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Not AvailableAn emerging body of work in the learning sciences has examined how computational models can support teachers in responding to students' prompts, inquiry, and ideas. This work has highlighted how teachers make discursive moves in relation to computational models to support classroom discussion. In this paper, we focus on a complementary phenomenon: teachers' design of code reflections, or curricular modifications that deepen students' engagement with one another's code for scientific and computational sensemaking. We highlight how these code reflections advanced student discourse and how both the code reflections and discourse became more sophisticated over time, shifting towards making connections across code, behaviors, simulation outcomes, data and the scientific process being represented. We reflect on how this progression was driven by shifts in the teachers’ comfort with code and computational modeling and the resources designers can offer to educators to support the development of code reflections.