Caldecott in the Classroom

One thing that gets me through the (usually) dark cold winter months are the award ceremonies. January is a month to view films, check out books, and pick your favorites. Although I love the magic of the red carpet, the Oscars is not the award ceremony that I look forward to most. The award that keeps me biting my nails at the edge of my seat are actually the awards that go out to the most distinguished picture books for children: The Caldecott Medals.

I think most teachers are able to tell you that the Caldecott goes to the “best picture books” but I’m not so confident that they know what makes them the “best”. Well, the truth is, there are an infinite amount of arguments one could make about why they think one book is better or more distinguished than another. In fact, just because a picturebook wins a Caldecott doesn’t actually mean that it’s the best. It merely means that a panel of teachers, authors, publishers, professors, librarians, and other kid lit folks discussed and argued and voted and finally decided upon a book, or books, that they personally believed was the most distinguished books. Another group of people could have looked at the same books and come up with a completely different choice. So, does winning the Caldecott really matter? In retrospective, no it does not. Which is why teachers, parents, and children should not just pick books that have awards stuck to them. There are hundreds of distinguished books sitting on shelves that haven’t won any awards at all. However, the reason I look forward to the Caldecott award is because it’s something that really lends itself to the classroom. One of the most multipurpose projects that can be done in a classroom is a mock Caldecott committee.

A mock Caldecott committee will give students practice in the following areas:
Making Predictions
Forming Conclusions
Making Decisions
Persuasion Skills

I’m sure that list could go on and on. Here’s how to do a mock Caldecott in your classroom.

Believe me when I tell you I know first hand what it’s like to have an air tight schedule and being asked to squeeze in another five minutes of something. But I promise that the Caldecott project is not as invasive to your schedule as it may seem. Most of it can be weaved into what you’re already doing.

First things first, you’re going to need the books. The American Library Association, the Horn Book, and some other children’s literature related websites will offer lists of books published in the previous year (however please know that they’re never full lists). If your school library books don’t have them then your public library probably will. Most public libraries allow teachers to keep books longer than regular members, just ask for the teacher card. Get as many of the books as possible (even the books not on the ALAs website!). As this is obviously a long list of books, you might want to check over them before and see if you can narrow them down to a manageable number for what suits the children in your classroom. Once you get the books bring them into your classroom and keep them in a segregated location, then explain to your students what you’re going to be doing over the next few weeks.

For the first week just let the kids get accustomed to the books. Read some aloud to them (morning meeting, after lunch, at the end of the day are all great read aloud times). Let them read them during silent read, at recess, when they’re done with their work. At first just tell them to read them and to look at the pictures and to think about what they see. Let them be free to explore without adding your opinion to any of the books. Remind them to return them to the location when they are done. If you have time to make one, also give them each a check list of the books, and encourage them to try to read all of them.

During the second week have some conversations with your students about art and design. Read them examples of past winners and discuss why the students thought they won. Read and share the book Picture This: How Pictures Work by Molly Bang with your class. Make a class list of what elements they think make a distinguished book i.e. character placement on the page, using color to show mood (like blue for sad), if the picture adds to the text, etc., and post it in the classroom. Afterwards, explain to them that they should apply what they’ve discussed to the books they read the week before. That Friday have each child write down their three favorite books on a piece of paper and collect them. Tally them over the weekend.

The third week is when the fun really happens. Make a list of books according to what the students voted on the previous Friday. These will be the books you will focus on that week. Remove the other books or put them in your library. Keep the ones that were voted for on display. Use Monday, Tuesday and Wednesday to debate. Have each child write three reasons why they chose each of the books they voted for so they have something to reference (if you’re teaching a lower elementary class then modify this by making a class list).  Have the students sit in a circle or a “U” and let them debate. Encourage them to defend the ones they chose by articulating their reasons why. Give some input, but mostly be a mediator. Let the kids get a little wild.

On Thursday let the voting begin. Have each child vote for three books: one winner and two honor (the real Caldecott committee can choose as many honors as they want, in fact they don’t have to choose any if they don’t want to!). Here’s where it gets confusing. They pick three books. They put a 3 next to the one they want to win, a 2 next to their second choice, and a 1 next to their third choice. When you tally it up, which ever book has the most points wins the gold, and the others win the silvers. If there’s not a clear winner do a little more debating and another round of voting the following day. At the end of Friday you’ll have your winners!!! It wouldn’t hurt to have a Caldecott party! Cookies with yellow frosting and a special guest read aloud (firefighters, police officers, the principal are all great choices!).

When the real winners are announced compare them to your class’s choices. The Horn Book and ALA are always discussing these choices online. Share their explanations and arguments with your class. You can also have your students participate in the online Horn Book mock Caldecott committee ( They can debate with other lovers of picturebooks and even people who have sat on real Caldecott and other ALA committees in the blog and then cast their votes. The kids will feel proud to be able to connect with such a prestigious award.

Here is a list of books that are getting some Caldecott buzz this year. Check them out. What do you think of them? When the winners are announced I will be back to discuss them.

Me…Jane by Patrick McDonnell

Blackout by John Rocco

Grandpa Green by Lane Smith

I Want My Hat Back by Jon Klassen

Balloons Over Broadway by Melissa Sweet

Where’s Walrus? By Stephen Savage

Stuck by Oliver Jeffers

Neville By Norton Juster Illustrated by G. Brian Karas

Naamah and the Ark at Night by Susan Campbell Bartoletti Illustrated by Holly Meade

Blue Chicken by Deborah Freedman

A Ball for Daisy by Chris Raschka

The Artist Who Painted a Blue Horse by Eric Carle

Can We Save the Tiger? By Martin Jenkins Illustrated by Vicky White

(The list of picturebooks published in 2011 is obviously a trillion times longer, but at least this will give you a start! Have fun!)

On a final note, please do not believe that this project is only intended for young children. This project is appropriate for Kindergarten through post-graduate level students. You are never too old to examine and evaluate art. You are never ever ever too old for picturebooks! Don’t deprive your children or students of picturebooks, encourage them to include them in what they read.


Book Review: America is Under Attack: The Day the Towers Fell

Don Brown’s straightforward explanation of the events that happened on the morning of September 11, 2001 is a title that I’m personally relieved to see. To many of us adults, that horrible day seems to have happened just yesterday. To some of us it still feels so close that we forget that children today are too young to remember it. Many of them understand very little of why there has been a war during the majority of their lives. I know I was shocked when the anniversary approached and my students didn’t know what the World Trade Center was. The only tool I really had was to share my personal experience of that day with them. Don Brown has created a book that appropriately invites children to make a connection with the most devastating and destructive day in American history. He doesn’t shy away in his text or in his illustrations. He shares the truth tactfully and compassionately. For example, he explains what it might have been like for the people at the point of impact. “People were hanging out of the building, gasping for air… heavy smoke and intense heat from the fire made rescuing people from the roof impossible. Some of the trapped people jumped.” The accompanying illustration shows a close up of people standing in the shattered windows at the point of impact waving out for help. The illustration on page 24 explains the bravery of the firefighters in a way text could not. It shows a stairwell with a line of civilians walking down the stairs to safety past a line of firefighters walking up the stairs to the horrifying chaos. I highly recommend this book to any teacher or parent who wants their children to have an understanding of that fateful day.

“Illustrated on every spread with line-and-wash pictures that are forthright but never sensational, the book is superbly focused and completely honest.” —Horn Book Magazine, Starred review

One of School Library Journal’s best Nonfiction titles of 2011.

America is Under Attack: The Day the Towers Fell By Don Brown