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Designed by: Rene’ Chambellan – The illustration was taken from Caldecott’s illustrations for "The Diverting Story of John Gilpin." || This medal is to be given to the artist who had created the most distinguished picture book of the year.
 * ** Award -Y ** || ** Award -Year Established ** || ** Medal/Book Plate ** || ** Reason for Award ** || ** Age groups ** || ** Historical Tid-Bits ** || ** Criteria ** || ** Sponsoring Association ** || ** Presentation Time ** || ** Teacher Librarian or Children Involvement ** ||
 * ** Caldecott – 1937 - ** named in honor of the nineteenth-century English illustrator Randolph J. Caldecott || [[image:http://www.ala.org/alsc/sites/all/files/content/alsc/images/pgraphic1-547.jpg align="center"]]

Honor books are also selected each year.

The artist may be awarded the medal posthumously. || Children are defined as persons of ages up to and including fourteen. || Frederic G. Melcher suggested in 1937 the establishment of a second annual medal b/c they felt the illustrators were being overlooked.

Friday, June 28, 2013 marks the 75th Anniversary of the Caldecott Medal. || Must be published in English and in the United States during the preceding year. The artist must be a citizen or resident of the United States, whether or not they are the author of the text. || Association for Library Service to Children (ALSC) which is a division of the American Library Association (ALA) || Annually || Originally involved children and librarians as part of the selection process. For this reason the Caldecott Medal inscription reads, "Awarded annually by the Children's and School Librarians Sections of the American Library Association." || designed by René Paul Chambellan || To the author of the most distinguished contribution to American literature for children." There is a medal winner and usually from one to five honor books.
 * ** Newbery – 1922 ** - named for the eighteenth-century English bookseller John Newbery. || [[image:http://www.ala.org/alsc/sites/all/files/content/alsc/images/pgraphic1-545.jpg align="center"]]

The award may be awarded posthumously. || Children are defined as persons of ages up to and including fourteen. || 90th year of Awards

Frederic G. Melcher proposed the award to the ALA meeting of the Children's Librarians' Section The Newbery Award became the first children's book award in the world. Its terms, as well as its long history, continue to make it the best known and most discussed children's book award in this country. || Must be published in English and in the United States during the preceding year. The author must be a citizen or resident of the United States. || Association for Library Service to Children (ALSC) which is a division of the American Library Association (ALA) || Annually ||  ||
 * ** Coretta Scott King Award – ** conceived in 1960, first award not given till 1970 || [[image:http://ts3.mm.bing.net/th?id=I4735502683144402&pid=1.1 align="center"]]

Designed by - Lev Mills in 1974. The symbolism used in designing the seal centers around Dr. King's teachings and doctrines, the purpose for which the Award was founded.The new bronze and black seal denotes a Coretta Scott King Award winner, and the new pewter and black seal denotes an honor book. || authors and illustrators of African descent

Author award – 1970

Illustrator award began in 1974. || Children are defined as persons of ages up to and including fourteen. || The basic circle represents continuity in movement, revolving from one idea to another. Within the circle is the image of a black child reading a book. The five main religious symbols below the image of the child represent non-sectarianism. The superimposed pyramid symbolizes both strength and Atlanta University, where the Award was headquartered at the time the seal was designed. At the apex of the pyramid is the dove, symbolic of peace, one of Dr. King's doctrines. The rays shine toward peace and brotherhood. || ====The award is g iven to African American authors and illustrators for outstanding inspirational and educational contributions, the Coretta Scott King Book Award titles promote understanding and appreciation of the culture of all peoples and their contribution to the realization of the American dream ==== || CSK held its first breakfast at an ALA conference site (but without ALA recognition). Official affiliation with SRRT came in 1980 and in 1982 the American Library Association recognized the Coretta Scott King Award as an association award || Annually ||  ||
 * ** Laura Ingalls Wilder ** **Medal - 1954** || Designed by Garth Williams [[image:http://ts1.mm.bing.net/th?id=I4983927882909268&pid=1.1 width="189" height="186"]] – for famed writer Laura Ingall Wilder based on her contributions to children’s literature. || 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."

The award may be awarded posthumously. || Children are defined as persons of ages up to and including fourteen. || First recipient was Laura Ingalls Wilder, who was an elementary school teacher. || The Laura Ingalls Wilder Medal shall be awarded every two years to an author or illustrator whose books, published in the United States, have over a period of years made a substantial contribution to literature for children. || Administered by the Association for Library Service to Children, a division of the American Library Association, || biennially – beginning in 2001. 1960 -1980 - given every five years. 1980-2001, awarded every three years. ||  ||
 * ** Margaret A Edwards – 1988 - ** || [[image:http://ts1.mm.bing.net/th?id=I4953717083275496&pid=1.1 width="184" height="184"]] || The award is given annually to an author whose book or books, over a period of time, have been accepted by young adults as an authentic voice that continues to illuminate their experiences and emotions, giving insight into their lives. The book or books should enable them to understand themselves, the world in which they live, and their relationship with others and with society. The book or books must be in print at the time of the nomination. || Young Adults – ages 12-18 || Edwards served as an administrator of young adult programs at Enoch Pratt Free Library in Baltimore, MD for more than 30 years. She brought young adult literature and library services to the attention of the library profession || Recipient is required to attend and make a short speech.

The book or books must be in print at the time of the nomination. || ALA's Young Adult Library Services Association (YALSA), on behalf of librarians who work with young adults in all types of libraries.

//School Library Journal // is the award's donor and funds the award and administrative cost. The recipient receives a cash prize of $2,000 plus an appropriate citation. || Annually ||  ||
 * ** Hans Christian Andersen Award – 1956 - ** Her Majesty Queen Margrethe II of Denmark is the Patron of the Andersen Awards. || [[image:http://ts4.mm.bing.net/th?id=I4852871261454751&pid=1.1 width="198" height="204"]] || Award is for a living author and illustrator whose complete work has made a lasting contribution to children’s literature.

J.K. Rowling was the first recipient of a new award, the Hans Christian Andersen Literature Award, in 2010. This prize is distinct from the Hans Christian Andersen Medal, as it recognizes works that are expected to have the same enduring appeal as the Danish master’s characters. || Children are defined as persons of ages up to and including fourteen. || The Hans Christian Andersen Award is the highest international recognition given to an author and an illustrator of children's books. He is recognized as one of the masters of the fairy-tale genre. His writings encompassed fairy tales, plays, novels and travel books. The award is known as “The Little Nobel.” || Presented to a //living// author and illustrator whose complete works have made a lasting contribution to children's literature. || International Board of Books For Young People ( IBBY)

Winners receive a gold medal from the hand of the [|Queen of Denmark].

The Andersen Awards program was supported by Nissan Motor Co. until 2008. From 2009 Nami Island Inc. has generously begun its long-time sponsorship of the Andersen Awards. || biennially || The nominations are made by the National Sections of IBBY and the recipients are selected by a distinguished international jury of children's literature specialists. ||
 * ** Pura Belpre’ Award – 1996 ** || [[image:http://www.ala.org/alsc/sites/ala.org.alsc/files/content/awardsgrants/bookmedia/belpremedal/belpre_alscwm_200x300.jpg]] 1 medal issued to an author and a second medal to an illustrator.

No award will be given if an appropriate candidate is not found. || This award, established in 1996, goes to "a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth." || Children are defined as persons of ages up to and including fourteen. || The award is named after Pura Belpré, the first Latina librarian at the New York Public Library. As a children's librarian, storyteller, and author, she enriched the lives of Puerto Rican children in the U.S.A. through her pioneering work of preserving and disseminating Puerto Rican folklore. || - published in the United States or Puerto Rico within the preceding two years. - must be an original work that portrays, affirms and celebrates the Latino cultural experience. - Recipients must be residents or citizens of the United States or Puerto Rico. || It is co-sponsored by the Association for Library Service to Children (ALSC), a division of the American Library Association (ALA), and the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking (REFORMA), an ALA affiliate. || The award is now given annually. It was given as a biennial award from 1996 through 2008. ||  ||
 * ** Scott O’Dell Award - 1982 ** || [[image:http://www.scottodell.com/PublishingImages/Scott%20O%27Dell%20Award.jpg width="197" height="207" align="center"]] || This award was established in 1982 by the noted writer of historical fiction, who hoped to increase interest in the genre. It is awarded annually to "a meritorious book published in the previous year for children or young adults." || Young Adults – ages 12-18 ||  || To be eligible, "a book must have been published as a book intended for children or young people, it must be set in the New World (Canada, Central or South America, or the United States), it must be published by a publisher in the United States, and it must be written in English by a citizen of the United States. || Scott O’Dell and American Library Association (ALA) || annually ||   ||
 * ** Robert F. Sibert Informational Book Award - 2001 ** || [[image:http://www.ala.org/alsc/sites/ala.org.alsc/files/content/awardsgrants/bookmedia/sibertmedal/Sibert_alscwm_200x300.jpg align="center"]] || 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.

Can be awarded posthumously. ||  || Named after Robert F. Sibert the long-time president of Bound to Stay Bound Books.

Other Honor books may be nominated. || Must be published in English and in the United States during the preceding year. The author must be a citizen or resident of the United States. || Sponsor-ALA- Bound to Stay Bound Books, Inc || Annually – January ||  || First presented in 2006. || || Award is given annually to the author(s) and illustrator(s) of the most distinguished American book for beginning readers. The winner(s), recognized for their literary and artistic achievements that demonstrate creativity and imagination to engage children in reading, receives a bronze medal || Pre-K to 2nd grade || 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. || Published in English in the United States during the preceding year. Author must be a citizen of the United States. <span style="font-family: "Calibri","sans-serif"; font-size: 13.33px;">Marked by distinction: noted for significant achievement; Marked by excellence in quality; Marked by conspicuous excellence or eminence; Individually distinct; Providing a stimulating and successful reading experience for the beginning reader containing the kind of plot, sensibility, and rhythm that can carry a child along from start to finish. || Honor Book authors and illustrators receive certificates, which are presented at the ALA Annual Conference. || Annually - If no suitable recipient is found then no award will be given. <span style="font-family: "Calibri","sans-serif"; font-size: 13.33px;">The author(s) and illustrator(s) may be awarded the medal posthumously. ||  ||
 * ** Theodor Suess Geisel Award - 2004 **

REFERENCES

[] [] [] [] [|http://www.scottodell.com] __ [] __ [] [|http://www.jkrowling.com/en_GB/#/timeline/hans-christian-literature-award]


 * <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">Montie Norsworthy – I used Alabama’s 3rd grade standards **


 * <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">NCTE / IRA Standards for the English Language Arts **


 * 1) <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">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) <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">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) <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">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) <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">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) <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">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) <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">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) <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">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) <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">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) <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">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.

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


 * <span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">Alabama State Standards **

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">2.) Demonstrate reading vocabulary knowledge of compound words.

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Using structural analysis to develop meaning

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">Examples: prefixes, suffixes, root words

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Drawing semantic maps

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Recognizing new synonyms and antonyms

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Spelling correctly compound words, phonetically regular words, contractions, and possessives, including using dictionary to check spelling

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;"> 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

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Reading fluently 110-120 words per minute

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Identifying literary elements and devices

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">Examples: characters, similes

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Determining sequence of events

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Distinguishing fiction from nonfiction

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Using sentence structure to assist in comprehension

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Drawing conclusions to determine authors' intent

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Using vocabulary knowledge to construct meaning

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Relating main ideas to prior knowledge and specific life experiences

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Previewing and predicting to anticipate content

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Utilizing text features to gain meaning

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Using prior knowledge and experience

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;"> 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.

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Using sentence structure to assist in comprehension

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Distinguishing main idea from details

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Summarizing passages to demonstrate understanding

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Utilizing text features to gain meaning

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">Examples: titles, headings, glossary, boldface, index, table of contents, maps, charts, tables

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Using vocabulary knowledge to enhance comprehension

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Using self-monitoring for text understanding

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Following simple written directions

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Ordering by importance or chronology

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">5.) Compare poetry, folktales, and fables in respect to their genre characteristics.

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">6.) Recognize linguistic and cultural similarities and differences in multicultural literature.

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">Examples: regional dialects, clothing, food, games

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">7.) Compare fictional characters and events to real-life experiences.

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">Example: relating hardships faced by early settlers in literature to hardships faced by families today

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;"> 8.) Use text features to guide interpretation of expository texts, including italics, headings, maps, and charts.

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">Examples:

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">- social studies--locating physical features on a map

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">- science--interpreting weather data from charts and tables

<span style="font-family: "BacktalkSans BTN","sans-serif"; font-size: 18.66px;">• Interpreting the author's purpose or intent in a given text