Traci+Peevy




 * The Newbery Medal **
 * Named for 18th century British bookseller: John Newbery (first made children’s literature a sustainable and profitable part of the literary market)
 * John Newbery: 1713-1767 (54), //A Little Pretty Pocket-Book// (1744), considered the first children’s book; his children’s books totaled about 1/5 of the 500 books he published
 * Association for Library Service to Children (American Library Association)
 * To the author of the most distinguished contribution to American literature for children
 * First introduced in 1921: "To encourage original creative work in the field of books for children. To emphasize to the public that contributions to the literature for children deserve similar recognition to poetry, plays, or novels. To give those librarians, who make it their life work to serve children's reading interests, an opportunity to encourage good writing in this field."
 * (2012) //Dead End in Norvelt//, Jack Gantos; Honor books: //Inside Out & Back Again//, Thanhha Lai; //Breaking Stalin’s Nose//, Eugene Yelchin
 * Previous winners favorites/I want to read: //Because of Winn Dixie//, Kate DiCamillo (2001 Honor); //Ella Enchanted//, Gail Carson Levine (1998 Honor); //Number the Stars//, Lois Lowry (1990); //Hatchet//, Gary Paulsen (1988); //Sarah, Plain and Tall//, Patricia MacLachlan (1986); //Ramona Quimby, Age 8//, Beverly Cleary (1982 Honor); //The Bridge to Terabithia//, Katherine Paterson (1978); //Island of the Blue Dolphins//, Scott O’Dell (1961); //Old Yeller//, Fred Gipson (1957 Honor); //Charlotte’s Web//, E.B. White (1953 Honor), //Ginger Pye//, Eleanor Estes (1952); //My Father’s Dragon//, Ruth S. Gannett (1949 Honor); //Little Town on the Prairie//, Laura Ingalls Wilder (1942 Honor); //The Long Winter//, Laura Ingalls Wilder (1941 Honor); //By the Shores of Silver Lake//, Laura Ingalls Wilder (1940 Honor); //Mr. Popper’s Pinguins//, Richard & Florence Atwater (1939 Honor); //On the Banks of Plum Creek//, Laura Ingalls Wilder (1938 Honor); //Caddie Woodlawn//, Carol Ryrie Brink (1936);




 * The Caldecott Medal **
 * Named for 19th century English illustrator: Randolph Caldecott
 * Randolph Caldecott:1846 – 1886 (39) was one of three influential children’s illustrators in England in the 19th century, the illustration on the medal was taken from his illustrations for “The Diverting Story of John Gilpin”. His illustrations showed humor, vitality and sense of movement. Nursery Rhymes books reached sales of 867,000 by 1884. He traveled due to health problems, preferring warm climates. He took ill and dies in February 1886 in a particularly cold St. Augustine, FL – and is buried there. (Evergreen Cemetery)
 * His illustrations are predominantly pen and ink, although he worked with clay and oil as well.
 * He greatly influenced illustration of children’s books in the 19th century
 * Association for Library Service to Children (American Library Association)
 * To the artist of the most distinguished American picture book for children
 * First introduced in 1937: “To the artist of the most distinguished American Picture Book for Children published in the United States during the preceding year. The award shall go to the artist, who must be a citizen or resident of the United States, whether or not he be the author of the text.”
 * (2012) //A Ball for Daisy//, Chris Raschka; Honor books: //Blackout//, John Rocco; //Grandpa Green//, Lane Smith; //Me…Jane//, Patrick McDonnell
 * My favorite previous winners: //Knuffle Bunny Too: A case of Mistaken Identity//, Mo Willems (2008 Honor); //Knuffle Bunny: A Cautionary Tale//, Mo Willems (2005 Honor); //Click Clack Moo: Cows That Type//, Betsy Lewin-illustrator, Doreen Cronin (2001 Honor); //Olivia//, Ian Falconer (2001 Honor); //The Stinky Cheese Man and Other Fairly Stupid Tales//, Lane Smith-illustrator, Jon Scieszka (1993 Honor); //The Polar Express//, Chris Van Allsburg (1986); //May I Bring a Friend?// Beni Montresor-illustrator, Beatrice Schenk de Regniers (1965); //Madeline’s Rescue//, Ludwig Bemelmans (1954); //Madeline//, Ludwig Bemelmans (1940 Honor)




 * The Geisel Award **
 * Named for Theodor Seuss Geisel (Dr. Seuss)
 * First presented in 2006 (established in 2004) to the author(s) and illustrator(s) of the most distinguished American book that encourages and supports beginning readers, published in English in the United States during the preceding year. The winner(s) are recognized for their literary and artistic achievements that demonstrate creativity and imagination to engage children in reading.
 * ** Purpose: ** The Theodor Seuss Geisel Award recognizes the author(s) and illustrator(s) of a book for beginning readers who, through their literary and artistic achievements, demonstrate creativity and imagination to engage children in reading.
 * One award presented each year (2006 - ) by the American Library Association, honor books also awarded.
 * (2012) //Tales for Very Picky Eaters,// Josh Schneider; Honor books: //I Broke My Trunk,// Mo Willems; //I Want My Hat Back//, Jon Klassen; //See me Run,// Paul Meisel
 * My favorite previous winners: //I Spy Fly Guy!,// Tedd Arnold (2010 Honor), //Mercy Watson Goes for a Ride//, Kate DiCamillo, Chris Van Dusen-illustrator (2007 Honor), //Henry and Mudge and the Great Grandpas//, Cynthia Rylant, Sucie Stevenson-illustrator (2006); //Hi! Fly Guy//, Tedd Arnold (2006 Honor)




 * The Wilder Medal **
 * Named for Laura Ingalls Wilder: 1867-1894 (90)
 * Honors an author or illustrator whose books (published in the US) have made, over a period of years, a substantial and lasting contribution to literature for children.
 * Association for Library Service to Children (American Library Association)
 * First given in 1954 to Laura Ingalls Wilder
 * Winners are announced at ALA mid winter meeting and awarded at the Annual Conference in June – now given every two years
 * (2011) Tomie dePaola
 * My favorite previous winners: Eric Carle (2003); Theodore S. Geisel (1980); Beverly Cleary (1975); E.B. White (1970); Laura Ingalls Wilder (1954)
 * Books must have been published in the US, some books must have been available for at least ten years; active career within last twenty-five years; citizenship or residence is not considered.




 * The Batchelder Award **
 * Named for Mildred L. Batchelder, worked with ALA and encouraged and promoted the translation of great children’s literature throughout the world.
 * According to Mildred L. Batchelder, children in all countries should have good books in translation from many parts of the world for these reasons:1) children of one country who come to know the books and stories of many countries have made a beginning toward international understanding; 2) knowing the classic stories of a country creates an attitude for understanding towards the people for whom that literature is a heritage; 3) children, who know they are reading in translation the same stories which children in other countries are reading, develop a sense of nearness with those in other lands; and 4) interchange of children's books between countries through translation enhances communication between the peoples of those countries, and, if the books chosen for traveling from language to language are worthy books, the resulting communication is deeper, richer, more sympathetic and more enduring. (from "Translations of Children's Books" by Mildred L. Batchelder in MINNESOTA LIBRARIES, Autumn, 1972, pp. 307-15).
 * Given to the most outstanding children’s book originally published in a language other than English in a country other than the US, and subsequently translated into English for publication in the US.
 * (2012) //Soldier Bear// (originally //Soldaat Wojtek//, Dutch) Honor book: The Lily Pond (originally //Näckrosdammen//, Swedish)
 * Previous winners, I want to read in German: //Henrietta and the Golden Eggs/ Vom Hühnchen das goldene Eier legen wollte//, Hanna Johansen (2003 Honor); //How I Became an American/Das paradies liegt in Amerika//, Karin Gündisch (2002); //Thanks to My Mother/Dank meiner Mutter,// Schoschana Rabinovici (1999)




 * Belpré Medal **
 * Named for Pura Belpré (1899-1982), the first Latina librarian at the NY Public Library. She worked to preserve and disseminate Puerto Rican Folklore, with outreach to the Puerto Rican community in the late 1920s and early 1930s. Bilingual story hours, purchasing Spanish-language books, celebrating traditional Hispanic holidays. She was an the writer/translator of a number of Puerto Rican folktale books. Also a puppeteer!
 * Established in 1996: Awarded to a Latina/Latina writer and illustrator whose work portrays affirms and celebrates the Latino cultural experience in children’s literature.
 * Association for Library Service to Children (ALSC), (which is a division of)American Library Association (ALA), REFORMA, the National Association to Promote Library and Information Sciences to Latinos and the Spanish-Speaking (an ALA affiliate)
 * (2012-author) //Under the Mesquite//, Guadalupe Garcia McCall; (2012-illustrator) //Diego Riviera: His World and Ours//, Duncan Tonatiuh




 * Sibert Medal **
 * Named for Robert F. Sibert, President of Bound to Stay Bound Books
 * Established in 2001: Awarded to the author(s) and illustrator(s) of the most distinguished informational book published in the US in English. “Informational books” are books written and illustrated to present, organize and document factual material.
 * ALSC (Association for Library Service to Children)
 * (2012) //Balloons Over Broadway: The True Story of the Puppeteer of Macy’s Parade//, Melissa Sweet; (2012 Honor) // Black & White: The Confrontation between Reverend Fred L. Shuttlesworth and Eugene ‘Bull’ Connor, // Larry Dane Brimner, (2012 Honor) //Drawing from Memory//, Allen Say; (2012 Honor) //The Elephant Scientist//, Caitlin O’Connell and Donna M. Jackson; (2012 Honor)//Witches!: The Absolutely True Tale of Disaster in Salem,// Rosalyn Schanzer




 * Michael L. Printz Award **
 * Named for Michael L. Printz, school librarian and book marketing consultant
 * Established in 2000: Awarded to the best book written for teens/young adults (ages 12-18)
 * ALA/YALSA (Young Adult Library Services Association)and Booklist
 * (2012) //Where Things Come Back,// John Corey Whaley




 * Schneider Family Book Award **
 * Donated by Dr. Katherine Schneider, honors an author or illustrator for a book that embodies and artistic expression of the disability experience for children
 * Presented to best Young Children, Middle School and Teen book
 * ALA
 * (2011-Young Children) //The Pirate of Kindergarten//, George Ella Lyon; (2011 – Middle School) //After Ever After//, Jordan Sonnenblick; (2011-Teen) //Five Flavors of Dumb//, Antony John




 * The Edwards Award **
 * Named for Margaret A Edewards
 * Established in 1988, honoring an author, and a specific body of her/his work, for significant and lasting contribution to young adult literature. Recognizing the author’s work in helping adolescents become aware of themselves
 * YALSA, School Library Journal

Standards for the English Language Arts
Guiding Visions:
 * All students must **have the opportunities and resources to develop the language skills** they need to pursue life's goals and to participate fully as informed, productive members of society.
 * These standards assume that **literacy growth begins before children enter school** as they experience and experiment with literacy activities—reading and writing, and associating spoken words with their graphic representations.
 * They **encourage the development of curriculum and instruction** that make productive use of the emerging literacy abilities that children bring to school.
 * These standards provide ample room for the **innovation and creativity essential to teaching and learning**.
 * They are **not** prescriptions for particular curriculum or instruction.
 * These standards are **interrelated and should be considered as a whole**, not as distinct and separable.

The Standards:
 * 1) Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
 * 2) Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 * 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 * 4) Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
 * 5) Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
 * 6) Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
 * 7) Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
 * 8) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
 * 9) Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
 * 10) Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
 * 11) Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
 * 12) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).