By Region 8, El Paso, New York

1. By Region 8, El Paso, New York Caldecotts through the Decades

2. Brain Storming activities: What discipline are we going to cover? What would be the easiest to do with our grade levels 3-5th ? What do we want to do research ? What is a Caldecott book award? What does it take to receive the award? Who can get one? Can we write one to get the award? Who can judge it? How did the Caldecott medal came to be? We did some internet searches as to what books are winner.

3. Caldecotts Through the Decades Implementation Timeline Send out the advertisement approximately one month prior to the video conference Send confirmations immediately upon receiving registration information from an interested school Set up schedule for testing connections among all of the participants one week prior to the video conference Meet one last time for a test of the connections the day before the scheduled video conference Pre-Activities Classroom teachers and librarians will work together to introduce the children to the Caldecott Award winners and some of the honor books from the 1960’s to present. One book will be presented each dayfor the month preceding the video conference. Students will be ASKed to reflect on their reactions to the books and the award winning illustrations in their journals each day after the book is read aloud. Children may choose to read the books in pairs, teacher or librarian may read the books to the children. Children will create their own new version of an existing Caldecott book cover. These can be completed throughout the six- week period and used as decoration in the classrooms and library. Video-Conference The video conference will be the culminating activity following the children’s in-depth study of the Caldecott books from the 1960’s to the present. It will take place at the agreed upon time about the fifth week of the learning experience and should take approximately one hour.

4. Maxine Rappaport Region 4 New York PS19 2) Clarine Henderson Region 4 New York PS 145 3) Elisa Burke Region 4 New York PS 111 4) Stephanie Stewart Paris, Texas North Lamar, ISD 5) Nora Sullivan Paris, Texas North Lamar, ISD nsullivan@northlamar.net 6) Brandi Jerabek Region 4 New York PS 166 7) Leslie Roberts El Paso Title: Caldecott through the Decades Subject Area(s): English Language Arts, Art, Technology, Information Literacy Intended Grade Level(s): 3-5 Description: This video conference would be included in a collaborative unit with a third through fifth grade classroom. The classroom teacher and LMS meet throughout the unit to plan, access student progress, and discuss learning outcomes. The purpose of the lesson is to familiarize students with a variety of Caldecott winners of 1960’s – 2000’s. Students will gain knowledge as to how illustrations connect to text. Curriculum Standards/Learner Outcomes: New York State English Language Arts STANDARD 1 Students will read, write, listen, and speak for information and understanding. STANDARD 2 Students will read, write, listen, and speak for literary response and expression. STANDARD 3 Students will read, write, listen, and speak for critical analysis and evaluation.STANDARD 4 Students will read, write, listen, and speak for social interaction. Art Standard 1 Creating, Performing, and Participating in The Arts Standard 2 Knowing and Using Arts Materials and Resources Standard 3 Responding To and Analyzing Works of Art Standard 4 Understanding The Cultural Dimensions and Contributions of The Arts MST 2 Information Systems Students will access, generate, process, and transfer information using appropriate technology. 1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. • use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound ELA Standards – Students will read, write, listen, and speak for literary response and expression. Information Tools and Techniques Materials: Technology Used: Jeopardy template, laptop with jeopardy PowerPoint, TV, Polyconn Camera Type of VC Connection (IP, ISDN, or both): IP Target Time for Implementation: 4-6 weeks Length of Time: unit is 4-6 weeks. Web Resources: Attachment Preparation Before VC: Attachment VC Agenda (include an agenda for each VC if you will have more than one): Attachment Assessment/Evaluation: Attachment

7. Preparation Before VC: Have a pre-conference to plan the video conference. Agree on a timeline for that day. Share handouts and evaluations/rubrics with sites. Notify parents of the videoconference and have a letter of consent for each student to participate in the videoconference. Have students rehearse in front of the camera and preset camera with remote on student, whole class, and game. Have a list available with information for the conference : telephone numbers(school, cell) of sites, people involved, technology support. Make sure you have extra batteries for the remote. Check the equipment and make sure everything is working. Do a test call to the site the day before. Check the camera picture. Reduce clutter and other distracting objects in the room. Wear clothing that will show well on the monitor. When students are seated, explain what will happen during the conference and how long it will take. When the conference begins, introduce yourself and your students and teachers. Introduce3 the purpose of the lesson and any other needed information. Check for sound and picture quality. The mute-very important-switch on when not speaking. During the conference: Remember to look at the camera. Speak naturally. Keep instructions clear. Encourage participation by all sites. Don’t hog the screen. Vary the pace and activity to appeal to different learning styles. End with a summary of what was learned and thank all the participants. From: Turrell, Geoff, “Good Practice in the Use of Videoconferencing”

8. Videoconferencing User Etiquette The microphone is very sensitive to sound so speak in a regular voice. Try to avoid side conversations and excess noise near the microphone. When participating in a multipoint conference, always mute your microphone unless your site is presenting. When asking a question during a multipoint conference, unmute your system, tell who you are and where you are from, and then ask the question. When recording a videoconference, make sure all sites are aware. Select one person to operate the remote and one person to trouble shoot technology issues. Avoid where patterned clothing. Stick to solids and colors. Avoid jewelry that will reflect light. Have fun learning from one another. Have good manners. Be polite and courteous to one another. Thank everyone involved in person and/or email.

9. JEOPARDY POWERPOINT Jeopardy Template The Jeopardy PowerPoint can be an excellent tool to use in the classroom to review and/or learn new content. Students seem to love it because it’s exciting and is a non-traditional teaching technique. You are receiving a blank copy of the file and the instructions below will guide you through the process of modifying it for your classroom. Open PowerPoint When PowerPoint opens choose Open an existing presentation and click OK. A window will pop up. Find the jeopardy.ppt file. Click Open The Jeopardy PowerPoint file opens showing the first slide. It looks like the Jeopardy Game Show board. Click on the first block which says “Category Heading”. Type your first column heading..i.e. Vocabulary Repeat step 6 renaming each category heading After completing steps 6 and 7, you are now ready to begin entering your questions and answers. On the Jeopardy game show contestants receive the answer and must give the question. If you wish to give the students the question and have them answer it…it’s OK….it’s your game. Let’s enter questions. Scroll to the next slide. Slide 2 is your first answer, Slide 3 will be your first question…and so on. The best procedure for adding questions and answers is to write them down in a list. Refer to your list as you’re entering questions and answers on each page and you shouldn’t get lost. Look below the buttons in the bottom left corner to see what slide you’re on. Click on each slide in the “Click to Add Title” box and enter your question or answer. Repeat through Slides 2-51. Save it and you’re done. Jeopardy Template

10. New York State English Language Arts STANDARD 1 Students will read, write, listen, and speak for information and understanding. STANDARD 2 Students will read, write, listen, and speak for literary response and expression. STANDARD 3 Students will read, write, listen, and speak for critical analysis and evaluation.STANDARD 4 Students will read, write, listen, and speak for social interaction. Art Standard 1 Creating, Performing, and Participating in The Arts Standard 2 Knowing and Using Arts Materials and Resources Standard 3 Responding To and Analyzing Works of Art Standard 4 Understanding The Cultural Dimensions and Contributions of The Arts MST 2 Information Systems Students will access, generate, process, and transfer information using appropriate technology. 1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. • use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound

11. Texas Essential Knowledge and Skills • Language Arts Grades 3-5 • Third Grade • Reading/literary response. The student responds to various texts. The students is expected to: • respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing, and through movement, music, art and drama (2-3); • demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology (2-3); • Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to: • understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (3-5) • (20) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to: • write or dictate questions for investigating (2-3) • record his/her own knowledge of a topic in a variety of ways such as by drawing pictures, making lists, and showing connections among ideas (K-3); • Fourth Grade • Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: • describe mental images that text descriptions evoke (4-8) • Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: • offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); • interpret text ideas through such varied means as journal writing, discussion, enactment, media (4-8); • Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to: • understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene acreoss a variety of literary forms (texts) (3-5); • Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: • form and revise questions for investigations, including questions arising from interest and units of study (4-5); • (15) Writing/purposes. The student write for a variety of audiences and purposes, and in a variety of forms. The student is expected to: • write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8)

12. Caldecott Internet Resources A Hotlist of Electronic Resources Found on the Internet Reading is Fundamental http://www.rif.org/educators/activities/activity.mspx?View=261 Caldecott Cut Ups An activity is described in detail where students study the mosaic style of Caldecott winners and honorees. The Caldecott medal homepage from The American Library Association http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/caldecottmedal/caldecottmedal.htm Describes the Medal and provides a list of winners. Kids' Choice Awards – Lesson Plans http://web.syr.edu/~crzufelt/medallp.html Design and award your own medal lesson plans. A 13 day unit where students design and award their own medals. School Library Journal http://www.schoollibraryjournal.com/article/CA6319891.html A school library journal article that includes a number of websites with activities and lessons for teaching students about the Caldecott winners. Embracing the Child – Illustrators biographies and reviews for Caldecotts. http://www.embracingthechild.org/caldecott.html This page has been created as an online resource to introduce biographical information about each illustrator as well as descriptions and reviews of each of the Caldecott Medal Books. Teaching resources are available as well. Education World – Kuddos by Kiddos http://www.education-world.com/a_lesson/02/lp288-02.shtml A detailed lesson plan is provided to encourage students to celebrate Book Week by designing new "medals" for children's books! Library booklist http://www.weberpl.lib.ut.us/booklists/books.php?BookListID=8&SortOrder=Author A list of recommended awarded titles can be sorted by title, author, or call number.A printable list is also available. Grade 2 Library Unit http://www.cam.k12.il.us/CAMelem/bond/bondlib/Day1.htm A Library Unit for Grade 2 helping students appreciate the art of illustration. Activities and procedures are described and presented in detail.

13. Assessment

16. New York Maxine Rappaport Region 4 New York mrappap3@nycboe.net Thank You we hope you enjoyed. Region 8 El paso