By Region 8, El Paso, New York

By Region 8, El Paso,

New York

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.

CaldecottsThrough the Decades

Implementation TimelineSend 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-ActivitiesClassroom 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 day for 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.

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 [email protected] 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

Unit Pre-Activities Introduce students to a variety of Caldecott winners and honor books through readalouds,

book clubs, booktalks, united streaming, and videos. Teacher and Library media specialists provide students with a background of the award

and discuss winning qualities. Compare and contrast Caldecott titles to non-Caldecott titles.

Encourage students to check out Caldecotts from the library. Bulletin boards and learning displays are created to motivate students to read from the

selection. Booktalk several titles. Discuss the purpose of a booktalk and what they include. Students

work with partners to create booktalks. Booktalks can be shared through a videoconference.

Students write and publish stories. Students use a variety of art mediums to create new book jackets for Caldecott books. Create a timeline of caldecotts through the years. Students put titles in the correct

sequence. Hold a Mock Caldecott Election Read selections without illustrations and allow students to create mental images. Read

again showing illustrations.

Unit Post - Activities Publishing celebration where students share the titles, they have written. Dress as a favorite character from a Caldecott winner. Write a letter to an illustrator of a calldecott winner.

Agenda: Time frame: 50 minutes

10 minutes: Welcome and Introductions. Each class share their location and current information about their school and community. Videoconferencing etiquette is reviewed as well. 5 minutes: One facilitator needs to explain the game and rules to the students. 30 minutes: As a class, students will compete with other classes in a jeopardy style format reviewing Caldecott award winners. 5 minutes: Discussion and wrap up.

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”

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.

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

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

Texas Essential Knowledge and SkillsLanguage Arts Grades 3-5

Third GradeReading/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 GradeReading/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)

Caldecott Internet ResourcesA Hotlist of Electronic Resources Found on the Internet

Reading is Fundamentalhttp://www.rif.org/educators/activities/activity.mspx?View=261

Caldecott Cut UpsAn activity is described in detail where students study the mosaic style of Caldecott winners and honorees.

The Caldecott medal homepage from The American Library Associationhttp://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.htmlA 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.htmlThis 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.shtmlA detailed lesson plan is provided to encourage students to celebrate Book Week by designing new "medals" for children's books!

Library booklisthttp://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.htmA Library Unit for Grade 2 helping students appreciate the art of illustration. Activities and procedures are described and presented in

detail.

Easy WorksheetEasyWorksheet.com is a math problem generator organized by objective, which is free for middle and high school teachers. Subjects range from Pre–Algebra to Algebra I, II, and Geometry. All questions are randomly generated, so they are different every time! EasyWorksheet.com is excellent for creating standardized tests such as SAT prep, state standardized, or NCLB required tests.http://www.easyworksheet.com/

Eschoolware, Inc.Eschoolware provides educators the "Road Map" to meet educator proficiency requirements. The eProficiency Manager allows for alignment and reporting of professional development that will bring teacher proficiencies up to state and national standards. eSchoolware uses a leveled method of assessment, establishes customizable requirements and proficiency recommendations, uses demonstration of competencies via ePortfolios, and provides an online approval process.http://www.eschoolware.com/

GradeconnectGradeconnect was selected as "Site of the Week" at 4teachers.org at the University of Kansas. It has been reviewed and is now noted on the website of USA Today Education as a "Best Bet". The U.S. Dept. for Education selected Gradeconnect for EROD and it received a 5 star review from Blue Web'n. Look for it in the 2005 back to school edition of NEAhttp://www.gradeconnect.com/

iste-100-member.jpg IC3: NETS Aligned AssessmentISTE has collaborated with Certiport in the development of the 2005 version of the Internet and Computing Core Certification or IC3 exams. IC3 Certification consists of three exams which cover Computing Fundamentals (hardware, software and operating systems concepts), Key Applications (wordprocessing, spreadsheet, presentations and common application functions) and Living Online (Internet navigation, E-mail, networking and net etiquette). IC3 is aligned with NETS•S and approximates the candidate readiness benchmark for NETS•T.http://www.certiport.com/ic3/

Middle School Design Technology/Computer Technology Lesson Plans and RubricsThis Web site by a Teachnology teacher contains rubrics for assessing students works in Computer Technology/Design Technology. The lesson plans provided in the Web site follows IB-Middle Years Programme standards.http://www.geocities.com/vinucyrus/planners2.htm

NETS Online Technology AssessmentThe NETS Online Technology Assessment helps teachers measure student skills in using software applications and helps measure student progress toward meeting the National Educational Technology Standards for Students (NETS•S).http://www.iste.org/resources/asmt/msiste/

Staff Evaluation Name ______________________ Date _______________ Title of Videoconference _________________________ How many times have you had videoconferences this year _____________ On a scale of one – five with five being the highest quality please rate this videoconference. The videoconference met my 1 2 3 4 5 expectations. My students were well prepared. 1 2 3 4 5 The pre-activities were very helpful. 1 2 3 4 5 The post – activities were helpful. 1 2 3 4 5 I felt comfortable using the equipment. 1 2 3 4 5 The videoconference fit into the 1 2 3 4 5 Curriculum. Moodle was useful in communicating 1 2 3 4 5 with other teachers involved. I feel confident about my abilities to 1 2 3 4 5 Troubleshoot the equipment.

Please list any additional ideas you have where we can integrate videoconferencing.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name _____________________ Class _______________ Date________________

Videoconference Title ________________________

Videoconference Student Evaluation

Two new things I learned from this videoconference are ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ During the videoconference I felt ________________________________________________________________________________________________________________________________________________ One thing I did not like about the videoconference was ________________________________________________________________________________________________________________________________________________

Region 8

New York

El paso

Maxine RappaportRegion 4 New [email protected]