If our readers must develop language skills with a respect for diversity, reading a wide variety of literature,

applying a wide range of strategies in research and writing, and conducting research on a plethora of subjects, why
not use picture books to accomplish the task? The art and writing style continue to astound notable book
committees, causing great discussion on which titles are the best. From themes of homelessness to civil rights and
civil war, todays picture books deliver content in a concise package. Here are ten reasons your libraryregardless
of the age of your readersshould contain picture books.

Nine Reasons to Use Picture Books

1) Themes of new picture books lend themselves to older readers.
From sober themes of slavery to civil rights issues, todays picture books tackle sophisticated themes well beyond
dogs and bunnies. Using a book with this content can bring background knowledge which scaffolds the learning.
For example, I read Home of the Brave by Allen Say when I was teaching middle school. Almost wordless, a man
learns his family history from WWIIthey were sent to a Japanese internment camp. I had no experience, no
education, and no connection. The book made no sense to me. Years later, while living in California, I read
Weedflower by Cynthia Kadohata. In this chapter book, a Southern California family is sent to a Japanese
internment camp in Poston, Arizona. The light came on, and suddenly, the book Id read years ago made sense.
Connecting picture books to longer works bridges the gap in the learners knowledge. Like Kate DiCamillo says,
Stories give kids the language to talk about things that matter.
2) The brief format allows time to expand on the topic with additional activities.
Time is a crucial factor, so wasting time is not an option. By using a book with strong content, teachers can jump
into a unit of study making the best use of their time. Once the stage has been set with a read-aloud, students will
have more time for research or product developmentand have the terminology to expedite the task.
3) Picture books are excellent models of exemplary writing and illustration.
Ralph Fletcher explains that mentor texts are, ". . .any texts that you can learn from, and every writer, no matter
how skilled . . . encounters and reads something that can lift, inform, and infuse their own writing. You cant beat
the compact precision of a picture book. In less than 40 pages, an author must develop a story, characters, and
settings. He must create a problem and solve it. Look for various genres as you build your picture book collection:
narrative nonfiction, mystery, humor, biography, or folklore.
4) Picture books bring art to an important focus.
In an age when STEAM is being implemented in schools, adding picture books is an easy way to support The Arts.
By reading biographies of artists, dancers, musicians, and writers, older readers have an opportunity to connect to
people of all backgrounds and cultures. Choosing different types of artwork is important as well. From black
scratch, watercolor, computer generated or enhanced to wood block, collage, and pen and ink, todays illustrators

use a variety of techniques. Create a makerspace with books as models and inspiration for the artists in your
library.
5) Illustrations aid in comprehension for ELL and students reading below grade level.
As readers are learning our language, illustrations give them confidence in their literacy skills by providing key
elements and clues to the storyline. A picture book can be less intimidating than a novel, giving them a sense of
accomplishment upon completion. From wordless books to graphic novels, illustrations are critical in a picture
book. Try reading a picture book without sharing the pictures with kids. Ask them to retell the story. What
information is missing? Now go back and read the story showing the pictures. Talk about the importance of the
illustrations.
6) Many picture books are written at a third grade reading level or higher.
Though frequently a misconception, just because its short, doesnt mean its easy. Think about the task at hand.
An author must write an entire story in less than 40 pagesthats about 1000 words. Remember that content
often outweighs reading level as well. Lord of the Flies is written on a fifth grade reading level, but is certainly not
appropriate for a fifth grade reader.
7) Reading aloud develops better readers.
By the time teachers and parents typically stop reading aloud to their children, the kids may have picked up a
distaste for reading. Now they have to read on my level. There may be other restrictions such as no or few
choices. They may have to read a book whether they like it or not. Reading aloud some great choices may bring
back the joy. Play an audiobook. Read a book thats laugh-out-loud hilarious. Read a story that has a driving plot
and stopright before the resolution. (Think Library Lion) Next time you see that class they will hurry to get ready
for read-aloud time.
8) Students catch up on books they would have missed.
Every year we add new writers and illustrators to our collection of must-have favorites. We could never live
without our classics. What if you never read The Very Busy Caterpillar? What about todays high schoolers? They
missed Mo Willems Elephant and Piggie series. What about The Book With No Pictures?!!! Think of all the
Caldecotts middle and high school kids have missed. These will be the classics they will want to share with their
own children. Find ways to give them access to them now.
9) A good story is a good storyno matter the age of the reader.
Maybe the most important point of all: what difference does it make how long or hard a book is? If its a great
book, it should be read. It should be shared. Pixar writes movies for kids, but there are plenty of punchlines just for
parents. Disney is for everyone. Why not books? Why should we put restrictions on every book a child reads? A
good story is a good storyno matter the age of the reader.
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Generic Activities That Can Be Used with Any Picture Book
1.
2.
3.
4.
5.
6.

Teach descriptive writing.

Introduce the basics of story construction.
Use the character as a sample for characterization.
Have students describe the setting of the story. Do it once before they see the pictures and then after
they see the pictures. Compare and contrast what they wrote.
Write a continuation of the story.
Research the "facts" of the story.

7. Identify the point of view in the book.

8. Use the book to discuss the art form used.
9. Introduce a unit of study or inquiry.
10. Develop vocabulary. Substitute words with the authors choice. Does it make a difference?
11. Locate the author/illustrator. What can you learn about them?
12. California is the only state with a readers choice award for Picture Books for Older Readers. Visit their
website for lists of books and activities to use with them.
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Specific Activities for 2016 Titles
NOLAN, Janet. Seven and a Half Tons of Steel. illus. by Thomas Gonzalez. 36p. Peachtree. ISBN 9781561459124. {IL
K-3, 623.825} RL 3.3
Booktalk to Go: During cleanup of Ground Zero, a seven and a half steel beam was shipped to a Louisiana foundry
where it was melted down into what became the USS New York. In spite of delays caused by Hurricane Katrina, the
bow was attached to the ship, christened, and launched on a journey back to the harbor it left.
Create a copy of the crest of the USS New York. Without looking at the back matter, have students identify the
parts of the crest. For younger students, give them the list of representative elements and have them match the
symbols on the crest. Peachtree Publishers provides a free 18-page teachers guide. Youll find it in the Fall 2016
LiveBinder.
COREY, Shana. The Secret Subway. illus. by Red Nose Studio. 40p. Schwartz & Wade. 2016. ISBN 9780375970719.
{IL K-3, 388.4} RL 3.4
Booktalk to Go: 1860s: New York City traffic was getting worse and worse. So inventor Alfred Ely Beach, a man of
action, secretly built the first underground train, run by pneumatic power.
Primary source documents are plentiful in this nonfiction picture book. Send students to the Library of Congress to
find newspaper articles about Beachs subway. Be sure to talk about the art creation: look at the inside of the
jacket cover.
LEVY, Debbie. I Dissent: Ruth Bader Ginsburg Makes Her Mark. illus. by Elizabeth Baddeley. 40p. Simon &
Schuster. 2016. ISBN 9781481465595. {IL K-3, 347.73} RL 2.4
Booktalk to Go: Get to know Supreme Court justice Ruth Bader Ginsburgin the first picture book about her life
as she proves that disagreeing does not make you disagreeable.
Before reading, talk about the difference between disagreeable and being disagreeable. I Dissent has great
vocabulary. Talk about the word choice after you read the book. Read More about Ruth Bader Ginsburg at the
back of the book. What information does the story not reveal? Why does the author save that information? Watch
the video of Justice Ginsburg visiting her own elementary school in Brooklyn. Listen to audio recordings of
Supreme Court hearings.
ROCKWELL, Anne. A Spy Called James: The True Story of James Lafayette, Revolutionary War Double Agent. illus.
by Floyd Cooper. 32p. Carolrhoda. 2016. ISBN 9781467749336. {IL 3-6, 973.3}
Booktalk to Go: The story of an African-American slave turned spy who crossed paths with Benedict Arnold but was
never caught and quite possibly saved George Washington.
You probably have biographies about George Washington and Benedict Arnold, but what about the slave who was
a double agent? Readers can create a timeline of events. Have them fact-check the historical events of the book.
Divide your class in half and have them debate about Lafayettes return to slavery.
Pair this book with Steve Sheikens The Notorious Benedict Arnold: A True Story of Adventure, Heroism, and
Treachery and Master Georges People: George Washington, His Slaves, and His Revolutionary Transformation by
Marfe Ferguson Delano.

WINTER, Jonah. My Name Is James Madison Hemings. 40p. Schwartz & Wade. 2016. ISBN 9780385383431. {IL K-3,
-Fic-}
Booktalk to Go: This powerful historical picture book is an evocative first-person account by the child of founding
father Thomas Jefferson and the enslaved Sally Hemings.
Certainly the illegitimate son of Thomas Jefferson and his slave is historical content for older readers. And to make
a claim like that requires research and documentation. Where did Winters get his inspiration? What
documentation does the author offer? Where can readers find primary source documentation online? Teach
readers to read the back matter and go to resources that the author and illustrator found to be useful.
TURK, Evan. The Storyteller. illus. by author. 48p. Atheneum. 2016. ISBN 9781481435185. {IL K-3, -E-} RL 4.2
Booktalk to Go: Long, long ago, like a pearl around a grain of sand, the Kingdom of Morocco formed at the edge of
the great, dry Sahara. It had fountains of cool, refreshing water to quench the thirst of the desert, and storytellers
to bring the people together.
Not only does The Storyteller work for ELA, as a folktale, it also connects with CCSS. Have students determine the
components of the folktale. Why isnt it a myth? Why isnt it a fairytale? For more ideas for this genre, visit
Scholastics teaching unit. Be sure to look up the websites in the Authors Note.
Connect this title with the YA novel: The Wrath and the Dawn by Rene Ahdieh.
HENSON, Heather. Lift Your Light a Little Higher: The Story of Stephen Bishop: Slave-Explorer. illus. by Bryan
Collier. 32p. Atheneum/Caitlyn Dlouhy Books. 2016. ISBN 9781481420952. {IL K-3, 796.52} RL 3.2.
Booktalk to Go: Grab your lantern and follow the remarkable, world-famous Mammoth Cave explorerand
slaveStephen Bishop as he guides you through the worlds largest cave system.
With history as content, readers will certainly be unfamiliar with the life of Stephen Bishop. Have students
research him online. Look for photos of the ceiling where the tourists wrote their names. The LiveBinder tab on
this title will get you started with resources. Be sure to share this title with your Civil War history teachers.
BECKER, Aaron. Return. illus. by author. 40p. Candlewick. 2016. ISBN 9780763677305. {IL K-3, -E-} WORDLESS
Booktalk to Go: In this wordless book a lonely girl, failing to get the attention of her busy father, turns back to a
fantastic world in the finale of the series, Journey.
A wordless book begs to be read aloud. Have your students/readers write their own version of the story, always
referring back to the illustrations for proof. Working in pairs or as a group allows for discussion and provides
support for each reader. For more ideas about using wordless books, follow the JLG Pinterest Board, Wordless
Books.
DUPUIS, Dr. Jenny Kay and Kathy Kacer. I Am Not a Number. illus. by Gillian Newland. 32p. Second Story. 2016.
ISBN 9781927583944. {IL 3-6, -Fic-} RL 4
Booktalk to Go: Irene is removed from her First Nations family in Canada to live in a residential school where she is
given a number to use in place of her name. She tries to remember who she is and where she came from despite
being told to do otherwise. When she goes home for summer holidays, her parents decide never to send her away
again, but where will she hide and what will happen when her parents disobey the law?
LEROY, Jean. A Well-Mannered Young Wolf. illus. by Matthieu Maudet. 30p. Eerdmans. 2016. ISBN
9780802854797. {IL K-3, -E-} RL 2.1
Booktalk to Go: One morning, a young wolf eagerly sets out on his first hunting trip. But before he can devour his
prey, he must honor their final wishes, just as his parents taught him to do. But the wolfs would-be meals arent
quite as honorable as he is! Can common courtesy prove effective amidst the wild laws of nature?
While Leroys book may seem simple, the wise reader will realize that it has a less-than-happy endingfor the prey
at least. Reading a story with a zap-surprise ending like this encourages readers to be more open to the
unexpected. Read the story without stopping, allowing time for the ending to be processed. This is a great book for

talking about character development. Ask readers to describe the wolf. Be sure they include his personality. Ask for
support from the illustrations.
Ask them to talk about why they think this book may upset young readers. The tale also makes a good readers
theater script. After assigning parts and discussing as a class how it should be read, reread the story. Does it read
differently now that you know the ending?
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Background/Research Articles
In addition to the above, follow JLGs Pinterest board on Picture Books for Older Readers. Youll find new titles to
use as well as support articles like the ones below.
Ammon, Bette D. and Gale W. Sherman. Worth a Thousand Words: An Annotated Guide to Picture Books for Older
Readers (Libraries Unlimited, 1996).
Benedict, Susan and Leonre Carlisle, eds. Beyond Words: Picture Books for Older Readers and Writers
(Heinnemann, 1992).
Bloem, Patricia L. Research to Practice: Bringing Childrens Books to Adult Literacy Classrooms. Ohio Literacy
Resource Center. November 04, 2015.
Jacobson, Linda. Teachers Find Many Reasons to Use Picture Books with Middle and High School Students. School
Library Journal, September 9, 2015.
Neal, J. C., & Moore, K. The Very Hungry Caterpillar meets Beowulf in Secondary Classrooms. Journal of Reading,
35, 290-296. 1992.
Osborn, Sunya. Picture Books for Young Adult Readers. The Alan Review. Spring/Summer 2001.
Pearson, Molly. Big Ideas in Small Packages: Using Picture Books with Older Readers. (Linworth. 2005).
Schliesman, Megan. Never Too Old: Picture Books to Share with Older Children and Teens. Cooperative Childrens
Book Center. Issue 174. 2007.