Let’s Study the Caldecotts!
For grade(s) 4.
Subject & Standards
2. Students engage in the reading process.:Needs Assessment/Rational
As I examined the Terra Nova test results of Spring 2004 for fourth grade, the percentile of Proficiency in Reading is only 22%, Partial Proficiency is 78%, Partially Proficient is 15% and Novice is 4%. The students at our school take the Star Reading test each fall that reflects each student’s Independent Reading Level for the Accelerated Reader program. The students participating in this project have an IRL of 3.0-3.3. These testing measures along with report grades give a view of concern for the improvement of reading comprehension. As a Title I Reading Specialist, my instructional practices are focused on assisting students in my program to improve their comprehension of text. The students participating in this TWT project have qualified for services in my Title I program. These students are able to read text without much difficulty. The need of the students is comprehending text at their readability level. The students are unable to participate in book discussions, identify story elements and are reluctant to read independently.
Whether the books children read present themselves as a “mirror” or a “window” each book has its own way of teaching children about themselves and others. Today, books allow the reader/listener to recognize common bonds, similarities, and the universality of experiences that exist irrespective of one’s race, culture, age, disability, language, family configuration, or ethnicity. Children need to make connections. Does the literature you select relate to the child who lives with the ups and downs of childhood such as making friends, being accepted by others, sibling rivalry, fitting into the school community, and the give and take of family life? As we look at the operations of thinking, including observing, comparing, classifying, organizing, summarizing, applying, criticizing, and questioning, we can see multiple ways in which using literature employs and enhances these skills. Summarizing skills can be developed and improved with literature of any genre and with children of any age. Whether considering, “What part of the story did you like best?” or “Tell about the most exciting part of what you’ve read”, being asked to think about the whole and reduce it to the most accurate and important features is a skill that can be honed through the use of children’s literature.
I have selected Caldecott Award winning picture books for this project because the length of the text meets the needs of my students as determined by the assessment tools used for placement in the Title I program and Star Reader. These students require picture clues to understand story elements and to comprehend the text. The use of Caldecott books enables the reader to read text that is just the right length, make connections to reflect with comprehension, and enjoy wonderful books with illustrations of national merit.
Understandings & Goals
Enduring Understanding: 1. Students will understand the importance of quality illustrations in picture books that receive the Caldecott Award. 2. Students will understand the synthesis of story elements can improve text comprehension.
Goal(s): 1. Students will be able to evaluate the media used by illustrators in award winning literature. 2. Students will improve text comprehension through the reading strategy of story elements.
Questions Answered
Essential questions:1. How do illustrations of a book affect the quality of a book? 2. Why are illustrations important in books? 3. How do story elements synthesize text comprehension?
Objectives: 1. Given the opportunity to research award winning Caldecott books and the criteria for merit, Students will be able to identify illustrator’s style of art to participate in grand conversations. 2. Given the opportunity to select books from the Caldecott Award book list, students will choose 20 books for the project and be able to use reading strategies to complete the Accelerated Reader tests and compose a Reader’s Response booklet. 3. Given the visual arts media supplies, student will create illustrations to match story elements of a chosen book to share with Kindergarten and preschool children.
Assessment
What quiz and test items(e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding?
Accelerated Reader test for each Caldecott book read by the students.
What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Reader’s Notebook that will track the books read by each student and the reflections on illustrators choice of visual arts media.
What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding?
Students will create illustrations for a book using the visual arts media that is used by the award winning illustrators. The student created books will be shared and donated to the Kindergarten class and local daycare providers.
What other evidence (e.g. observations, work samples, dialogues, student self-assessment)of understanding will you collect?
1. Teacher/Student Anecdotal notes. 2. Readers checklist of books read for the unit. 3. Teacher observations on the ability of the students to work together on their project and the dialogue between the students as they work together.
Instructional Strategies
Project-based learning strategies guide students throughout this unit. Students will research Caldecott Award winning book (Objective #1) to select books to read and review (Objective #2) to create a picture book using media of award winning illustrator to share and donate to the Kindergarten class and local daycare providers (Objective #3).
Lesson Created By
This lesson was created by Justin Wageman. Learn more about Justin Wageman on their profile page.