The main focus of this dissertation is the literacy practices of students in a high school International Baccalaureate (IB) English classroom. The students demonstrated their meaning of texts that were studied as part of the curriculum in order to prepare them for their Formal Oral Commentaries. This was a mandated assessment of the IB English curriculum. The students presented their meaning making through a multimodal assessment tool that also served as a summative evaluation for two units of study during the school year. The study utilized ethnographic methodologies to analyze literacy practices of the students meaning making regarding the multimodal classroom assessment. For this study, I took the role of a reflective practitioner. Through observation, photography, videos of IB students' presentations and video interviews, I was able to gain a better understanding of my students' analysis of the material that they were studying. The data collection for this study took place over a two month period during the end of the Fall 2010 semester of the students' senior year of high school when they were studying "Othello" by William Shakespeare, and the poetry of William Butler Yeats. Some subsequent interviews for this study took place after work was presented and collected. The students in this study ranged in age from 16 to 18 years, and took place in a suburban high school on Long Island. The students created projects that demonstrated their meaning by considering the theories of multimodality learning and the ways that it can help further their analysis of the works they studied. This study showcases the variety of literacy abilities of these students as they present their meaning of the required texts as they prepared for their IB Formal Oral Commentaries. By offering students the opportunity to present their ideas in a personal way rather than having traditional assessments, like essays or multiple choice exams, this study explains how multimodality techniques can be used to further a student's understanding of a text and further the development of their analysis. The information gathered and analyzed in this study will help other English teachers to see how they can get the most out of their students meaning making and analysis of the texts they study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]