  In recent years, there has been increasing interest in developing a Computer
Science curriculum for K-8 students. However, there have been significant
barriers to creating and deploying a Computer Science curriculum in many areas,
including teacher time and the prioritization of other 21st-century skills. At
McMaster University, we have developed both general computer literacy
activities and specific programming activities. Integration of these activities
is made easy as they each support existing curricular goals. In this paper, we
focus on programming in the functional language Elm and the graphics library
GraphicSVG. Elm is in the ML (Meta Language) family, with a lean syntax and
easy inclusion of Domain Specific Languages. This allows children to start
experimenting with GraphicSVG as a language for describing shape, and pick up
the core Elm language as they grow in sophistication. Teachers see children
making connections between computer graphics and mathematics within the first
hour. Graphics are defined declaratively, and support aggregation and
transformation, i.e., Algebra. Variables are not needed initially, but are
introduced as a time-saving feature, which is immediately accepted. Since
variables are declarative, they match students' expectations. Advanced students
are also exposed to State by making programs that react to user taps or clicks.
The syntax required to do so closely follows the theoretical concepts, making
it easy for them to grasp. For each of these concepts, we explain how they fit
into the presentations we make to students, like the 5200 children taught in
2016.
  Finally, we describe ongoing work on a touch-based Elm editor for iPad, which
features (1) type highlighting (as opposed to syntax highlighting), (2)
preservation of correct syntax and typing across transformations, (3) context
information (e.g. displaying parameter names for GraphicSVG functions), and (4)
immediate feedback (e.g. restarting animations after every program change).
