Portfolio Artifact Rationale Statement MGLP Context and Connection to Educational Frameworks The Multi-Genre Literacy Plan (MGLP)

was organized in LTM 621 which focused on literacy with Dr. Pamela Lucas. The core of my MGLP is based on a course I used to teach for sophomores at Marquette High School. When I taught the course, the central concept was to present students with multiple versions of history instead of reading just one textbook. Through LTM 621, this vision was expanded to also include tools to diagnose student literacy ability and differentiate reading assignments. James Bankss work with multi-cultural education is central to building this approach to literacy in a history classroom. Students must build an understanding of history from multiple perspectives and a variety of sources. Benjamin Blooms taxonomy also informs this plan because the goal is to learn to build on student understanding of material over time to include higher levels of thinking. It is important to diagnose student ability initially to provide an opportunity to enhance skills over a period of time. Standard/Ability WTS #4 AEA Diagnosis Restate in your own words what this standard/ability means Teachers use a variety of strategies to promote higher levels of thinking. Teachers make observations of each student as an individual and match each with appropriate strategies for learning. AEA Diagnosis This plan incorporates diagnostic tools that may be used to identify reading levels and learning styles. It is important for teachers to have access to diagnostic tools to better support learning for every student by deliberately selecting learning strategies.

Artifact MGLP

WTS #4 This plan allows for the teacher to support students to be actively engaged in a variety of literacy strategies to support multiple reading levels. The plan also enables the teacher to challenge each student to think critically about history and develop in-depth analysis.