LitCS: Supercharging K-5 Comprehension & Writing through Computer Science

Outline

Introduction (5 minutes) -
Welcome and introduction to the session topic - Briefly explain the importance of integrating computer science and literacy for K-5 students, with a focus on its ability to promote access to CS for underrepresented populations.
The Synergy Between Coding and Literacy (20 minutes) -
Participants engage in a coding activity & take note on a digital backchannel of connections they see to literacy (reading, comprehension, writing)
Discuss the connection and benefits of integrating coding and literacy skills - Share success stories and research-based evidence supporting the effectiveness of coding in literacy development
Unleashing Creativity through Coding (20 minutes) -
Showcase coding tools and platforms that promote creative storytelling (scratch, scratch jr, csfirst, microsoft makecode) -
Engage participants in a coding activity where they create a narrative using coding concepts -
Discuss how coding enhances critical thinking, logical reasoning, and imaginative storytelling Interactive Coding Activities for Literacy
Coding for Comprehension (20 minutes) -
Introduce coding activities specifically designed to reinforce reading comprehension and vocabulary -
Demonstrate a coding project that encourages students to analyze and interpret text -
Discuss how coding activities can be integrated into existing literacy lessons Enhancing Comprehension with CT (10 minutes) -
Explore how computational thinking principles support reading comprehension - Provide examples of coding activities that develop inferential thinking and critical analysis of texts
Integrating CS and Literacy (5 minutes) -
Highlight interdisciplinary connections between computer science and literacy instruction -
Emphasize the holistic understanding students gain through integrated learning experiences
Resources and Next Steps (5 minutes) -
Share a curated list of resources, coding platforms, and lesson ideas for further exploration -
Encourage participants to reflect on how they can apply the strategies and resources presented in their own classrooms
Conclusion and Wrap-up (5 minutes) -Summarize the key points covered during the session - Q & A, final takeaways

Supporting research

The research backed California computer science standards, based on the national K12 CS framework and national CSTA standards, contain multiple examples of coding activities that support literacy development in reading comprehension and writing. The national computer science framework, k12.cs.org, indicates that " review by Clements (1999) showed that engagement in a structured computer programming environment aided young children’s number sense, visual memory, and language skills.” and that "Kazakoff and colleagues (2013) showed that preschool and kindergarten children who engaged in a one-week robotics and programming workshop significantly increased in their story sequencing abilities from pre- to post-workshop, suggesting a transfer of knowledge from the computer science context to literacy."
(p. 272)

The neuroscience of UDL reveals the benefits of hands on, collaborative activities as will be experienced by educators in the session. Neuroscience indicates that connections increase learning sustainability, which aligns to the interdisciplinary nature of the strategies and techniques presented. There is evidence across California that indicates when all students are introduced to CS in elementary school, higher numbers of underrepresented populations enter STEM fields and take CS courses in high school.

Every Student Succeeds Act (ESSA): The ESSA, signed into law in 2015, recognizes the inclusion of computer science as part of a well-rounded education. It emphasizes the importance of providing equitable access to computer science education for all students. The College Board report titled "AP Computer Science Principles: A Pathway to College and Career Success for All Students" from 2020 emphasizes the role of AP Computer Science Principles (CSP) as a gateway for underrepresented students to pursue STEM majors in college.

Book:
"Stuck in the Shallow End: Education, Race, and Computing" by Jane Margolis: This book provides a comprehensive examination of the disparities in computer science education, particularly in underserved communities, highlighting the need for equitable access and inclusion.

As evidenced in the National K5CS California breakout session led by state CS Coordinator and COE representatives from across the state, CS activities at the elementary level that align to literacy have been shown to boost student engagement, increase interest in CS from underrepresented populations, and support student agency.