The Caldecott Awards: You Be the Judge!

Topic: Third grade students will learn about the Caldecott Medal Book Award,including the history of the award and the required criteria for nominated books and illustrators.

Tasks and Activities:

Working in groups of 4, students will apply criteria to books and make judgments about their choice of best or favorite from the list of selected past Medal and Honor books. There are 22 titles on the list. These titles have audiobook versions online on the public library site and the library will have the corresponding print book. Students will listen to the audiobook versions while looking at the print pages. Each group will listen to and look at 4 books. Each group will choose their favorite out of the 4 selected/assigned titles for their group. Each student group will research the illustrator and their work for the title they select as their top choice and contender.

Culminating Activity/Final Product: Student groups will present their nominated book and illustrator to the class and persuade others to vote for their title. Individuals can vote for their favorite, but must not vote for their own. Students will vote in an online poll. For their presentations/products, student groups will create an illustrator display to be on display in the library and which will also be showcased in an illustrator fair/book tasting for parents on Literacy Night. The event will be called "Cookies and Caldecott's." 

Instead of just being an Internet scavenger hunt in disguise as a webquest, the tasks and activities fall under the categories of:

Compilation Tasks: Compile information from a variety of resources in a common format (illustrator display/presentation)

Consensus Building Tasks: Resolve differences of opinion (agreeing on their top choice) 

Persuasion Tasks: Present a persuasive argument for a certain position (presenting illustrator/book to peers)

Analytical Tasks: Examine critical relationships related to the content (evaluating books and applying criteria) 

Judgment Tasks: Rating information and making informed decisions (evaluating books and applying criteria)

This webquest was created to be used in the media center by the media specialist for use with third grade classes. It could also be used by classroom teachers. If your library has a fixed schedule, it could be worked on once a week for a month or month and a half (6 visits)...If you have a library with a flexible schedule, then it could be worked on for consecutive days for a week to two weeks (3 visits for each week). Computers in the library can be utilized, or perhaps in a computer lab. Ideally, student groups of 4 will have 2 computers to work with, so that each member has a partner. Stronger students could be paired with students who may need assistance either with reading or computer skills.

Before teaching this unit:

You should spend ample time reading Caldecott winners and honor books to students before introducing this WebQuest.  


Introduce the criteria for selecting a winner, and lead discussions about book illustrations.  


By the time you start this WebQuest the teacher should have helped students develop a word wall for discussing images.  This can  be displayed during the WebQuest for students to refer to during their writing and discussions.

Students will have a Skype session with a professor of Library and Information Science from the University of South Carolina who was part of the most recent Caldecott Committee. 

Students will need a public library card number to access or �check out� the online audiobooks. See the librarian if you need assistance.

You will need a log in and password for the Discovery Education site and any S.C. DISCUS Virtual Library sites. Librarians should have this. If you do not have one, see the Public Librarian or District Office Library Media supervisor.  

Natural Reader software and Voki can be utilized for students needing text to speech assistance.  

www.naturalreaders.com 

www.voki.com 

Online polls can be created and accessed via Survey Monkey.  www.surveymonkey.com 

For information on illustrators that harder to find on the Internet, try Something About the Author reference book series available locally at the Thomas Cooper Library, University of South Carolina or your local public or college libraries.  For more information see:

http://gdc.gale.com/gale-literature-collections/something-about-the-author-online/

https://sites.google.com/site/somethingabouttheauthoronline/

For free trial information see : http://www.galetrials.com/Login.aspx

You will need 1-4 print copies of the following books.

Group 1 Books

Knuffle Bunny

Anansi the Spider

Duke Ellington

Stone Soup

 

Group 2 Books

The Paperboy

The Amazing Bone

Officer Buckle and Gloria

A Story, a Story!

Group 3 Books

In the Small, Small Pond

Goggles!

So You Want to Be President

The Ugly Duckling

Group 4 Books

Owen

Zin! Zin! Zin! A Violin

The Village of Round and Square Houses

Owl Moon

Group 5 Books

Strega Nona

Ashanti to Zulu

The Biggest Bear

Goldilocks and the Three Bears

Extra Books

Noah's Ark

Arrow to the Sun

May I Bring a Friend?

The Fox Went Out on a Chilly Night

Standards

The webquest will address standards for Common Core English Language Arts, the AASL Standards for the 21st-Century Learner, and ISTE NETS for Students 2007.

Selected Common Core State Standards for English Language Arts
http://www.ed.sc.gov/agency/programs-services/190/documents/CCSSI_ELAStandards.pdf

Integration of Knowledge and Ideas
7. Explain how specific aspects of a text�s illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Craft and Structure
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently

Text types and Purposes
1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
d. Provide a concluding statement or section.

Production and Distribution of Writing
6. With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short research projects that build knowledge about a topic.

8. Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.


Comprehension and Collaboration
1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others� ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link
their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.


Presentation of Knowledge and Ideas
4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


�AASL Standards for the 21st-Century Learner�

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

The 4 learning standards (each supported by 4 strategies � Skills; Dispositions in Action; Responsibilities; and Self-Assessment) are:
Learners use skills, resources, & tools to :
Inquire, think critically, and gain knowledge;
Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge;
Share knowledge and participate ethically and productively as members in our democratic society;
Pursue personal and aesthetic growth.

Inquire, think critically, and gain knowledge.
1.1 Skills 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2 Dispositions in Action 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 1.3 Responsibilities 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.4 Self-Assessment Strategies 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed.

Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1 Skills 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2 Dispositions in Action 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3 Responsibilities 2.3.1 Connect understanding to the real world. 2.3.2 Consider diverse and global perspectives in drawing conclusions. 2.3.3 Use valid information and reasoned conclusions to make ethical decisions. 2.4 Self-Assessment Strategies 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.2 Reflect on systematic process, and assess for completeness of investigation. 2.4.3 Recognize new knowledge and understanding. 2.4.4 Develop directions for future investigations.

Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.5 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly. 3.2 Dispositions in Action 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others. 3.3 Responsibilities 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 3.3.6 Use information and knowledge in the service of democratic values. 3.3.7 Respect the principles of intellectual freedom. 3.4 Self-Assessment Strategies 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

Pursue personal and aesthetic growth.
4.Skills 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 4.1.7 Use social networks and information tools to gather and share information. 4.1.8 Use creative and artistic formats to express personal learning. 4.2 Dispositions in Action 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. 4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. 4.3 Responsibilities 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.2 Recognize that resources are created for a variety of purposes. 4.3.3 Seek opportunities for pursuing personal and aesthetic growth. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction. 4.4 Self-Assessment Strategies 4.4.1 Identify own areas of interest. 4.4.2 Recognize the limits of own personal knowledge. 4.4.3 Recognize how to focus efforts in personal learning. 4.4.4 Interpret new information based on cultural and social context. 4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed. 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

ISTE NETS for Students 2007


http://www.iste.org/standards/nets-for-students/nets-student-standards-2007

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students:

a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d.use multiple processes and diverse perspectives to explore alternative solutions.

5. .Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Students:

a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d.exhibit leadership for digital citizenship.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.

Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.

Credits

For other Caldecott Award webquests, see these. Thank you to these for inspiring me.

http://questgarden.com/113/69/9/101111153714/

http://questgarden.com/17/53/4/060224153312/

http://teacherweb.com/WQ/MiddleSchool/AwardWinningBooksWQ/h3.aspx?print=true

http://www2.mcdaniel.edu/slm/student/wetzelj/quest.htm

http://suskyelemlibrary.wikispaces.com/Caldecott+Webquest
http://webcache.googleusercontent.com/search?q=cache:AI06Teyw6-MJ:eduscapes.com/earth/projects/caldecottbeier.doc+&cd=1&hl=en&ct=clnk&gl=us

http://teachers.olatheschools.com/~prlmc/Caldecott%20Webquest.htm

http://www.scsk12.org/stt2000_wq/2-5/crafforda/default.htm

http://www.kn.att.com/wired/fil/pages/webacaldecms.html

A special thank you goes to Katie Burke, author of The Caldecott Award webquest. located at http://zunal.com/webquest.php?w=111044


Thanks to New Hampshire Public Television for the Caldecott Literature Series videos.
http://www.nhptv.org/kn/itv/episodes.asp?ser_serial=14140

Access the ALA Caldecott logo here to add to your email or Facebook account.
http://www.ala.org/alsc/Caldecott75

Get Your Caldecott 75th Anniversary eBadge!
Celebrating the 75th�Anniversary of the Caldecott Medal? Promote your celebration by uploading the official e-badge (left) to your blog or email signature. To upload the 75th�Caldecott Badge to an e-mail signature:
�
1. Right-click on the image and save it to your hard-drive
2. Depending on which email server you use, you can upload the image so that it appears under the signature (dimensions 125 x 62 px)
�
Caldecott 75th Anniversary Facebook Cover

Another way to show your Caldecott 75th spirit is to download the Facebook cover and use it on your own profile page.
To download the cover, click on the image (left). This will open a larger image which you can right-click and save to your hard-drive. Then use Facebook to upload the image from your hard-drive.

Image Credits

http://pages.ripco.net/~esme/authorstudy/prototypes/display.jpg

http://www.tadl.org/2013/01/08/woodmere-youth-services-celebrates-75-years-distinguished-picture-books-caldecott-medal-d

http://blog.westervillelibrary.org/kids/?tag=caldecott

http://lh3.ggpht.com/IBXqQgu_SZzopIJkZqRd0y0YGaryPu4id2alRb3tp8qsQbrgHYm3unJW4EUvNl9glROzaFw=s105

Other

These sites may be useful to librarians and teachers wanting to learn more about the Caldecott Committee workings and promoting the Caldecott.

http://www.ala.org/alsc/caldecott-uncovered
http://www.npr.org/2013/01/28/170200109/a-colorful-anniversary-the-caldecott-medal-turns-75
http://www.youtube.com/watch?v=QMIjWQQavcY
http://usatoday30.usatoday.com/life/books/news/2010-02-04-pinkney04_CV_N.htm