Computational thinking (CT) is becoming widely acknowledged as a foundational skill for all learners, yet the research literature on how to effectively teach CT, especially in elementary grades, remains underdeveloped. Early intervention holds promise for broadening participation in computing by engaging diverse learners before stereotypes and opportunity gaps take root. However, K–5 educators often lack clear standards and concrete examples for integrating CT into classroom practice. This paper addresses these challenges by presenting both conceptual and practical tools to support the development of algorithmic thinking, a key component of CT. We offer an exploratory learning progression that maps how students might build algorithmic thinking over time, along with excerpts from sample lessons that illustrate its application across elementary contexts.