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Links
Cool tools used during my research:
​Google Classroom is where I housed all the assignments and where students published their writings and storyboards to share with their peers.
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Google docs is the tool that my students used to type their writings to publish them onto the google classroom.
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Storyboardthat.com was the tool that I had students create their storyboards on. After creating their 6 scene story, they shared them with peers in the classroom.
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At the end of my four weeks of research, I had students fill out a google form that I created to get feedback from them about their experience with the tools and activities I provided.
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Educreations is a tool that educators can use to video lessons on a white board. You can record yourself drawing and talking at the same time. 
Tools that I recommend and plan to use in the future:
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Voki.com is a website where students can create a character and record their voice. The character will say whatever the students record. 
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Flipgrid.com is a too where students can create short videos to share with their peers
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Popplet.com is an online graphic organizer for students to organize their writing.
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​Symbaloo.com is a great source for organizing websites. If you have a lot of different site you want your students to access, this is a one stop site for students to go to and find the site needed.
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kahoot.com is a great tool to make quizzes fun and engaging.
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piktochart.com is a great tool for creating posters, infographics, etc. 
Articles 

Teaching the New Writing: Technology, Change, and Assessment in the 21st Century Classroom.

​Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development

 ​U.S. scores stagnant, other nations pass us by in latest international test 

​Data

​PISA Test Results

NEA 2009 PISA Test results

NEA Today PISA Test Results

CAASPP and ELPAC Government Website

caaspp.edsource.org *Specific School Data - COES

California Department of Education *State Statistics

National Center of Education Statistics

National Assessment of Educational Process

Napa Valley Unified School District Website *Strategic Plan 2019-2020

National Common Core Standards

Pew Research

​National Center for Educational Statistics
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Recommended Reading
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Resources from Touro University Library
*You need a login for these resources
*Click the TU logo for the TU Library
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Allen-Wriggle, N. (2011). The impact of the write from the beginning program on grade 2 writing achievement (Order No. 3484276). Available from ProQuest One Academic. (904137145). Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search-proquest-com.library.touro.edu/docview/904137145?accountid=40250 

Defauw, D. L. (2010). The effect of authentic contest-writing instruction on third-grade students' on-demand prompt writing for standardized writing assessment (Order No. 3438031). Available from ProQuest One Academic. (839030558). Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search-proquest-com.library.touro.edu/docview/839030558?accountid=40250

Dombey, H. (2013). What we know about teaching writing. Preschool and Primary Education, 1, 22-40. doi:http://dx.doi.org/10.12681/ppej.40

Griffith, R. R., PhD. (2010). Students learn to read like writers: A framework for teachers of writing. Reading Horizons, 50(1), 49-66. Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search-proquest-com.library.touro.edu/docview/236477675?accountid=40250
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Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295-319,321-322,324-326,328-340. Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search-proquest-com.library.touro.edu/docview/200445920?accountid=40250

Kissel, B. (2008). Promoting writing and preventing writing failure in young children. Preventing School Failure, 52(4), 53-56. Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search-proquest-com.library.touro.edu/docview/228529846?accountid=40250

Martin, L. E., & Thacker, S. (2009). Teaching the writing process in primary grades: One teacher's approach. YC Young Children, 64(4), 30-35. Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search-proquest-com.library.touro.edu/docview/197627260?accountid=40250

Read, S. (2010). A model for scaffolding writing instruction: IMSCI. The Reading Teacher, 64(1), 47-52. Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search-proquest-com.library.touro.edu/docview/750358841?accountid=40250

Tracy, B., Graham, S., & Reid, R. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. The Journal of Educational Research, 102(5), 323-331,200. Retrieved from http://0-search.proquest.com.library.touro.edu/login?url=https://0-search-proquest-com.library.touro.edu/docview/204214773?accountid=40250

Torri, O. L., Graham, S., Leader-Janssen, B., & Reid, R. (2006). Improving the writing performance of struggling writers in second grade. The Journal of Special Education, 40(2), 66-78. doi:http://0-dx.doi.org.library.touro.edu/10.1177/00224669060400020301
Books
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"There's no avoiding standardized writing tests in grades 3-8. Yet while writing to prompts defies the ambitions of the writing workshop model, teachers overlook this increasingly important kind of writing at not only their own peril, but also that of their students.
In the groundbreaking Writing to Prompts, Janet Angelillo demonstrates how to apply the best practices you already know to help students succeed in the uncertain and challenging environment of on-demand writing - without abandoning your writing workshop or devaluing topic choice. Beginning with a framework for thinking about writing to prompts, Angelillo builds a complete unit of study for use in any writing workshop, complete with strategies for addressing the rigors of timed-test situations and practical suggestions for ongoing assessment."
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"Who Owns the Learning?" brings ideas of integration of technology into the classroom in a mindful way. The short text shares a number of ideas on how to create global awareness and perspective, creating students to complete their own work and learning, and building a collaborative classroom in a digital world.
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LESSONS
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HOW-TOs
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ASSESSMENT