Using Picture Books to Increase Critical Thinking

One reason we love picture books at ERG is they not only look inviting and feel wonderful in our hands, but also have layers to dig into! The themes that often emerge from picture books provide our students with ideas to explore, opinions to express, and rich conversations to be had. One magical quality of picture books is the ability to address sensitive topics in an approachable way. This is often created with word choice and illustrations. 

If you are wondering how to challenge some of your highest-level readers, this lens is often useful. Exploring theme is not easy – it requires making inferences while staying grounded in text evidence. Noticing an author’s word choice in combination with the illustrations is another way to explore tone, which can stretch the thinking of your students around texts.

You may now be wondering how to support your most needy readers. One way is to read the text aloud to students, but still have them explore the rich questions that will exercise their higher-level thinking skills. It is important to allow our less successful readers to participate in discussions around rich texts. The more they do this, the more the more successful they will become.

If you have a wide range of readers, consider using the picture book as a read aloud, in a literacy station, or in small group work (if you have multiple copies). The reading, writing, and talking is often much easier to generate with picture books FIRST before you head into texts with more complex structures.

However, make no mistake about it – the critical thinking is still critical thinking. Higher level discussions come from really good questions, so don’t forget to plan ahead!

There are many titles that will lend themselves to exploring theme and tone, but here is one of ERG’s favorites.

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Name of Book: The Other Side by Jacqueline Woodson

Level of Text:

Guided Reading Level M, Lexile Level 300

Remember, the thinking can go well beyond the “levels”!

Brief Summary:

There is a fence that segregates Clover’s side of town from Anna’s. The two girls figure out how to become friends despite the rules of the grown-ups. This book is told from the view of the child, which creates hope while exploring issues of racial divisions.

Higher Level Thinking Questions:

• What are some clues that help us infer the time period of this story?
• What could the fence represent?
• What words did the author use to help use our senses as we read?
• What is the significance of the ending?
• How did the author handle delicate subject matter?
• How does the author represent “hopeful voices”?

These can be discussed in collaborative groups or used as a way to increase comprehension through writing!

Supporting Organizer:

What Does it Say, Mean, Matter?

This graphic organizer helps make student thinking visible, and serves as a bridge from concrete thinking to abstract thinking. It can be used with a variety of texts, especially those with deeper themes. It also lends itself to multiple reads.

If you like this, then you might like others by this author:

Jacqueline Woodson: The Day You Begin, Each Kindness