USING ASSESSMENT

DATA TO INFORM
INSTRUCTION
CLASS GROUPINGS
Groups are created based on students with similar ELA academic levels
and abilities such as (low level, mid-level, and high-level students) known
as homogenous groups. Another group known as heterogeneous groups
is created based on students with mixed skills, interests, and ELA
educational levels. The in-class book report activities help prepare
students to develop skills in order to create their own individual
comprehensive digital book report presentations of their favorite books
they have read on their own during the school year.

BOOK REPORT ACTIVITY#1 FOR

HOMOGENEOUS GROUP
Students with similar ELA scores in their book reports are divided into three
tiers (low level, mid-level, and high-level readers). Students are given the task
to create a timeline for the book "James and The Giant Peach". The low-level
group is given the different events in the book and is tasked with matching the
events according to the correct order of the timeline and identify the
beginning, middle, and end events of the book. Mid-tier students must fill in
the blanks in the timeline, while high-level students must write in the
complete text of the book's story plot timeline and also create an interactive
time of each character in the story.
IN-CLASS ONLINE
Students can create a colorful Depending on the tier of the
timeline brochure of the book "James students, each group will be
and The Giant Peach". They create a provided an interactive quiz and
visual chronological order of the digital timeline worksheet using
most important events of the book, Nearpod and Pear deck integrated
based on their group level. Google Slides. Students will have fill
in the blank options, mix and match
and drag and drop features.
 BOOK REPORT ACTIVITY#2 FOR
HETEROGENOUS GROUP
Students with mixed skills, interests, and ELA educational levels are given
the task to create individual visual book reports as a group for James and
the Peach. They will demonstrate their ability to summarize important
events in the story, identify different characters and illustrate the beginning,
middle and ending parts of the book and provide their rating.

IN-CLASS
In the physical class, students create
visual book reports using various
given art supplies or file folders.
Students with accommodations will
have the option to have an interactive
reader to use as a reference to create
their visual book and to aid in helping
students to put the necessary content
material for their book report.
ONLINE
Students will create their visual
storyboard using applications such as
Storyboard That, Google slides,
and/or Story Bird. They can create
digital animations and pictures to
help illustrate the different parts of
the story and integrate immersive
reader and text to speech as well as
include video and a digital review of
the book.

ACCOMMODATION FOR SPECIAL

EDUCATION
For the visual book report, students with special needs can choose from
illustrated scenes of the story and put them in the correct order. Students
have access to the audio reader book to use as a reference to help
recreate the different scenes in James and the Giant Peach. Students with
dyslexia and dysgraphia can also use the voice to text speech to help
write speech bubbles or summarize important points in the book in each
scene.

ACCOMMODATION FOR GIFTED

STUDENTS
Gifted Students will instead create a file folder book report that
includes identifying other literary elements such as the rising action,
climax, and falling action within the book. They also must identify the
problems and solutions of each character in the book as well as genre,
plot, setting and provide a rating.

REFERENCES
Rees, S. (2015, March 17). How to Make a Lap Book: with FREE
Template - Appletastic Learning. Appletastic Learning.
https://appletasticlearning.com/2015/03/17/how-to-make-lap-book/
Warfield, A. (2021). Visual Timeline Maker | Timeline Template on
Storyboard That. Storyboard That.
https://www.storyboardthat.com/articles/e/timelines