Leah+Leonard

=**Leah's Personal Page**=

ELA 3.2 Demonstrate reading vocabulary knowledge of compound words.
 * __Standards for Semester Project__**
 * NCTE / IRA Standards for the English Language Arts**
 * 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).
 * Alabama State Standards**

• Using structural analysis to develop meaning Examples: prefixes, suffixes, root words

• Drawing semantic maps • Recognizing new synonyms and antonyms • Spelling correctly compound words, phonetically regular words, contractions, and possessives, including using dictionary to check spelling

ELA 3.3 Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres. Examples: stories, trade books, poems

• Determining sequence of events • Distinguishing fiction from nonfiction • Using sentence structure to assist in comprehension • Drawing conclusions to determine authors' intent • Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading • Using vocabulary knowledge to construct meaning • Relating main ideas to prior knowledge and specific life experiences • Previewing and predicting to anticipate content • Utilizing text features to gain meaning • Using prior knowledge and experience

ELA 3.4 Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials.

• Using sentence structure to assist in comprehension • Distinguishing main idea from details • Summarizing passages to demonstrate understanding • Utilizing text features to gain meaning Examples: titles, headings, glossary, boldface, index, table of contents, maps, charts, tables

• Using vocabulary knowledge to enhance comprehension • Using self-monitoring for text understanding • Following simple written directions • Ordering by importance or chronology

ELA 3.8 Use text features to guide interpretation of expository texts, including italics, headings, maps, and charts.

Examples:

- social studies--locating physical features on a map

- science--interpreting weather data from charts and tables

• Interpreting the author's purpose or intent in a given text

**Children’s Book Awards** **Leah Leonard** v American Library Association v June 22, 1921 Frederic Melcher proposed the award to the ALA and suggested it be named for the eighteenth century bookseller John Newberry v Its purpose: “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.” v Became the first children’s book award in the world v Chosen by Newberry committee every summer at ALA conference
 * __Newberry Medal__**

v ALSC v Named in honor of nineteenth-century English illustrator Randolph Caldecott; in 1937, the idea for this medal was accepted enthusiastically by the Section for Library Work with Children of ALA and was approved by the ALA Executive Board. v Chosen by committee v Awarded to the artist of the most distinguished American picture book for children who must be a citizen or resident of the United States, whether or not he be the author of the tex v awarded annually by the ALSC
 * __Caldecott Medal__**

v ALA v At the May 1970 dinner gala of the New Jersey Library Association, Lillie Patterson was honored for her biography, Martin Luther King, Jr. Man of Peace. In 1972, CSK held its first breakfast at an ALA conference site (but without ALA recognition). In 1982 the American Library Association recognized the Coretta Scott King Award as an association award. v Chosen by committee v Awarded to African American authors and illustrators for outstanding contributions to literature for children and young adults. This award is given to encourage the artistic expression of the black experience via literature and the graphic arts including: biographical, social, historical, and social history treatments. v Given at ALA annual conference
 * __Coretta Scott King Award__**

v Association for Library Service to Children (ALSC) v Mildred Batchelder spent 30 years working with ALA as an ambassador to the world on behalf of children and books, encouraging and promoting the translation of the worlds’ best children’s literature. The award was established in her honor in 1966. v Chosen by Batchelder Award Selection Committee v Made to American publisher for a children’s book considered to be the most outstanding of those books originally published in a foreign language in a foreign country and subsequently published in English in the United States during preceding year v Awarded each year at ALA summer conference v Sponsored by National Council of Teachers of English (NCTE) v The name Orbis Pictus, commemorates the work of Johannes Amos Comenius, Orbis Pictus—The World in Pictures (1657), considered to be the first book actually planned for children. v Chosen by committee – teachers are part of committee v recognizes books which demonstrate excellence in the “writing of nonfiction for children v Orbis Pictus Award for Outstanding Nonfiction for Children has established an annual award for promoting and recognizing excellence in the writing of nonfiction for children. v The award is presented by the Orbis Pictus Committee Chair during the Books for Children Luncheon at the NCTE Annual Convention each year.
 * __Batchelder Award__**
 * __Orbis Pictus Award__**

v The Odyssey Award is jointly given and administered by the Association for Library Service to Children (ALSC) and the Young Adult Library Services Association (YALSA), divisions of ALA, and is sponsored by Booklist magazine. v The story of the wanderings of Ulysses, as he returns to his kingdom of Ithaca after the Trojan War, are ascribed to the blind poet Homer who either wrote, or dictated, the epic poem called The Odyssey. Whether this odyssey of Ulysses was based on one specific event, or many different ones, is argued by researchers today, though they all seem to agree that the poems comprising The Odyssey were originally told and retold in the oral tradition, hence the name for this award. The Odyssey Award allows us to return to the ancient roots of storytelling, while living in our modern world. v Chosen by committee v given to the producer of the best audiobook produced for children and/or young adults, v available in English in the United States v given annually at ALA conference
 * __Odyssey Award__**

v ALA v The award is named for the world-renowned children’s author, Theodor Geisel. "A person’s a person no matter how small," Theodor Geisel, a.k.a. Dr. Seuss, would say. "Children want the same things we want: to laugh, to be challenged, to be entertained and delighted." Brilliant, playful, and always respectful of children, Dr. Seuss charmed his way into the consciousness of four generations of youngsters and parents. In the process, he helped them to read. v Chosen by committee v The Geisel Award is given annually to the author(s) and illustrator(s) of the most distinguished American book for beginning readers published in English in the United States during the preceding year. The winner(s), recognized for their literary and artistic achievements that demonstrate creativity and imagination to engage children in reading, receives a bronze medal. v Award presented at the ALA annual conference
 * __Geisel Award__**

v ALA v The award is named in honor of Robert F. Sibert, the long-time President of Bound to Stay Bound Books, Inc. of Jacksonville, Illinois. ALSC administers the award. v Chosen by committee v The Robert F. Sibert Informational Book Medal is awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in the United States in English during the preceding year v Given annually at ALA conference
 * __Silbert Medal__**

v ALA v The Laura Ingalls Wilder Award was first given to its namesake in 1954. Between 1960 and 1980, the Wilder Award was given every five years. From 1980 to 2001, it was awarded every three years. Beginning in 2001, it has been awarded every two years. v Chosen by committee v The Wilder Award honors an author or illustrator whose books, published in the United States, have made, over a period of years, a substantial and lasting contribution to literature for children v Awarded every two years. Winners are announced at the ALA Midwinter Meeting and receive the medal at the Annual Conference in June.
 * __Wilder Award__**

__**Jane Addams Book Award**__ > Beginning in 2003, the award winners are announced on April 28, the anniversary of the founding of WILPF.
 * Presented to the book that most effectively promotes the cause of peace, social justice and world community.
 * Presented annually since 1953 by the //Women's International League for Peace and Freedom// (WILPF)
 * Between 1963 and 2002, announcement of the awards was made each fall on the September anniversary of Jane Addams' birth date.
 * An awards presentation, open to all, is held each year on the third Friday of October