in black) and the programming area (circled in red):
Demonstrate a sample program. Intentionally tap on each blue block one a time and narrate how the
kitten reacts to it. Then, you may choose to show snapping the blocks together to create a continuous
program:

Show students the red end block:

EXTENDED ACTIVITY:
Tell students: Just like there are pages in a book, we can have pages in a program.
• Show students where to add pages (located on the far right of the screen):

• Introduce the “go to page” block:

◦ Tell students: This block is just like turning the page in a book! It will turn the page in our
programs. So, instead of using the red end block, when you want to turn the page of your
program, use this block. 


• Pass out tablets. Students may have to work in pairs or small groups. Students will try and recreate
their setting drawing in ScratchJr.  
Lesson 3: Sequencing

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Algorithms Summarizing/Retelling the Sequence of a Story,

OVERVIEW ACTIVITIES
Students will learn about sequencing in • Giraffes Can’t Dance (15 min)
programming and how it relates to literacy, and • Order Matters (10 min)
why order matters in both cases. Once students • Composition Planning (15 min)
become familiar with some of the ScratchJr • First Draft of Composition (20 min)
programming blocks (or if they already are), they
STUDENTS WILL BE ABLE TO…
will learn more about different functions and
capabilities in the app. Students will spend the • Understand why order matters when programming
or telling a story
bulk of the lesson working on an original written
composition following the model from Writer’s PREPARATION FOR TEACHERS
Workshop. ☐ Read through the Activity Guide
PURPOSE ☐ Print Brainstorming Worksheets
In the previous lesson, students began learning MATERIALS
about different ScratchJr blocks. Understanding FOR THE TEACHER:
that order matters is an important skill for
students not only in computer science and • 1 copy of Giraffe’s Can’t Dance by Giles Andreae

literacy, but also in their everyday lives as they • Large letter cards: A, R, C*

learn to tie their shoelaces, reflect on the day’s FOR STUDENTS:

activities, plan a family vacation, and more. Much • Design Journal (see Appendix C for example)
of this lesson will be dedicated to beginning the • Brainstorming Worksheet
students’ written composition. This written *See Appendix A for examples
composition, which the students will return to
throughout the curriculum, revising, adding to, VOCABULARY
and reworking, is the central piece of this • Instruction – a direction that a robot will
integrated curriculum. Following the model from understand
Writer’s Workshop, students will return to their • Order – parts of a group arranged in a specific way
written composition, but in this curriculum each (e.g., smallest to largest, tallest to shortest)
step of the writing process will be experienced in • Program – a complete set of instructions for a
coordination with/ aligned with corresponding computer
powerful ideas from computer science. Because • Sequence – the order of instructions that a robot
sequencing lies at the heart of both written and will follow exactly (often used interchangeably with
programming composition, the students begin algorithm)
 their writing in this lesson.



Lesson 3: Activities

GIRAFFES CAN’T DANCE (15 min)

Read the book Giraffes Can’t Dance as a class, if needed, read the book a second time. Lead a student-
centered discussion that reviews the events of the story. You can prompt the students: Who can
summarize the main events in this story? What if the first scene was x? How would that change the
story? The purpose of this activity is to get students to think about sequencing in narrative.

ORDER MATTERS (10 min)

This activity is called Rearrange the Letters. The purpose of this activity is to reflect on the importance of sequencing
both in computer science and literacy.

For the activity, ask three students to volunteer to hold one of the three large letter cards: A, R, and C. Ask the three
students to spell “A-R-C” by arranging themselves in a line. Then ask the three students to spell the word “C-A-R” by
rearranging themselves. Ask the class: What changed when the three volunteers moved their positions? Do the two
words mean the same or different things? Explain to students that letters are symbols for sounds and are strung
together in different ways to make different words. When the position of the letters changed, the way we sounded out
the letters and the word itself (hence the meaning of the word) also changed.

Conclude the activity by reflecting on the importance of sequencing in literacy and computer science. Ask students:
Why did the order matter in each activity?

COMPOSITION PLANNING: INSPIRATIONAL STORY (15 min)

In Giraffes Can’t Dance, Gerald thinks he’s a bad dancer. The grasshopper helps Gerald find his music.
We are going to write about times in our own lives when we’ve been like Gerald. Prompt Options:
• Like Gerald, think of a time when you got better at something.
• Like Gerald, think of a time when a friend helped you solve a problem.
• Like Gerald, think of a time when you got to show off your talent.
Requirement: Make sure stories have more than one character, and clear settings. This will be important
later as stories are converted to programs.

BRAINSTORMING
• Have students quickly pair up and share which prompt they would like to write about and
why. (5 min)
• Feel free to use planning or brainstorming worksheets you already utilize in your class. Make
sure that the worksheet emphasizes the sequence or order of the story. This is a great time to
incorporate transitional words such as “first, next, then, finally.”

FIRST DRAFT: INSPIRATIONAL STORY (20 min)

Have students begin the first draft of their inspirational story. Use whatever writing procedures are most
comfortable for your class. Students may chose to write in pencil in their journals, etc. Emphasize to
students that their stories should go in the right order.
Lesson 4: Characters

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Representation Characters

OVERVIEW STUDENTS WILL BE ABLE TO…

Students will learn about characters in literacy and • Define character, name the characters in a story and
learn how to create characters in ScratchJr and use four add characters in ScratchJr
new blocks: the hide block, the show block, the grow • Use the grow, shrink, hide and show blocks
block and the shrink block. All of these blocks alter the successfully
characters’ appearance and create character actions. • Change the background

PURPOSE
PREPARATION FOR TEACHERS
The character feature in ScratchJr is crucial. The
character will carry out the programs created by ☐ Read through the Activity Guide
students, but it is also an opportunity for children to get ☐ Ensure all tablets are charged and are working and
have ScratchJr installed
creative, insert themselves into their programs and tell
stories. MATERIALS
ACTIVITIES FOR STUDENTS:
• Design A Character (15 min)
• Design Journal (see Appendix C for example)
• Create Your Character in ScratchJr (15 min)
• Tablet with ScratchJr
• Free Play with Purple Blocks (10 min)
VOCABULARY
• Changing the Setting in ScratchJr (5 min)
• Character — who the story is about 

• Add Page in ScratchJr (5 min)
• Character Share (10 min)
Lesson 4: Activities

DESIGN A CHARACTER (15 min)

Students will use the worksheet in their Design Journal to create their own character to join in in the
dance party in Giraffes Can’t Dance. You may want students to draw in pencil first and then go back and
use crayons or other craft materials. This is also a great opportunity to use any additional art materials
you have like modeling clay, felt, or recycled materials etc. Guiding questions:
• Do you have a favorite animal?
• Make sure you include lots of details about your animal so that everyone can see exactly what it is
like! 


CREATE YOUR CHARACTER IN SCRATCHJR (15 min)

Students will use the paint editor to create their animal character in ScratchJr. They may use the
character they created on their worksheet as an example, but it is okay if it ends up looking different - the
paint editor can be tricky! (If you used 3D materials like clay or felt, students can upload a picture of their
character directly into ScratchJr, see instructions below). For students who create a character quickly, ask
them what details they may need to add to describe their character. If the student wishes to use a photo
for their character, follow these directions:

1. Add a new character and open the paint editor


"

2. Select the camera tool and then select a shape for the camera to fill.


"
 3. Select the correct photo, then tap the check mark to return to the stage.

FREE PLAY WITH PURPLE BLOCKS (10 min)

Quickly demonstrate the hide/show and grow/shrink blocks Allow students to explore using these blocks
with their created character.

CHANGE THE SETTING IN SCRATCHJR (5 min)

Show students how to change the background in ScratchJr. Let them adjust the background to fit the
character they designed.
ADD PAGE IN SCRATCHJR (5 min)
Show students how to add a new page to their ScratchJr program. This can be like adding new
pages in a story. Different pages can have different backgrounds and new characters.

CHARACTER SHARE (10 min)

Save time at the end of the lesson for students to be able to share their characters with the rest of the class.
Guiding Questions:
• Describe your character. What are they like?
• What was easy about creating your character? What was difficult?
• What is the setting that your character is in? Why are they there? 

Lesson 5: Programming

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Algorithms, Design Process Sequencing of a Story

OVERVIEW STUDENTS WILL BE ABLE TO…

Students will learn about sequencing in programming • Tell and retell a story clearly and effectively (the
and think about how it relates to sequencing in literacy. Hokey-Pokey)
Students will program the ScratchJr Kitten to dance the • Identify common errors with creating programs and
Hokey-Pokey, or if you wish, a different children’s song troubleshoot them effectively
where students can create a program  to dance to the • Learn strategies for debugging and editing
words. At the end of the lesson, students will PREPARATION FOR TEACHERS
demonstrate their current level of understanding by ☐ Ensure all ScratchJr Tablets are working and
completing the first Solve-It assessment. charged
PURPOSE ☐ Prepare Discussion Sentence Starters anchor chart*
In the previous lesson, students had the opportunity to ☐ Print out Solve-It A for each student
engage with ScratchJr as a class. Now they will engage
MATERIALS
in goal-oriented programming, in which students
purposefully choose their ScratchJr blocks and place FOR TEACHERS:
them in a specific order to achieve a particular outcome. ☐ Discussion Sentence Starters anchor chart*
FOR STUDENTS:
ACTIVITIES
• Dance the Hokey-Pokey (5 min) • Design Journal (see Appendix C for example)

• Program the Hokey-Pokey (20 min) • Tablet with ScratchJr

*See Appendix A for example
• Hokey-Pokey Reflection (10 min)
• Share Creations (10 min) VOCABULARY
• Solve-It Assessment A (15 min) • Program — a complete set of instructions for a
computer to follow
Lesson 5: Activities

DANCE THE HOKEY-POKEY (5 min)

Explain to students that today they will create a program in ScratchJr to do the Hokey-Pokey. Sing and dance the
Hokey-Pokey as a class to make sure everyone knows and remembers it.

You put your right hand in,

You put your right hand out,
You put your right hand in,
And you shake it all about,

You do the hokey pokey

and you turn yourself around
That what it's all about. (clap, clap!)

2) left hand
3) right foot
4) left foot
5) head
6) whole self

You put your Kitten in, you put your Kitten out,

You put your Kitten in, and you shake it all about.

You do the Hokey Pokey, and you turn your Kitten around.

And that’s what it’s all about. (Clap, clap.)


PROGRAM THE HOKEY-POKEY (20 min)

Take out tablets and remind students of any rules or procedures. Tell students that we are going to be
programming the Kitten in ScratchJr to do the Hokey-Pokey. Have several students share out their
strategies for programming. Individually or in pairs, students program the Kitten to do the Hokey-Pokey.

HOKEY-POKEY REFLECTION (10 min)

In their Design Journals, ask students to record their Hokey-Pokey programs by drawing the ScratchJr
blocks in their program. Ask students: How many times did you use each programming block? What
order did you put the blocks in? Why did you choose this particular order? Have students share out the
number of times they used the Forward block or the Turn block. Ask students: Did the whole class use
the same number of each block?

SHARE CREATIONS (10 min)

When all groups are done with their Hokey-Pokey robot programs, ask the whole class to play their
programs at once and dance the Hokey-Pokey! This is the first time that students engage in goal-oriented
programming. Using the Discussion Sentence Starters anchor chart, ask students about their challenges of
programming: What problems did you have when you were snapping blocks together? Did you ever feel
frustrated or disappointed? Why did you feel that way? Note down students’ responses on a piece of
paper so that you can come back to these points in the next lesson.

EXAMPLE PROGRAM (though there is no “correct” answer!)

SOLVE-IT ASSESSMENT A (15 min)

On the Appendix B-1 you will find assessment A. Please hand out one copy of the assessment to each child in your
class.
Instructions:
• Read each question and option out loud to the group. Students can ask to have questions or options read out
loud up to 3 times.
• Instruct children to circle only 1 answer per question.
• Make sure students answer the questions by themselves. Students should not be discussing or copying
answers.
Lesson 6: Debugging

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Debugging Editing, Awareness of Audience

OVERVIEW STUDENTS WILL BE ABLE TO…

In this lesson, students learn the importance of • Identify common errors with scanning ScratchJr
communicating effectively to an audience. Students programs and troubleshoot them
engage in this learning by retelling a story to their peers • Practice scanning programs with ScratchJr
and “edit” their story when their audience is confused • Learn strategies for debugging and editing
and needs more clarification. Students connect this idea
to when a ScratchJr program does not turn out the way PREPARATION FOR TEACHERS
they had expected. The process of figuring out what ☐ Read through the Activity Guide
went wrong and how to fix things is called debugging. ☐ Prepare Anchor Chart on Why is Kitten Confused
(reference back to the Hokey-Pokey lesson)
PURPOSE
MATERIALS
The parallel of editing in literacy and debugging in
computer science is an asset students’ development in FOR THE TEACHER:
both fields. This lesson aims to align the two processes • Why is Kitten Confused? anchor chart
by engaging the students in the activities of editing and FOR STUDENTS:
debugging side-by-side.
• Design Journal (see Appendix C for example)

ACTIVITIES • Tablet with ScratchJr

• When We Write (15 min) VOCABULARY

• Why is Kitten Confused? (15 min) • Debug — to find and solve a problem in a computer
• Free Play (20 min) program
• Debugging Reflection (10 min) • Edit — to make changes to something

Lesson 6: Activities

WHEN WE WRITE (15 min)

Modeled after writer’s conference from Writer’s Workshop, have students share their written compositions
in small groups. Have each student tell the student one aspect of their composition they liked and one aspect
that confused them. In framing this activity, make explicit to students that editing their written composition is similar
to debugging their programing compositions

WHY IS KITTEN CONFUSED? (15 min)

In previous lessons, students shared challenges of programming the Hokey-Pokey. Check back on your
notes from that discussion and prepare an anchor chart noting 4-5 of these challenges on the left side of the
chart, leaving the right side empty for students to provide solutions in this activity.

Present the anchor chart to students. Explain to students how in the previous lesson, students encountered different
challenges. Other examples can be found at: https://www.scratchjr.org/learn/tips

Ask students to brainstorm 1-2 solution for every problem.  

Explain to students that debugging is a method used to understand how to fix things when engineers program
robots, and the robots do not work. By identifying these problems and different solutions to solve them, students are
debugging.

Debugging is a word used in computer science to describe when people find errors in their computer programs
and use different strategies to solve the problem. While the word “bug” was used in other scientific fields, the
word “debugging” is attributed to Admiral Grace Hopper, who back in the 1940s found a moth stuck inside the
computer (computers used to be that big!), which caused an error in the system. She was able to resolve the error
by taking out the bug, hence the word “debugging”!

For further activity ideas and examples of pictures, check out the following resources:
• https://www.computerhope.com/issues/ch000984.htm
• https://www.npr.org/sections/alltechconsidered/2015/11/23/457129179/the-future-of-nanotechnology-and-
computers-so-small-you-can-swallow-them

FREE PLAY (20 min)

This is a great opportunity for students to freely explore the ScratchJr app and programming blocks. Encourage
students to try and make mistakes and to practice debugging! By the end of this activity, students should feel
comfortable running a complete program.

DEBUGGING REFLECTION (10 min)

Pass out students’ Design Journals. Ask students to reflect on one of the problems they had in ScratchJr. What was
the problem? Why wasn’t the Kitten understanding what they wanted it to do? Students can reflect in their Design
Journals by drawing a picture of how they debugged, or if they can, write about their problem solving strategy.
Lesson 7: Details

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Control Structures Details of Language

OVERVIEW STUDENTS WILL BE ABLE TO…

Dances, like mentioned in Giraffes Can’t Dance, can go • Use the control speed and wait time blocks
at any speed and often involve pauses. Today, students appropriately
will work on creating a dance program for Gerald the • Add details to their written compositions
Giraffe, that goes slow, medium or fast and involves PREPARATION FOR TEACHERS
pauses or wait time. This lesson also involves a lot of ☐ Read through the Activity Guide
movement for students - a great opportunity for ☐ Ensure all tablets are working and have ScratchJr
students to stay engaged and energized! Speed is an ☐ Print out Solve-It B for each student
important detail that can be added to programs.
MATERIALS
PURPOSE
Speed is an important, yet difficult, part of FOR THE TEACHER:
programming in ScratchJr. It adds an additional • A few songs of your choosing and speakers
element to the program, the same way that details add FOR STUDENTS:
to a story.
• Design Journal (see Appendix C for example)

ACTIVITIES • Tablet with ScratchJr

• Fast or Slow? (5 min) VOCABULARY

• Speed Block (5 min) • Edit — to make changes to something
• Freeze Dance (10 min) • Detail — a small part of fact 

• Wait Time Block (5 min)
• Freeze Dance Program (10 min)
• Solve-It B (15 min)
Lesson 7: Activities

FAST OR SLOW (5 min)

In this activity, students will listen to quick clips of songs and determine if they are fast or slow. You may
choose to have students have a hand signal for fast and slow, write their answer in their Design Journals,
write their answer on white boards, etc. If students disagree about a song, use the disagreement to prompt
discussion. Ask students:
• Why did you think the song was fast? Why did you think it was slow?
• What are some descriptive words that we could use to describe the song? 


SPEED BLOCK (5 min)

Project your tablet to the class and introduce the speed block. Just like songs can go fast or slow, we also
may want our programs to go fast or slow. Demonstrate a sample program and what happens when you
change the speed.

FREEZE DANCE (10 min)

Freeze Dance is a great game to get students moving and engage their creativity. When music
plays, students dance and when the music pauses, they must freeze immediately. You may choose to use
the same songs you used in the Fast or Slow activity or chose other songs your students enjoy. As the
teacher, control the music and press pause at will to make students freeze. Make sure you reinforce class
norms around safety and being cautious with bodies.

WAIT TIME BLOCK (5 min)

Explain to students that we can also make our characters in ScratchJr freeze, just like we did in freeze
dance. We do this using the wait time block. The wait time block causes our programs to freeze briefly.
Optional math connection: The changeable number at the bottom of the wait time block signifies the
amount of time that the program will pause or wait. The number is in tenths of seconds. For students who
know their multiples of ten, this is a great opportunity to make a math connection.

PROGRAM A FREEZE DANCE (10 min)

Allow students to use their own tablets or work in pairs or small groups to program their own
freeze dance. Remind them that they must use both the speed and wait time blocks. Students’ programs
are becoming more detailed, and thus more difficult, so it is okay if they need additional time or do not
complete the activity.

REFLECTION AND DISCUSSION (10 min)

Allow students to share out their projects and reflect in their Design Journals. Guiding questions:
• What was difficult or easy about this project?
• If your program was set to music, what song would you want? Would it be fast or slow?
• What is something you liked about a friend’s program?
• What would you do differently if you could go back and edit?

SOLVE-IT ASSESSMENT B (15 min)

On the Appendix B-1 you will find assessment B. Please hand out one copy of the assessment to each child in your
class.
Instructions:
• Read each question and option out loud to the group. Students can ask to have questions or options read out
loud up to 3 times.
• Instruct children to circle only 1 answer per question.
• Make sure students answer the questions by themselves. Students should not be discussing or copying
answers.
Lesson 8: Repeat Loops

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Control Structure, Modularity Repetition as a Literary Device, Repetition in Word
Forms

OVERVIEW STUDENTS WILL BE ABLE TO…

In this lesson, students understand the importance of
repetition both in computer science and literature.
• Identify patterns in code sequences and rewrite
codes using repeat loops
Students will learn about a new instruction that makes
ScratchJr repeat programming instructions infinitely or
• Use ScratchJr repeat blocks to make a program that
loops a certain number of times
a given number of times. Students also think about
repetition as a literary device and the purpose it serves
• Understand how repetition is used in stories and
songs
in a text, as well as repetition in word structure as a
PREPARATION FOR TEACHERS
review of foundational phonic and word recognition
☐ Read through the Activity Guide
skills.
☐ Ensure all tablets are charged and have ScratchJr
PURPOSE MATERIALS
In this lesson, students understand the importance of FOR THE TEACHER:
repetition both in computer science and literature.
Students will learn about a new instruction that makes
• ScratchJr Block Cards

ScratchJr repeat programming instructions infinitely or FOR STUDENTS:

a given number of times. Students also think about • Design Journal (see Appendix C for example)
repetition as a literary device and the purpose it serves • Tablet with ScratchJr
in a text, as well as repetition in word structure as a VOCABULARY
review of foundational phonic and word recognition
skills.
• Loop — something that repeats over and over again

ACTIVITIES
• Repetition in Instructions (5 min)
• Pattern Dance (15 min)
• ScratchJr Repeat with Numbers (20 min)
• Program a Pattern (20 min)
Lesson 8: Activities

REPETITION IN INSTRUCTIONS (5 min)

Chose a student to come to the front of the class and sit in a chair. Ask the student to stand up, walk 2
steps forward, walk 2 steps backward, then sit down. As soon as they sit down ask them to stand up, walk
2 steps forward, walk 2 steps backward, then sit down. Repeat this process 2 more times. Finally, ask the
class:
• Is there an easier way I could have gotten x to follow these instructions?
• What would it be? (“Stand up walk 2 steps forward, walk 2 steps backward, then sit down and
repeat this whole process 4 times)

PATTERN DANCE (15 min)

Choose a song or dance the students like. (Examples include the electric slide, the Cupid Shuffle, etc.)
Hand out the lyrics to the class, play the song for the class, and ask students, as the song is playing, to
circle repeating stanzas. The purpose of this activity is to remind students that repetition is essential in
language, literature, and, as they will learn today, coding as well. You may also choose to do the dance as a
class and discuss where the repeats happen and what steps you are repeating.

SCRATCHJR REPEAT WITH NUMBERS (20 min):

Project your tablet screen to the class or gather everyone close enough so that they can see your screen.
Create a basic program that has the Kitten going forward, backward, forward, backward, forward
backward.

"
Ask the class: Think back to our activity earlier when (student’s name) had to get up from the chair and
walk around several times. Do you think there’s an easier way I could program this? Is there a way I could
make the program shorter?

Introduce the Repeat Block. Demonstrate changing the number in the bottom right. Note that this is how
you change how many times the pattern will repeat.
Create your same program of moving forward and backward, but this time use the repeat block.

What is a Repeat Loop?

The orange repeat loop block is like the bread of a

sandwich. The programming blocks put inside of
them are like the filling. ScratchJr will only repeat Repeat Loop Block
the commands that are placed inside of the Repeat
Loop Sandwich. Any blocks outside of the sandwich
Move Right/Left
will not be repeated.

Repeat Loop Block

Parameters are used to tell how many times to
repeat the program, or when to stop repeating.

Have students explore their own programs using the repeat blocks. The emphasis here
should be on proper syntax i.e. making sure that what students want to repeat is within
the repeat block sandwich.

PROGRAM A PATTERN DANCE (20 min)

Have students program a verse of a song or dance you chose as a class. You may choose to use the same
song you used earlier in the lesson. Tell students that they should use as few blocks as possible i.e. they
should always use repeat loops when they can! Share out great examples with the class.
Lesson 9: Descriptive Language

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Control Structure Descriptive Language in Writing, Characters

OVERVIEW PREPARATION FOR TEACHERS

In this lesson, students will learn to enhance their ☐ Read through the Activity Guide
characters by being introduced to the record block. To ☐ Ensure all tablets are charged and have ScratchJr
use the record block, the students must first record a ☐ Print out Solve-It C for each student
sound or their voice and then add it to their program.
MATERIALS
PURPOSE FOR THE TEACHER:
In this lesson, students learn that programs can • 1 copy of Giraffes Can’t Dance by Giles Andreae
capture information from the outside FOR STUDENTS:
environment and incorporate it into the program
to enhance their character. These concepts are • Design Journal (see Appendix C for example)

crucial to enhancing characters with details and • Tablet with ScratchJr

modes of expression in literacy curriculums. VOCABULARY

ACTIVITIES • Record — to make something (like a sound)
permanent so that it can be played back at a later
• Character Voice (10 min)
time
• ScratchJr Sound Recorder (10 min)
• Bringing Your Character to Life (15 min) • Sound — a type of energy made by vibrations in the
air that we can hear

• Free Play (10 min)
• Solve-It C (15 min)

STUDENTS WILL BE ABLE TO…

• Record a sound clip successfully using the Sound
Recorder block
Lesson 9: Activities

CHARACTER VOICE (10 min)

Have your students take out their written compositions. Have them make a character list of all  the characters/
people in their story. They will return to this list at the end of the lesson. Take a few minutes with your students
to discuss all of the characters in Giraffes Can’t Dance. Create a list on your board or chart paper of all the
characters. Ask students: How do we know what the characters are thinking? How to the characters
communicate with each other? It is crucial in stories that characters find different ways to express themselves.
On the board/chart paper, write down all the characters that speak throughout the story, and other ways they
express themselves. Today, students will learn how to make their characters speak on ScratchJr.

SCRATCHJR SOUND RECORDER (10 min)

Demonstrate for you class how to write a program that includes the sound recorder. As always, start with
the green flag. Then, tap the green microphone to show the sound recorder. Practice recording a sound as
a class and adding it to your program. Then, finish with the red end block.

1. Start with the green begin flag: " 


2. Record your sound: " (This may take a few tries in order for students to correctly
capture their character intro, and that’s okay!) 


3. End on the red end block. "

BRINGING YOUR CHARACTERS TO LIFE (15 min)

Have students take out their written composition drafts and their character lists from the beginning of
class. Using the following guiding questions, have them add any details to their story that will help their
characters express themselves better.

Guiding Questions:
• What about your character can be expressed through words or noises?
• What does your character’s voice sound like? What kind of things does the character say?
• How does your character interact with other characters? Is there any places in your story where
your characters talk to each other?
• What words/details can you add to your story to emphasize the personality of your character?
FREE PLAY (10 min)
Individually or in pairs, students should take this time to explore the Sound Recorder freely.
By the end of this free-exploration, students should be able to record the specific sounds they want
ScratchJr to play using the Sound Recorder.

SOLVE-IT ASSESSMENT C (15 min)

On the Appendix B-1 you will find assessment C. Please hand out one copy of the assessment to each child in your
class.
Instructions:
• Read each question and option out loud to the group. Students can ask to have questions or options read out
loud up to 3 times.
• Instruct children to circle only 1 answer per question.
• Make sure students answer the questions by themselves. Students should not be discussing or copying
answers.
Lesson 10: Conditionals

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Control Structure Cause and Effect, Making Predictions

OVERVIEW STUDENTS WILL BE ABLE TO…

In this lesson, students will further learn about cause • Use the Start on Bump and Start on Tap blocks
and effect in addition to creating interaction between successfully
characters by using the “send messages” and “start on • Understand and be able to use the Send Message
bump” and “start on tap” features. blocks

PREPARATION FOR TEACHERS

PURPOSE
☐ Read through the Activity Guide
This lesson allows students to interact with their
☐ Ensure all tablets are charged and have ScratchJr
characters and make their characters interact. They will
be able to connect these actions to the literacy concepts MATERIALS
of cause and effect and making predictions. Knowing FOR THE TEACHER:
that outcomes can vary depending on the circumstances
is an important concept in early childhood, as students
• 1 copy of Giraffes Can’t Dance by Giles Andreae

begin to comprehend how decisions are made in FOR STUDENTS:

everyday life. • Design Journal (see Appendix C for example)

ACTIVITIES • Tablet with ScratchJr

• Writing an Alternative Story (15 min) VOCABULARY

• ScratchJr Conditionals (10 min) • Event — an action that causes something to happen
• Start on Tap and Start on Bump (10 min) 

• Send Messages (15 min)
• Free Play (10 min)
Lesson 10: Activities

WRITING AN ALTERNATIVE STORY (15 min)

The purpose of this activity to have students think creatively about what could have happened in Giraffes Can’t Dance
if Gerald had done things differently. If necessary, reread the story to students.

Below are some examples from the story. Ask students to think about these hypothetical scenarios, and have several
students share out their hypotheses.
• What would have happened if the lions hadn’t made fun of Gerald?
• What would have happened if Gerald hadn’t met the cricket?
• If Gerald had not left the dance to look at the moon…
• If Gerald had been with other giraffes at the dance…

Now the students have the opportunity  to turn these suggested alternative stories into compositional texts.

Students will write their alternative stories in their Design Journals. This activity is also an opportunity to review
whatever skills the students have most recently learned in writing (e.g. strategies for organization, capitalization of
proper nouns, etc.).

SCRATCHJR CONDITIONALS (10 min)

Explain to students that in the programs they have learned so far, Kitten has only one choice of what
instructions to follow when the program begins. Now they will learn that there are blocks that give Kitten
different choices of instructions to follow depending on what happens while the program is running! For
example:
• If Kitten is tapped, then Kitten will start moving!
• If Kitten receives a message, then Kitten will jump!
• If Kitten is bumped by Turtle, then Kitten will spin around!

START ON TAP AND START ON BUMP (10 min)

The first block we are going to be using today is called start on tap. With this button, a character will not start
until we tap it! Guiding questions for discussion:
• Where do you think Start on Tap should go in our program?
• Should it go at the end? Why or why not?

Demonstrate the start on tap block using your same recorded program.

In addition, programs can start with the start on bump block. This block only starts a character’s program when
that character is “bumped” by another character.
Add a character to your same recorded program (if there aren’t already multiple characters) and then
demonstrate the start on bump block.

SEND MESSAGES (15 min)

Characters in ScratchJr can send messages to one another. These are special messages that control when a
character starts its programs. Demonstrate an example of a character sending a message to another character.
The start on message block can be used in place of the green flag block.
(Example program to the right)

Guiding questions:
• If I start my character with the orange start on message block, what color do you think the send
message block needs to be? Why? 


FREE PLAY (10 min)

Instruct students to each select 3 characters to practice using start on tap, start on bump, and send messages.
Students may choose to use characters that align with Giraffes Can’t Dance. *Note: these blocks are tricky to
use and take practice! Encourage students and reinforce the idea that mistakes and debugging are common
practices in programming. 

Lesson 11: Final Project - Writing the Jungle Dance Party

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Algorithms, Design Process Writing Process

OVERVIEW STUDENTS WILL BE ABLE TO…

Students will begin their final project in this • Compose a jungle dance party and transfer it to
lesson: programming their Jungle Dance Party! ScratchJr
 During the course of this final project, students • Decide which of their ideas can be translated to
will put to use all the concepts learning during the ScratchJr programs and which cannot
previous lessons. Students can use parts of their • Identify and show appreciation to those who have
programs from previous lessons, but they should helped them with their final projects
be encouraged to start fresh and transfer their PREPARATION FOR TEACHERS
skills to a new context. ☐ Read through the Activity Guide
☐ Ensure all tablets are charged and have ScratchJr
PURPOSE ☐ Print Collaboration Web for each student (Appendix
D)
The purpose of the final project is two-fold: first, to
allow students to demonstrate the skills they have MATERIALS
acquired throughout the previous lessons and to apply FOR THE TEACHER:
them in new, creative ways. By writing out their plans
first before creating in ScratchJr, students make
• 1 copy of Giraffes Can’t Dance by Giles Andreae

FOR STUDENTS:
purposeful decisions about their projects and
understand that not all ideas on paper can transfer to • Design Journal (see Appendix C for example)
the actual design. Second, by “rewriting” their written • Tablet with ScratchJr
planning in code, the connections between  programing • Collaboration Web (see Appendix D)
and writing will be brought to life. Student will
experience the constraints and affordances of each 

medium and and better understand  how the two
support one another.

ACTIVITIES
• Planning the Jungle Dance Party (20 min)
• Peer Feedback (5 min)
• Collaboration Web (10 min)
• Coding the Jungle Dance Party (25 min)
Lesson 11: Activities

PLANNING THE JUNGLE DANCE PARTY (20 min):

If your class has a standard “Pre-write” or “Planning” process, this is an excellent time to implement it.
Students will be planning out their Jungle Dance Party. They will want to consider the characters, the
setting, and the details. Give your students clear instructions for what a successful program will look like..
What will stay the same? What will change? What details can they add in ScratchJr? What details will it
be hard to convert? Remind the students that their programs should have multiple characters and
multiple pages with different backgrounds, repeat loops, send messages and any additional details they’d
like to include. In addition, students may choose to set their program to music or record their voice
narrating.  

PEER FEEDBACK (5 min):

Have students swap plans with a peer. Give them a few minutes to talk about their story plan and
then receive feedback.
• Partner 1 explains their jungle dance party planning (2 min)
• Partner 2 gives feedback (1 min)
• Partner 2 explains their jungle dance party planning (2 min)
• Partner 1 gives feedback (1 min)


COLLABORATION WEB (10 min):

A collaboration web is a tool for students to recognize peers who have helped and supported them in
different ways, such as working together on a common task, lending or borrowing materials,
programming together, etc.
Directions:
1. Obtain headshots of each student in the class.
2. Create individual printouts with each student’s photograph in the center of the page and the
names and photographs of all the other students arranged in a circle surrounding the central
photo.
3. Whenever you observe students collaborating during the final project, ask students to draw a line
from their photo in the center to the photo of the other students with whom they collaborated.
4. At the end of Lesson 12, ask students to count the number of lines they have with each student.
Then choose a couple students to say thank you to!

BEGIN CODING THE JUNGLE DANCE PARTY (25 min):

Give students any remaining time to start their program. Emphasize that all of the details they planned
may not transfer to ScratchJr, and that’s okay! This could be a great starting off point for a discussion on
which story elements work well in programs and which are more difficult. Some actions, characters,
details may be more difficult to represent within the ScratchJr programming language.
Lesson 12: Final Project - Coding the Jungle Dance Party

Powerful Idea From Computer Science: Powerful Idea From Literacy: 


Design Process Awareness of Audience, Retelling a Story

OVERVIEW STUDENTS WILL BE ABLE TO…

In this final lesson, students will code their jungle • Compose a jungle dance party and transfer it to
dance party programs. During the course of this final ScratchJr
project, students will put to use all the concepts learned • Share final projects with peers, family and
during the previous lessons. When students are finished community members
with their projects, they will share them with each other • Identify and show appreciation to those who have
and offer their gratitude to those who have helped them helped them with their final projects
along the way. PREPARATION FOR TEACHERS
☐ Read through the Activity Guide
PURPOSE ☐ Ensure all tablets are charged and have ScratchJr
The purpose of the final project is to allow students to ☐ Print out Solve-It D for each student
demonstrate the skills they have acquired throughout
MATERIALS
the previous lessons and to apply them in new, creative
ways. After students finish presenting their projects to FOR THE TEACHER:
their peers, educators are encouraged to invite families • 1 copy of Giraffes Can’t Dance by Giles Andreae
and community members to view students’ final FOR STUDENTS:
projects
• Design Journal (see Appendix C for example)
ACTIVITIES • Tablet with ScratchJr

• Coding the Jungle Dance Party (20 min)
• Share Creations and Deliver Cards (15 min)
• Reflections/Final Tech Circle (10 min)
• Solve-It D (15 min)
Lesson 12: Activities

CODING THE JUNGLE DANCE PARTY (20 min)

Students may continue to work on coding their final projects and incorporating any feedback they may
have received from peers. After students are done working, have students write three thank you cards to
the three students who have helped them the most using construction paper or another kind of nice paper.

SHARE CREATIONS AND DELIVER CARDS (15 min)

During the final presentations, have students present their Jungle Dance Party  compositions and
ScratchJr programs. Students can share their final projects altogether in a technology circle, or as a
gallery walk, in which half of the students walk around the classroom to each project while the other half
present their projects. Then the two groups switch. Students should share:
• their programs and stories
• why they chose those characters and backgrounds
• the final program and what each block represents
• anything that was hard, easy, surprising, interesting, etc. about the process.


Take photos of students’ final projects! While you do this have the students deliver their cards.

REFLECTION/FINAL TECH CIRCLE (10 min)

Gather students into a circle and generate a final discussion surrounding their projects. Take this time to
think about the constraints and affordances of each medium, writing and coding. Guiding questions
include:
• What was difficult about coding your composition?
• Were there somethings in your writing that you could not code? Why?

EXTENDED ACTIVITY:
If more time is needed for students to finish their final projects, this reflection activity can be assigned for
homework. Now that students have written a composition and created a project in ScratchJr, have
students write a letter to their families explaining their projects. Ask students: What was your project
about? What did you learn by playing with ScratchJr? What was your favorite thing? What was your most
challenging thing? Send students’ letters to families, along with pictures of their compositions, final
projects and codes. If students have access to tablets at home, you may also share their final project
to their parents. See instructions below:

And check out https://www.scratchjr.org/learn/tips/share-projects for more information on sharing.

1. Make sure both the Sending and Receiving devices are:


1. turned on
2. connected to the internet
3. enabled to receive emails/AirDrops
 4. pre-loaded with the ScratchJr app


2. On the Sending device, open the project you want to share. Tap the yellow rectangle in the top right
corner of the screen to see the Project Information Screen


3. Type a specific name for this project (e.g.  “Dance Party”). Share the project to your Receiving
device using your preferred share method (AirDrop or email)


4. On the Receiving device, open ScratchJr. You should see your newly shared project in your project
library, with a blue ribbon to show it hasn’t been opened yet.

SOLVE-IT ASSESSMENT D (15 min)

On the Appendix B-1 you will find assessment D. Please hand out one copy of the assessment to each child in your
class.
Instructions:
• Read each question and option out loud to the group. Students can ask to have questions or options read out
loud up to 3 times.
• Instruct children to circle only 1 answer per question.
• Make sure students answer the questions by themselves. Students should not be discussing or copying
answers.
Appendix A. Materials
Appendix A. Materials
Technology Materials:
r Tablet with ScratchJr App downloaded
r Tablet charger
r Speakers for playing music

Art Materials:
r Construction paper or other kind of decorative paper
r Markers, crayons, of colored pencils
r Masking tape

Teaching Materials:
r 1 copy of Giraffes Can’t Dance by Giles Andreae (it might be helpful to have multiple copies for
students to reference during projects)
r Premade anchor charts (see following pages for examples)
r Discussion sentence starters
r Design Process
r Writing Process
r Why is Kitten Confused?
r Printed pictures (see following pages for examples)
r Large letter cards: A, R, C
r Scratch Jr Block Cards
Examples of Anchor Charts:
Discussion Sentence Starters Design Process

Writing Process Why is Kitten Confused?

 Examples of Printed Pictures:
Large letter cards: A, R, C

A R C
MOTION BLOCKS
Move Left

1
Move Right

1
Move Up

1
Move Down

1
Turn Right

1
Turn Left

1
Hop

2
Go home
TRIGGERING BLOCKS
Start on Message
Start on Message
Start on Message
Start on Message
Start on Message
Start on Message
Start on Green Flag
Start on Tap
Send Message
Send Message
Send Message
Send Message
Send Message
Send Message
Start on Bump
SOUND BLOCKS
Pop

pop
Play Recorded Sound

1
LOOKS BLOCKS
Say

Hi
Grow

2
Shrink

2
Reset size
Hide
Show
CONTROL BLOCKS
Wait

2
Stop
Set Speed
Set Speed
Set Speed
Repeat

2
END BLOCKS
Repeat forever
Go to page

2
End
 Block Descriptions

Start on Green Flag Start on Tap

Starts the script when the Green Flag Starts the script when you tap on the
is tapped. character.

Start on Bump Start on Message

Starts the script when the character is Starts the script whenever a message
touched by another character. of the specified color is sent.

Send Message

Sends a message of the specified

color.

Move Right Move Left

Moves the character a specified Moves the character a specified

number of grid squares to the right. number of grid squares to the left.

Move Up Move Down

Moves the character a specified Moves the character a specified

number of grid squares up. number of grid squares down.

Turn Right Turn Left

Rotates the character clockwise a Rotates the character

specified amount. Turn 12 for a full counterclockwise a specified amount.
rotation. Turn 12 for a full rotation.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
 Block Descriptions

Hop Go Home

Moves the character up a specified Resets the character’s location to its

number of grid squares and then starting position. (To set a new
down again. starting position, drag the character to
the location.)

Say Grow

Shows a specified message in a Increases the character's size.

speech bubble above the character.

Shrink Reset Size

Decreases the character's size. Returns the character to its default

size.

Hide Show

Fades out the character until it is Fades in the character until it is fully
invisible. visible.

Pop Play Recorded Sound

Plays a "Pop" Sound Plays a sound recorded by the user.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
 Block Descriptions

Wait Stop

Pauses the script for a specified Stops all the characters' scripts.
amount of time (in tenths of seconds).

Set Speed Repeat

Changes the rate at which certain Runs the blocks inside a

blocks are run. specified number of times.

End Repeat Forever

Indicates the end of the script (but Runs the script over and over.
does not affect the script in any way).

Go to Page

Changes to the specified page of the

project.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Appendix B-1. Solve-It Assessment A
Solve-it
Name _______________________ Date ______________

A Teacher _______________________
Circle the correct answers.

1. Which of these things would you need a design process for?

Keeping things the same Making new things Breaking something

2. How many times can you go through the writing process and design process?

1 time 3 times You can repeat the cycle

as many times as you need

...

3. Which of these is an end block?

1 1
4. Which of these is a program?

1 1

1 1

5. Which block will make the character grow?

1 1 1

6. Which block will make the character hide?

1
Appendix B-2. Solve-It Assessment B
Solve-it
Name _______________________ Date ______________

B Teacher _______________________
Circle the correct answers.

1. My character won’t spin and move forward when I try to run my program.

1 1
Circle one block that is needed to debug this program:

1 1

2. How can we change this program so that the character goes up before moving
forward?

1 1

1 1 1 1 1

1 1 1 1 1
3. Which one of these blocks makes the character freeze?

10 1 1

4. Which one of these programs will make the character freeze before jumping?

1 10 1

10 1 1 1

5. Which one of these blocks control speed?

1 1 10
6. Which one of these programs will make Chicken faster than Kitten?
Appendix B-3. Solve-It Assessment C
Solve-it
Name _______________________ Date ______________

C Teacher _______________________
Circle the correct answers.

1. How many times will the character move backwards?

1 2

1 time 2 times 3 times 4 times

2. Which of these programs will make the character jump three times?

1 3 1 2

4 1 2 2
3. Which program does the same thing as this program?

1 1 1 1

1 1
2 4

1 4 1 4

4. Which block lets you record your own sound?

Hi!

5. Which program does not start until you tap the character?

4 2 2

2 2
6. True or False: This program makes the character move forward forever.

1 9
Appendix B-4. Solve-It Assessment D
Solve-it
Name _______________________ Date ______________

D Teacher _______________________
Circle the correct answers.

1. The program begins with the orange start on message block.

What color does the send message block need to be?

purple orange green blue

2. Which block only starts a character’s program when that character is “bumped”
by another character?
3. After Kitten jumps, I want Dog to jump. But, Dog is not jumping. How can I
change this program to make Dog jump after Kitten jumps?

4. Which program has the character move four steps forward, one step up, and
disappear?
5. When Kitten moves forward, Kitten bumps into Dog. Which program makes
Dog jump when Kitten bumps into Dog?

6. Which program has the storm cloud move backwards when tapped and send a
message for Kitten to move forward the fastest?
Appendix C. Design Journal
Name: Date:

Lesson 1:
Foundations
What are some similarities between the process of designing a program
and the process of writing a story?

How did you use the design process to make your How-To book?
Name: Date:

Lesson 1:
Foundations (continued)
Write instructions for how to create the game that you
designed. You can also draw pictures to help readers
understand your directions.
Name: Date:

Lesson 1:
Name: Date:

Lesson 2:
What is a program?
Name: Date:

Lesson 3:

Composition Planning:

My idea is…..

Details about my idea are:

Name: Date:

Lesson 3:

Composition First Draft:

Name: Date:

Lesson 3:
Name: Date:

Lesson 4:
My Character
Name: Date:

Lesson 4:
Use this blank sheet for any extra planning or writing!
 Name: Date:

Lesson 5:
Programming
Use the ScratchJr stickers to write your Hokey-Pokey program
here. Make sure the blocks are in the right order!

Which block did you use the most?

How many times did you use this block?

Which block did you use the least?

How many times did you use this block?

Name: Date:
Lesson 5:

What was one problem you had with Scratch JR?

What were some things you tried to help solve the

problem?

Which solution worked best?

Name: Date:
Lesson 6:
Name: Date:
Lesson 7:
Debugging
Name: Date:

Lesson 7:
Details

FAST OR SLOW?
1.

2.

3.

4.

5.

Reflection:
What was difficult or easy about your Freeze Dance
Project?
Name: Date:

Lesson 7:
Use this blank sheet for any extra planning or writing!
Name: Date:

Lesson 8:
Use this blank sheet for any extra planning or writing!
Name: Date:

Lesson 9:
Cause and Effect Part II
Choose one of the five senses below. Draw a circle around the
sense that you have chosen.

See Hear Smell Taste Touch

Describe a time of when you last used this sense:

Name: Date:

Lesson 9:
Use this blank sheet for any extra planning or writing!
Name: Date:

Lesson 10:
List out all of the characters in your written composition.
Name: Date:

Lesson 10:
Use this blank sheet for any extra planning or writing!
Name: Date:

Lesson 11:
Final Project
Describe your Jungle Dance Party on the lines below. Make sure to cover
these important details!
§ Who is there?
§ What does it look like?
§ When does each activity happen?
§ Where does it happen?
§ Why did you choose these activities?
Name: Date:

Lesson 11:
Final Project
Now that you have written about your Jungle Dance
Party, start planning your Scratch Jr. Jungle Dance
Party!

Ask: What activities do you want your characters to do?

Imagine: What will your project look like?

My character is:

Its name is

Draw what your character will look like:

Name: Date:

Describe the kinds of blocks you used in your program:

Test and Improve: Before programmers? finish a project,

they need to test and improve their work. Use this checklist
to see how your program is coming along!

Now it’s time to improve and fix your “bugs”! Feel free to make as
many changes as you want to improve your program or your
robot’s decorations.

What changes did you make to your program?

Name: Date:

Lesson 12:
Name: Date:

Lesson 12:

Describe your final Scratch Jr. program. What was it like? Was
it a story? A game? Something else?

What characters and backgrounds did you use in your program?

How did using those parts make your program come to life?

What was your favorite thing about working on your program?

What was the hardest part about working on your program?

Name: Date:

Lesson 12:
Final Projects
Name: Date:
Name: __________________ Date: ___________________

Student Perceptions Survey

1. How much did you like doing these activities?

Not at all! Not really It was okay Liked it Loved it!

2. How much do you think the whole class liked doing these activities?

Not at all! Not really It was okay Liked it Loved it!

3. How much did you learn about coding?

Nothing! A little bit A fair amount Quite a bit Learned a lot!

4. How important do you think the things you learned are going to be to you later
in life?

Not at all important! Probably not Maybe Probably Very important!

5. How would you feel if you had the chance to do this again?

Awful Not very good Okay Pretty good Great!

6. What was your favorite part about these activities?

Appendix D. Collaboration Web
Appendix D. Collaboration Web
A collaboration web is a tool for students to recognize peers who have helped and supported them
in different ways, such as working together on a common task, lending or borrowing materials,
programming together, etc. Students will create a Collaboration Web during Lesson 11: The Jungle
Dance Party Project and then later write thank you letters to the three peers with whom they have
collaborated the most.

Directions:
1. Obtain headshots of each student in the class.
2. Create individual printouts with each student’s photograph in the center of the page and the
names and photographs of all the other students arranged in a circle surrounding the central
photo.
3. Whenever you observe students collaborating during the final project, ask students to draw
a line from their photo in the center to the photo of the other students with whom they
collaborated.
4. During Lesson 12, ask students to count the number of lines they have with each student. Ask
students to write thank you letters to the three students who have the most lines drawn to
their photos.

Sample Collaboration Web:

Student A

Student B

Student C

The student in the center will write thank you letters to Students A, B, and C.
 References

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