Susan R. Massey
The Multidimensionality
of Children’s Picture
Books for Upper Grades
A
bout 130 years ago, Randolph
Caldecott introduced the concept
of abandoning decorative images
in text for images that enhance
the story, thus introducing the picture book (Matulka). This transition was not fully accomplished
until after World War II when graphic designers
illustrated picture books as a means to study and
explore visual thinking (Salisbury and Styles). In
the 1960s Maurice Sendak traversed many frontiers
through the publication
of Where the Wild Things
Are. He emulated the
illustrative method of
Beatrix Potter (1913)
and Wanda Gag’s Millions of Cats (1928). Text
and pictures were combined to work interdependently to create a reciprocal relationship within
the story. This picture book appealed to both adults
and children and was the beginning of an influential era in the artistic and educational communities.
Picture books then became defined as books that require both text and illustrations to understand the
story (Mendoza and Reese).
This article will demonstrate how picture
books are multifaceted and can enhance motivation in the learning process and can be used to integrate aspects of multiple curricula for intermediate
and secondary students. In the hands of educators,
picture books serve a much greater function than
aesthetic reading; they can be a vehicle for the construction of knowledge and for solidifying concepts
in a learning environment for older students.
Picture books are often seen
as a valuable tool for
younger readers. In this
article, the author suggests
that the multiple literacies
required to read a picture
book can provide scaffolding
and transmission of
additional concepts for
older readers.
1. U
sing Picture Books
with Older Students
Using picture books can motivate reluctant readers to read and find reading enjoyable, therefore increasing time spent reading (Sanacore 67–­86). Even
though Linda Webb Billman argues that many
secondary school teachers feel that picture books
are “too immature for adolescents” (48), current research has reported that some middle school teachers are cognizant that picture books are not “easy
books,” thus gradually eliminating the stigma
of picture books associated with older students.
These books are appropriate for below, on-­, and
above-­level students (Forbes and Roller 3–­9). Molly
Pearson noted that some recent picture books are
intended for older students and are not appropriate for elementary levels. Mature students possess
the necessary background knowledge to engage in
deeper discussions (Fresch and Harkins 141) and
use higher order thinking, and enhance textbook
knowledge (Lott 139–­54). Elaine Ley states, “these
books are rich with so many levels of meaning and
understanding that young children could never respond to them in a way that young adults do” (27).
As society becomes increasingly more visual,
“with visual media permeating almost every aspect
of contemporary students’ lives” (Flood and Lapp
1), the detailed and exquisite illustrations in recent
publications appeal to adolescents. Children’s picture books stimulate the imagination and serve as a
receptacle for coping with psychosocial issues. Picture books serve as conduits for the development of
reading and oral language skills, listening comprehension skills, phonological awareness, vocabulary
En­g lish Journal 104.5 (2015): 45–­5 8
45
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The Multidimensionality of Children’s Picture Books for Upper Grades
development, and content-­
area concepts. These
books are engaging, nonthreatening, and enhanced
with illustrative features to aid comprehension.
They are more interesting than most textbooks and
they help generate a firm foundation for theories in
and outside of the classroom (Carr et al. 145–­63).
Reading is seldom a preferred interest of
adolescent students. Richard C. Anderson, Paul T.
Wilson, and Linda G. Fielding note that students
dedicate less than 2 percent of recreational time
reading; as students got older, this time decreased
(285–­304). The Commission on Adolescent Literacy of the International Reading Association noted
that “adolescents deserve access to a wide variety of
reading material that they can and want to read”
(4). Therefore, access to picture books should be afforded to students in all grade levels.
2. Using Picture Books in
the General Curriculum
The National Council of Teachers of En­
glish
(NCTE) states that content-­area literacy is a struggle for most students as each academic area is
fraught with unique and confounding text structure and information such as historical documents,
scientific text, and overwhelming topics. “Regardless of age and grade level, students, even older
ones, need careful step-­by-­step learning experiences
when comprehending a new concept” (Hall 5). Picture books can help alleviate this dilemma. According to Bowker’s Books In Print database, 32,907
new juvenile titles and editions were published in
the United States in 2013. Given the range and
volume of published texts, there is a children’s book
available to meet any objective named in the Common Core State Standards.
Picture books strengthen students’ understanding of complex concepts. They help students
make connections among different curricula in
content-­area subjects. A picture book “has the potential to act as a magnifying glass that enlarges and
enhances the reader’s personal interactions with a
subject” (Vacca and Vacca 161). They help establish
necessary background knowledge to grasp the substance of the text. Historical events and biological
concepts can be better understood with the support
of quality picture books that use brevity of text.
A skillfully chosen picture book contains depth of
46
material and is a model for good writing and detailed illustrations to activate visual thinking.
Joyce Shatzer presents guidelines for selecting
and using children’s picture books to make connections that meet the mandates of curricular standards. These principles state that picture books
• Be excellent pieces of literature that allow
children to make connections to both content
and their lives
• Be free of stereotyping, contain authentic and
factual information
Teachers must
• Integrate the comprehension strategies (questioning, establishing background knowledge,
visualization, inferring, predicting, determining the importance and synthesizing)
during the read aloud (Harvey and Goudvis)
• Follow the reading with activities that will
allow students to authentically investigate
and explore the connections between literacy
and the content area
It is imperative that students have access to
both the text and illustrations to render picture
books beneficial to the learning process. Students
should understand that illustrations are part of the
reading comprehension process as they are often intertwined with the significance of the text. Some
content-­area subjects are discussed below.
2.1 Language Arts
Syntax
Ruth Heller’s collection of picture books for teaching syntax is alluring due to their rhyme and detailed vibrant illustrations in a straightforward
manner making language discovery appealing and
rewarding. Her books help students gain a deep
understanding of the
construct of the En­glish
language. For example,
in Kites Sail High verbs
are introduced in a visual manner. Heller targets tense, mood, and
voice, which are suitable concepts for older
students. Adjectives are
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Susan R. Massey
addressed in Many Luscious Lollipops, and the book
extends knowledge to include demonstrative, predicate, proper, article, superlatives, and possessive
adjectives.
Vocabulary Development
Research indicates that vocabulary development
is critical to the reading process (National Reading Panel). Children’s picture books contain 30
rare words for every 1,000 words (Trelease 124);
this helps students attain richer and more sophisticated vocabularies. Students get exposure to more
complex sentence structure. The Wolf Who Cried
Boy (Bob Hartman) contains many Tier 2 (Beck,
McKeown, and Kucan) verbs and adjectives. Two
books that serve as a catalyst for vocabulary acquisition include Giraffes Can’t Dance (Giles Andreae)
and Jamie’s Journey (Susan Ebbers). Students learn
to substitute ordinary and repetitive words in
their writing for pertinent and more sophisticated
vocabulary.
A strategy to attain depth and breadth of vocabulary is an awareness of morphology (Nagy et
al. 730–­42). Morphology is credited with assisting
vocabulary acquisition of words that are not explicitly taught. Word parts are not an easy concept
for many students. Understanding how words are
broken down dramatically increases understanding
of vocabulary and reading. Most children’s picture
books can be used to demonstrate this concept.
Literary Terms
Many students feel literature is plagued with
unique and inconsequential figurative language
(Nippold 474–­78) and research has demonstrated
that many teachers monopolize the discussions and
dictate the interpretation (Dole et al. 239–­64). The
most common literary devices include allegory, alliteration, irony, metaphors, parables, personification, rhetorical questions, point of view, satire,
similes, and symbolism. Students must learn these
abstract elements to gain an understanding to discern various connections within the text. Picture
books can advance the acquisition of these educational objectives.
Children’s literature can be used to teach the
most common literary devices, directly or indirectly, giving students the knowledge to gain admittance into the joy of reading. The Rabbits (John
Marsden) is an allegorical
picture book about ecology and cultural destruction through the effect of
colonization. Other literary devices in this book
include metaphors and visual imagery. An allegory
of the Holocaust is Terrible Things (Eve Bunting).
This book teaches about discrimination, racism,
and intolerable behaviors. Also, this is a valuable
book to use in social studies to stimulate awareness
and discussions about being a bystander while witnessing horrendous acts of evil on an entire race of
people. Point of view can be examined in The True
Story of the Three Little Pigs (Jon Scieszka) and The
Singing Hat (Tohby Riddle). Many picture books
are brimming with alliteration. Some include The
Winter Wren (Brock Cole), Soup for Supper (Phyllis
Root), and Chicken Little (Steven Kellog). Owl Moon
and Miz Berlin Walks (Jane Yolen) are examples of
picture books with rich language, including metaphors and similes. Grandfather’s Journey (Allen Say),
The Frog Prince Continued (Jon Scieszka), and The
Mountain Garden (Pertr Pernall) are excellent examples to assist with teaching irony. Personification
can be introduced with Corduroy (Don Freeman)
and Miss Hickory (Carolyn Bailey). Many picture
books are replete with symbolism. Some include
Grandfather’s Journey (Allen Say), The Keeping Quilt
and The Butterfly (Patricia Polacco), Fly Away Home
(Eve Bunting), Tar Beach (Faith Ringgold), and The
Lotus Seed (Sherry Garland).
2.2 Mathematics
There are several picture books that are appropriate
for introducing math concepts. For students who
consider math to be dull and boring with unapproachable success, the use of picture books could
pique an interest to find this subject to be valuable and pertinent. According to David J. Whiten
and Sandra Wilde, literature motivates students to
learn and shows the relevance of mathematics as a
function of daily living, thereby improving existing negative attitudes that mathematics consists
of irrelevant computations. Children’s literature is
a means for children to communicate mathematic
vernacular while using the illustrations to help
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The Multidimensionality of Children’s Picture Books for Upper Grades
students visualize mathematical concepts (Murphy
122–­23). Moreover, research has shown that there
is an increase in math scores when children’s picture books are used in the teaching of mathematical
concepts (Jennings et al. 263–­76).
Jon Scieszka’s Math Curse is a picture book
that appeals to adolescents as students can relate
to the main character experiencing math anxiety.
An assortment of math
concepts is presented in
the context of everyday
circumstances.Topics such
as spatial relationships of
area, perimeter, and graphing are targeted in Spaghetti and Meatballs for All!
(Marilyn Burns). The quandary of setting up tables
for 32 people so all can sit at one long table demonstrates periphery problems with solutions to them.
Three picture books for at-­risk readers and
second language learners can assist with numerators
and denominators, and the introductory concepts of
fractions: Full House: An Invitation to Fractions (Dale
Ann Dodds), If You Were a Fraction (Trisha Shaksan),
and Working with Fractions (David Adler). Dodd
presents a cast of hilarious characters at Strawberry
Inn to show how a whole object can be equally divided into parts.
2.3 History, Social Studies, and Culture
William T. Owens and Linda S. Nowell highlight
the prudence of using picture books as an effective pedagogical strategy to establish relevance of
knowledge and personal connections to the learning process in the social sciences of civics, history,
geography, and culture (33–­40). There are many
nonfiction picture books written at different reading levels that can assist older struggling readers to
interpret and supplement learning of abstract and
complex concepts in specialized material as well
as understand and adopt content vocabulary. Historical fiction can lay the foundation for units of
study by building background knowledge if students have no existing schema. Picture books can
illuminate historical periods and geographical locations allowing students to initiate and contribute
to stimulating discussions and partake in vicarious
experiences. Since these books usually provide depth
48
of knowledge of a single topic, it is recommended
that a variety of picture books be used in a thematic
unit of study. This allows the students to be exposed
to dissimilar perspectives (Billman 48–­51).
Eve Bunting wrote Smoky Night as a means
of understanding how students dealt with the Los
Angeles riots. This book
addresses urban violence
and invites thoughtful responses from students of
all ages for solutions and
reactions to such societal
upheavals. Pink and Say
(Patricia Polacco) is a true
story depicting an interracial friendship during
the Civil War. The reader
is drawn into this historical period and vicariously
experiences the ravages of war, racism, and class
distinction.
For students who do not have the opportunity
to travel, picture books help them to grasp geographical concepts. Maps and Globes (Jack Knowlton) introduces students to the basics of maps,
globes, and Tier 3 words in geography. Topics such
as the history of maps and concepts of elevation are
presented.
Multicultural children’s literature has a twofold purpose. The first is embracing a venue for
culturally and linguistically diverse students to
experience and affirm their culture identities. The
second benefits the mainstream students to cultivate
an understanding and greater appreciation of this
global and diverse world we live in. The detailed
artistic illustrations of people of different ethnic
and racial backgrounds visibly evoke a progressive
view of diversity. Today’s society encompasses many
different types of diversity. When choosing books
for the multicultural classroom, embrace ones that
have topics in which children can find themselves
and identify their role in society. Include all aspects of societal and cultural differences. The story
should adopt strong characters that are capable of
accomplishments. The beauty of the artistic characterizations of people from all ethnic and racial
backgrounds provides a strong visible statement
of valuing diversity, which is an especially important message for early adolescents (Miller 376–­81).
There are many outstanding picture books that can
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Susan R. Massey
be part of a class library to use in culturally responsive teaching.
2.4 Science
Terry Miller states, “Abstract concepts in science . . .
can be given more concrete and visual connections to
students’ experiences by using the visual examples,
models, and diagrams in a picture book on the topic
being presented” (377). Complicated and abstract
science topics become less intimidating with the aid
of visual images in the picture book. For example, A
River Ran Wild (Lynne Cherry) portrays how descendants of the Nashua
Andeans were able
to combat pollution and restore the
beauty of the Nashua
River in Massachusetts. A contemporary picture book,
with humor and
pop icons, on the environment and climate change,
The Down-­to-­Earth Guide to Global Warming (Laurie David) is a great resource for all teachers. A lesson on clouds can be introduced with Cloud Dance
(Thomas Locker). Students meet some famous and
not-­so-­famous inventors in So You Want to Be an Inventor? (Judith St. George). They get to know about
Thomas Edison, Henry Ford, Josephine Cochran (she
invented the dishwasher), and others who have made
noteworthy contributions.
2.5 Art, Design, and Music
Picture books can be used in music and art classrooms. Reading aloud picture books can enhance
students’ enjoyment of the arts. Bob Dylan’s Blowing in the Wind can be appreciated by students of
all ages. The text is
accompanied by beautiful watercolor illustrations by Jon Muth.
Passing the Music Down
by Sarah Sullivan is
based on a true story
of friendship between
a boy with a gift to
play the fiddle and a much older musician. It also
serves to remind us of the importance of remembering heritage and sharing it with future generations.
Linda Leonard Lamme indicates that picture books
and music are practically accomplished using thematic units (294–­300).
Some picture books to teach art and design
include The Patchwork Path (Bettye Stroud), My
Friend Rabbit (Eric Rohmann), Seal Surfer (Michael
Foreman), and Across the Wide Dark Sea (Jean Van
Leeuwen). Barn Dance (Bill Martin Jr.) presents
rhythmical language in a story that tells of a child
who dreams of joining farm animals in the middle of the night to barn dance. Reading aloud this
picture book is a motivational technique prior to
teaching students square dancing. Sound and instrument making can be studied in science while
culture song and dances, rhythm, lyrics, and reading music books can be incorporated into social
studies, math, and reading, respectively.
See Table 1 for a sample of available picture
books that can be used in specific content areas.
Conclusion
This article dispels the myth that picture books
are the domain of young children. The term picture
books is one that should be inclusive of intermediate
and secondary learning environments. There is a rationale why picture books should merit utilization
in middle school and high school. Picture books are
limitless in their effectiveness in resonating with
young and old and in all subjects. Furthermore,
a greater selection of contemporary picture books
targets the interests of middle school students
(Hellman 6–­12). They also activate visual thinking and all students benefit from the illustrations
to comprehend abstract concepts. Carefully selected
picture books that match the Common Core State
Standards are fundamental resources to enhance the
curriculum and present alternative vehicles of acquiring the content objectives while engaging the
student with narrative text and illustrations. Using
both fiction and nonfiction picture books activates
students’ natural curiosity and adds necessary facts
to attain depth of comprehension (Auerbach 18–­
21). They offer opportunities for collaborative,
literature-­based activities that promote interest and
discussion with teacher and peers. These literature-­
based activities can increase academic achievement
and evoke powerful and memorable emotional
connections.
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The Multidimensionality of Children’s Picture Books for Upper Grades
TABLE 1. Samples of Children’s Picture Books for Learning Objectives in the Content Areas
LANGUA GE ARTS TABL E 1A
50
Book Title
Author
Topic/Grade Level
Book Title
Author
Topic/Grade Level
Earrings
Judith Viorst
Author’s Purpose
Lynne Cherry
Main Idea
The Mary
Celeste
Jane Yolen
Author’s Purpose
The Great
Kapok Tree
Vera B. Williams
Main Idea
Voices in the
Park
Anthony
Browne
Point of View
A Chair for My
Mother
Patricia
MacLachlan
Point of View
Chris Van
Allsburg
Main Idea
Through
Grandpa’s Eyes
The Polar
Express
Main Idea
David Macaulay
Point of View
Tap Dancing on
the Roof
Linda Sue Park
Black and White
The Singing Hat
Tohby Riddle
Point of View
Keeping Quilt
Patricia Polacco
Main Idea
Cinderella
Charles
Paerrault
Point of View
Janet Schulman
Figurative
Language
The True Story
of the Three
Little Pigs
Jon Scieszka
Point of View
Pale Male:
Citizen Hawk of
New York City
Terrible Things
Eve Bunting
Allegory
The Rabbits
John Marsden
Allegory
Verdi
Janell Cannon
Prefixes & Suffixes
The Color of Us
Karen Katz
The Sign of the
Sea Horse
Graeme Base
Prefixes & Suffixes
Similes &
Metaphors
Jerry Pinkney
Biggest,
Strongest,
Fastest
Steve Jenkins
Prefixes & Suffixes
New Shoes for
Silvia
Similes &
Metaphors
Quick as a
Cricket
Don Wood
Similes &
Metaphors
The Eleventh
Hour
Graeme Base
Prefixes & Suffixes
Skin Like Milk,
Hair of Silk
Brian P. Cleary
Similes &
Metaphors
The Boy Who
Cried Fabulous
Leslea Newman
Synonyms &
Antonyms
Owl Moon
Jane Yolen
Similes &
Metaphors
Thesaurus Rex
Laya Steinberg
Synonyms &
Antonyms
Miz Berlin
Walks
Jane Yolen
Similes &
Metaphors
Pitch & Throw,
Grasp & Know
Brian Cleary
Synonyms &
Antonyms
Encounter
Jane Yolen
Metaphor
The Luck of the
Loch Ness
Monster: A Tale
of Picky Eating
Alice Weaver
Flaherty
Sequencing
The Rough-­
Faced Girl
Rafe Martin
Metaphor
Knots on a
Counting Rope
Bill Martin
Metaphor
Jumanji
Chris Van
Allsburg
Sequencing
Tar Beach
Faith Ringgold
Inference
David Macaulay
Cause & Effect
Peggy
Rathmann
Inference
Why the
Chicken Crossed
the Road
Ruby the
Copycat
The Widow’s
Broom
Chris Van
Allsburg
Inference
Across the Alley
Richard
Michelson
Cause & Effect
The Garden of
Abdul Gasazi
Chris Van
Allsburg
Inference
Comet’s Nine
Lives
Jan Brett
Cause & Effect
The Little House
Virginia L. Burton
Personification
Tops and
Bottoms
Janet Stevens
Cause & Effect
The Giving Tree
Shel Silverstein
Personification
Corduroy
Don Freeman
Personification
Where the Wild
Things Are
Maurice Sendak
Cause & Effect
Miss Hickory
Carolyn Bailey
Personification
William Steig
Personification
If You Give a
Mouse a Cookie
Laura Numeroff
Cause & Effect
Sylvester and
the Magic
Pebble
May 2015
Susan R. Massey
Book Title
Author
Topic/Grade Level
Book Title
Author
Topic/Grade Level
The Shivers in
the Fridge
Fran Manushkin
Personification
Up, Up and
Away
Ruth Heller
Parts of Speech
Dinosaurumpus
Tony Mitton
Onomatopoeia
Ruth Heller
Parts of Speech
Bark, George
Jules Feiffeer
Onomatopoeia
Snow Music
Lynne Rae
Perkins
Onomatopoeia
Merry-­Go-­
Round: A Book
about Nouns
Ruth Heller
Parts of Speech
That’s Good!
That’s Bad!
Margery Cuyler
Onomatopoeia
A Cache of
Jewels
Cynthia Rylant
Parts of Speech
Grandfather’s
Journey
Allan Say
Irony
The Relatives
Came
Alma Flor Ada
The Frog Prince
Continued
Jon Scieszka
Irony
I Love Saturdays
y domingos
Compare &
Contrast
Jon Scieszka
The Mountain
Garden
Pertr Pernall
Irony
The True Story
of the Three
Little Pigs
Compare and
Contrast
The Absolutely
Awful Alphabet
Mordicai
Gerstein
Alliteration
How Big Is It?
Ben Hillman
Compare &
Contrast
The Winter
Wren
Brock Cole
Alliteration
Dogs Rule
Daniel Kirk
Compare &
Contrast
Chicken Little
Steven Kellog
Alliteration
Joyce Sidman
Vocabulary
Soup for Supper
Phyllis Root
Alliteration
Wacky Wedding
Pamela D.
Edwards
Alliteration
Ubiquitous:
Celebrating
Nature’s
Survivors
Bob Hartman
Vocabulary
Walter Was
Worried
Laura V. Seeger
Alliteration
The Wolf Who
Cried Boy
Susan M. Ebbers
Vocabulary
Some Smug Slug
Pamela Edwards
Alliteration
Jamie’s Journey,
The Savannah
The Secret
Knowledge of
Grownups
David
Wisniewski
Fact & Opinion
Giraffes Can’t
Dance
Giles Andreae
Vocabulary
Dr. DeSoto
William Steig
Summarizing
Who Hops?
Katie Davis
Fact & Opinion
Milton Hershey
M. M. Eboch
Summarizing
Jack’s Path of
Courage (Life of
JFK)
Doreen
Rappaport
Fact & Opinion
Charlie
Anderson
Barbara
Abercrombie
Synthesizing
David’s Drawing
Cathryn Falwell
Synthesizing
Goal
Robert Burleigh
Parts of Speech
Tea with Milk
Allen Say
Synthesizing
Nouns and
Verbs Have a
Field Day
Robin Pulver
Parts of Speech
Fly Away Home
Eve Bunting
Questioning
Ruth Heller
Parts of Speech
Peggy
Rathmann
Questioning
Fantastic! Wow!
and Unreal!
Officer Buckle
and Gloria
Yanni Rubbish
Questioning
Kites Sail High:
A Book about
Verbs
Ruth Heller
Parts of Speech
Shulamith
Oppenheim
Punctuation
Takes a Vacation
Robin Pulver
Punctuation
Many Luscious
Lollipops
Ruth Heller
Parts of Speech
Alfie the
Apostrophe
Moira Donohue
Punctuation
Behind the
Mask: A Book
about
Prepositions
Ruth Heller
Parts of Speech
Lynne Truss
Punctuation
Mine, All Mine!
A Book about
Pronouns
Ruth Heller
Parts of Speech
Eats, Shoots &
Leaves: Why,
Commas Really
Do Make a
Difference!
Sam and the
Tigers
Julius Lester
Dialogue
English Journal
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The Multidimensionality of Children’s Picture Books for Upper Grades
Book Title
Author
Topic/Grade Level
Book Title
Author
Topic/Grade Level
Scrambled
States of
America
Laurie Keller
Dialogue
The Bunyans
Audrey Wood
Hyperbole
My Brother
Hyperbole
I Will Never Not
Ever Eat a
Tomato
Lauren Child
Dialogue
Anthony
Browne
My Mom
Anthony
Browne
Hyperbole
Alexander, Who
Used to Be Rich
Last Sunday
Judith Viorst
Flashback
Grandfather’s
Journey
Allen Say
Symbolism
Patricia Polacco
Symbolism
Miss Rumphius
Barbara Cooney
Flashback
The Keeping
Quilt
The Wreck of
the Zephyr
Chris Van
Allsburg
Flashback
The Butterfly
Patricia Polacco
Symbolism
Tar Beach
Faith Ringgold
Symbolism
Heat Wave
Helen Ketteman
Hyperbole
The Lotus Seed
Sherry Garland
Symbolism
MAT HEMATI CS TABL E 1B
Book Title
Author
Topic/Grade Level
Book Title
Author
Topic/Grade Level
The King’s
Chessboard
David Birch
Doubling; Addition
The Best of
Times
Greg Tang
Multiplication &
Division
Inch by Inch
Leo Lionni
Measurement
Tony Ross
Measuring
Penny
Loreen Leedy
Measurement
Centipede’s 100
Shoes
Multiplication &
Division
Stuart J. Murphy
Probability
Millions to
Measure
David Schwartz
Measurement
Probably
Pistachio
No Fair!
Caren Holtzman
Probability
Room for Ripley
Stuart J. Murphy
Liquid
Measurement
Tikki Tikki
Tembo
Arlene Mosel
Data Analysis
The Doorbell
Rang
Path Hutchins
Fractions
Bats on Parade
Kathi Appelt
Square Number
Jump,
Kangaroo, Jump
Stuart J. Murphy
Fractions
Help Me Mr.
Mutt
Janet Stevens
Graphs
If You Were a
Fraction
Trisha Shaksan
Fractions
The Great Graph Loreen Leedy
Contest
Graphs
Working with
Fractions
David Adler
Fractions
Wilma
Unlimited
Kathleen Krull
Graphing/
Measurement
Full House:
Invitation to
Fractions
Dale Ann Dodds
Fractions
If Dogs Were
Dinosaurs
David M.
Schwartz
Ratio & Proportion
Ann W. Nagda
David M.
Schwartz
Ratio & Proportion
Polar Bear Math
If You Hopped
Like a Frog
Math-­terpieces:
Problem Solving
Greg Tang
Problem Solving
Counting of
Frank
Rod Clement
Problem Solving
Math Curse
Jon Scieszka
Problem Solving
The Grapes of
Math
Greg Tang
Problem Solving
Grizzly Gazette
Stuart J. Murphy
Percentage
A Three Hat Day Laura Geringer
52
Fractions
Permutations
Spaghetti and
Meatballs for
All!
Marilyn Burns
Perimeter
Sir Cumference
and the Great
Knight of
Angleland
Cindy
Neuschwander
Circumference
Librarian Who
Measured the
Earth
Kathryn Laskey
May 2015
Circumference
Susan R. Massey
HIST ORY, S OCI AL S TUDI E S , AND CULTU R E TA B L E 1 C
Book Title
Author
Topic/Grade Level
Book Title
Author
Topic/Grade Level
Red Legs: A
Drummer Boy of
the Civil War
Ted Lewin
Civil War
The
Composition
Antonio
Skarmeta
Government
Ghosts of the
Civil War
Cheryl Harness
Civil War
Baseball Saved
Us
Ken Mochizuki
World War II
Pink and Say
Patricia Polacco
Civil War
So Far from the
Sea
Eve Bunting
World War II
The Discovery
of the Americas
Betsy Maestro
Early Exploration
Unbreakable
Code
Sara H. Hunter
World War II
I Am Sacajawea,
I Am York
Rudolph
Murphy
Lewis & Clark
Leah’s Pony
Elizabeth
Friedrich
Depression
Beyond the
Ridge
Paul Goble
Native Americans
The Babe & I
David A. Adler
Depression
Thunder on the
Plains
Ken Robbins
Native Americans
Rudy Rides the
Rails:
Depression Era
Dandi D.
Mackall
Depression
Dangerous
Crossings
Stephen Krensky
Revolutionary War
The Lily
Cupboard
Levey S.
Oppenheim
The Holocaust
Samuel’s Choice
Richard Berleth
Revolutionary War
The Holocaust
Lane Smith
Revolutionary War
A Hero & the
Holocaust:
Janusz Korczak
David Adler
John, Paul,
George & Ben
The Boston Tea
Party
Steven Kroll
Revolutionary War
Karen Hesse
The Holocaust
Sweet Clara and
the Freedom
Quilt
Deborah
Hopkinson
Slavery
The Cats in
Kransinski
Square
Ken Mochizuki
The Holocaust
The Story of
Ruby Bridges
Robert Coles
Slavery
Passage to
Freedom: The
Sugihara Story
Sonia Levitin
Immigration
Nettie’s Trip
South
Ann Turner
Slavery
Junk Man’s
Daughter
Ronald Takaki
Immigration
Henry’s
Freedom Box
Ellen Levine
Slavery
A Different
Mirror
Jack Knowlton
Geography
Around the
World, Who’s
Been Here?
Lindsay B.
George
Map Skills
Maps and
Globes
Uri Shulevitz
Geography
Armadillo from
Amarillo
Lynne Cherry
Map Skills
How I Learned
about
Geography
Lindsay George
Geography
Marshall, the
Courthouse
Mouse
Cheryl Shaw
Barnes
Government
Around the
World: Who’s
Been Here?
Smoky Nights
Eve Bunting
Los Angeles Riots
Woodrow for
President
Peter W. Barnes
Government
English Journal
53
The Multidimensionality of Children’s Picture Books for Upper Grades
SCIENCE TABL E 1D
54
Book Title
Author
Topic/Grade Level
Book Title
Author
Topic/Grade Level
Sky Tree
Thomas Locker
Plants
Judi Barrett
Weather
Girls Think of
Everything:
Ingenious
Inventions by
Women
Catherine
Thimmesh
History of Science
Cloudy with a
Chance of
Meatballs
River Friendly,
River Wild
Jane Kurtz
Weather
So You Want to
Be an Inventor
Judith St.
George
Inventions
Thunder Cake
Patricia Polacco
Weather
Diary of a Worm
Doreen Cronin
Life Science
Now & Ben
Gene Barretta
Inventions
Gail Gibbons
Life Science
John Muir:
America’s
Naturalist
Kathryn Lasky
Environment
From Seed to
Plant
Lifetimes
David L. Rice
Life Science
Lisa Greathouse
Physical Science
A River Ran
Wild
Lynne Cherry
Environment
Melting and
Freezing
Franklyn Branley
Matter & Energy
Why Are the Ice
Caps Melting:
Global Warming
Anne Rockwell
Environment
Gravity Is a
Mystery
Energy and
Power
Rosie Harlow
Matter & Energy
The Down-­to-­
Earth Guide to
Global Warming
Laurie David
Environment
Energy Makes
Things Happen
Kimberly Bradley Matter & Energy
Hidden Worlds:
Looking
Through a
Scientist’s
Microscope
Stephen Dramer
Process of Science
Forces Make
Things Move
Kimberly Bradley Force & Motion
Move It!
Motion, Forces
& You
Adrienne Mason
Force & Motion
June 29, 1999
David Wiesner
Processes of
Science
Darlene R. Stille
Force & Motion
Prince William
Gloria Rand
Ecology
Motion: Push &
Pull, Fast &
Slow
Salamander
Rain: A Lake &
Pond Journal
Kristin J. Pratt-­
Serafini
Water & Pond Life
Steve Jenkins
Ecosystems
Energy Makes
Things Happen
Kimberly B.
Bradley
Basic Concepts
Down, Down,
Down: A
Journey to the
Bottom of the
Sea
The Great
Kapok Tree
Lynne Cherry
Ecosystems
Gorilla Walk
Ted & Betsy
Lewin
Ecosystems
Alejandro’s Gift
Richard E. Allen
Ecosystems
Using Electricity: Chris Oxlade
It’s Electric
Basic Concepts
Down the Drain: Anita Ganeri
Conserving
Water
Earth Science
How Mountains
Are Made
Kathleen
Zoehfeld
Earth Science
Leonardo’s
Horse
Jean Fritz
Science &
Technology
Energy: Heat,
Light, and Fuel
Darlene R. Stille
Earth Science
The Way Things
Work
David Macauley
Science &
Technology
I Face the Wind
Vicki Cobb
Earth Science
Grandfather’s
Nose
Dorothy
Hinshaw
Genetics
The Friar Who
Grew Peas
Cheryl Bardoe
Genetics
May 2015
Susan R. Massey
MULTICU LTURAL BOOKS TABL E 1E
Book Title
Author
Culture
Book Title
Author
Culture
We All Have a
Heritage
Sandy Holman
Multinational
Jeanne Peterson
Physical/mental
challenges
Whoever You
Are
Mem Fox
Multinational
I Have a Sister;
My Sister Is
Deaf
Patricia Polacco
Multinational
Be Good to
Eddie Lee
Virginia Fleming
Chicken Sunday
Physical/mental
challenges
Africa Is Not a
Country
Anne O’Brien
Multinational
Jamee R. Heelan
Physical/mental
challenges
Cooper’s Lesson
Sun Yung Shin
Multinational
Can You Hear a
Rainbow (Deaf
Boy)
I Lost a Tooth in
Africa
Penda Diakite
Multinational
Susan Braine
American Indian
An Amish
Christmas
Richard Ammon
Amish
Drumbeat-­
Heartbeat:
Celebration of
Powwow
American Indian
Richard Ammon
Amish
The Good Luck
Cat
Joy Harjo
An Amish Year
Just Plain Fancy
Patricia Polacco
Amish
Jake Swamp
American Indian
Year of the
Perfect
Christmas Tree
Gloria Houston
Amish
Giving Thanks:
A Native
American Good
Morning
Message
Molly’s Pilgrim
Barbara Cohen
Jewish
American Indian
Eric A. Kimmel
Jewish
Brother Eagle,
Sister Sky
Susan Jeffers
The Adventures
of Hershel of
Ostropol
Morning on the
Lake
Jean B.
Waboose
American Indian
Always
Remember Me
Marisabina
Russo
Jewish
Asher & the
Capmakers
Eric A. Kimmel
Jewish
One Green
Apple
Eve Bunting
Muslim
Baby
Rattlesnake
Te Ata
American Indian
Can You Say
Peace
Karen Katz
Muslim
A Gift from Pap
Diego
Benjamin Saenz
Latino
Golden Domes
and Silver
Lanterns
Hena Khan
Muslim
Family Pictures/
Cuadros de
familia
Carmen L. Garza Latino
Ramadan
Suhaib H. Ghazi
Muslim
Hairs/Pelitos
Sandra Cisneros
Latino
Fly Away Home
Eve Bunting
Homeless
Abuela
Arthur Dorros
Latino
Uncle Willy’s
Soup Kitchen
E. DiSalvo-­Ryan
Homeless
Grandmother’s
Nursery Rhymes
Nelly Jaramillo
Latino
The Lady in the
Box
Ann McGovern
Homeless
Margaret and
(y) Margarita
Lynn Reiser
Latino
The Story of
Stagecoach
Mary Fields
Robert H. Miller
Black History
Mirandy and
Brother Wind
Patricia
McKissack
African American
My Pop and Me
Irene Smalls
African American
Aunt Harriet’s
Underground
Railroad in the
Sky
Faith Finggold
Black History
Shades of Black:
A Celebration of
Our Children
Sandra L.
Pinkney
African American
The Bus Ride
William Miller
Black History
Wings
Christopher
Meyer
African American
The Storm
Marc Harshman
Physical/mental
challenges
Tar Beach
Faith Ringgold
African American
What’s the Most Richard V. Camp
Beautiful Thing
You Know about
Horses?
American Indian
English Journal
55
The Multidimensionality of Children’s Picture Books for Upper Grades
Book Title
Author
Culture
Book Title
Author
Culture
I Love My Hair
Natasha Tarpley
African American
Sook Nyul Choi
Do You Know
What I’ll Do?
Charlotte
Zolotow
African American
Halmoni and
the Picnic
Asian Pacific
American
Michele M.
Surat
Vietnamese
D. Hoyt-­
Goldsmith
Chinese
Angel Child,
Dragon Child
Celebrating
Chinese New
Year
The Brocades
Slipper
(Vietnamese
Tales)
Lynette D.
Vuong
Vietnamese
Char Siu Bao
Boy
Sandra S.
Yamate
Chinese
Lonore Look
Chinese
One Afternoon
Yumi Heo
Asian Pacific
Baseball Saved
Us
Ken Mochizuki
Japanese American
Uncle Peter’s
Amazing
Chinese
Wedding
The Nam Jar
Yangsook Choi
Korean
Blue Jay in the
Desert
Marlene
Shigekawa
Japanese American
My Name Is
Yoon
Helen Recorvits
Korean
Bon Odori
Dancer
Karen K. McCoy
Japanese American
Mama, Do You
Love Me?
Barbara M.
Joosse
Inuit
Butterflies for
Kiri
Cathryn Falwell
Japanese American
Building an
Igloo
Ulli Steltzer
Inuit
Grandfather
Counts
Andrea Cheng
Asian Pacific
American
ART, DE S I GN, CRE ATI VI TY, AND M US I C 1 F
56
Book Title
Author
Topic/Grade Level
Book Title
Author
Topic/Grade Level
Blowing in the
Wind
Bob Dylan
Music
Seal Surfer
Michael
Foreman
Art and Design
Passing the
Music Down
Sarah Sullivan
Music
Across the Wide
Sea
Thomas Allen
Art and Design
Take Me Home,
Country Roads
John Denver
Music
The First
Drawing
Mordecai
Gerstein
Art
The Patchwork
Path: A Quilt
Map to Freedom
Susanne Bennett
Art and Design
Barn Dance
Bill Martin Jr.
Dance
Journey
Aaron Becker
Imagination
My Friend
Rabbit
Eric Rohmann
Thank You Mr.
Falker
Patricia Polacco
Art
May 2015
Art and Design
Susan R. Massey
TE A C HE R W E B S IT E R E S O U R C E S
Across the Curriculum: http://www.dawcl.com/search.asp
Writing: http://writingfix.com/picture_book_prompts.htm
Math: http://www.mathwire.com/literature/litgeometry.html#just
http://www.mathsolutions.com/documents/lessons_chart-­2.pdf
Science: http://commoncore.dadeschools.net/docs/science/Elementary%20Science/PPSFavoriteBooksK-­6.pdf
Language Arts: http://www.fcrta.net/PAGES/resources.html#predictin
Caldecott Winners: http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottmedal
Award Winning Children’s Literature: http://www.dawcl.com/search.asp
Book Wizard: http://bookwizard.scholastic.com/tbw/homePage.do
Literature with Social Studies Themes: http://libguides.ashland.edu/content.php?pid=22805& sid=163403
Character Education: http://www.the-­best-­childrens-­books.org/Character-­Education-­books.html
100 Picture Books: http://kids.nypl.org/book-­lists?ListID=61
Art, Dance/Theater, and Music: http://libguides.ashland.edu/content.php?pid=22805&sid=163403
Teaching Skills with Children’s Literature: http://www.txla.org/sites/tla/files/conference/ handouts/466teachteks.pdf
Readers’ and Writers’ Workshop: http://hs.mtlaurelschools.org/subsites/Susan-­Eley/documents/ReadWriteBooks.pdf
Imaginarylands: http://picturingbooks.imaginarylands.org/#anatomy
Award Winners and Recommended Diverse Children’s Books: http://libguides.lib.msu.edu/content.php?pid=
279568&sid=2307823
Database of Award Winning Children’s Literature: http://www.dawcl.com/sarch.asp
Writing Fix: http://writingfix.com/picture_book_prompts.htm
Works Cited
Anderson, Richard C., Paul T. Wilson, and Linda G. Fielding. “Growth in Reading and How Children Spend
Their Time outside of School.” Reading Research
Quarterly 23.3 (1988): 285–­303. Print.
Auerbach, Barbara. “Strangers in a Strange Land: Read-­
Alouds Give Us Insight into Others’ Struggles.”
School Library Journal 52.10 (2006): 18–­21. Print.
Beck, Isabel L., Margaret G. McKeown, and Linda Kucan.
Bringing Words to Life: Robust Vocabulary Instruction.
New York: Guilford, 2002. Print.
Billman, Linda Webb. “Aren’t These Books for Little
Kids?” Educational Leadership 60.3 (2002): 48–­51.
Print.
Carr, Kathryn S., Dawna L. Buchanan, Joanna B. Wentz,
Mary L. Weiss, and Kitty J. Brant. “Not Just for the
Primary Grades: A Bibliography of Picture Books for
Secondary Content Teachers.” Journal of Adolescent
and Adult Literacy 45.2 (2001): 145–­63. Print.
Dole, Janice A., Gerald G. Duffy, Laura R. Roehler, and P.
David Pearson. “Moving From the Old to the New:
Research on Reading Comprehension Instruction.”
Review of Educational Research 61.2 (1991): 239–­64.
Print.
Flood, James, and Diane Lapp. “Broadening the Lens:
Toward an Expanded Conceptualization of Literacy.”
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book of the National Reading Conference 1 (1995): 1–­16.
Print.
Forbes, Rosalie, and Cathy M. Roller. “The Relationship of
Instructional Level Placement and the Informal Reading Inventory to the Process Instruction of Reading.”
Iowa Reading Journal 4.2 (1991): 3–­9. Print.
Fresch, Mary Jo, and Peggy Harkins. The Power of Picture
Books: Using Content Area Literature in Middle School.
Urbana: NCTE, 2009. Print.
Hall, Susan. Using Picture Storybooks to Teach Literary Devices:
Recommended Books for Children and Young Adults.
Phoenix: Oryx, 1990. Print.
Harvey, Stephanie, and Anne Goudvis. Strategies That Work:
Teaching Comprehension for Understanding and Engagement. 2nd ed. Portland: Stenhouse, 2007. Print.
Hellman, Pamela. “The Role of Postmodern Picture Books
in Art Education.” Art Education 56.6 (2003): 6 –12.
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Position Statement for the Commission on Adolescent Literacy of the International Reading Association. Newark:
IRA, 1999. Print.
Jennings, Clara M., James E. Jennings, Joyce Richey, and
Lisbeth Dixon-­
Krauss. “Increasing Interest and
Achievement in Mathematics through Children’s
Literature.” Early Childhood Research Quarterly 7.2
(1992): 263–­76. Print.
English Journal
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The Multidimensionality of Children’s Picture Books for Upper Grades
Lamme, Linda Leonard. “Exploring the World of Music
through Picture Books.” The Reading Teacher 44.4
(1990): 294–­300. Print.
Ley, Elaine. “Pairing Picture Books with Adult Literature
in the Secondary Curriculum.” Indiana Media Journal
19 (1997): 27–­28. Print.
Lott, Carolyn. “Picture Books in the High School En­glish
Classroom.” Teaching Reading in High School En­glish
Classes. Ed. Bonnie O. Ericson. Urbana: NCTE,
2001. 139–­54. Print.
Matulka, Denise I. A Picture Book Primer: Understanding and
Using Picture Books. Westport: Libraries Unlimited,
2008. Print.
Mendoza, Jean, and Debbie Reese. “Examining Multicultural Picture Books for the Early Childhood Classroom: Possibilities and Pitfalls.” Early Childhood and
Parenting (ECAP) Collaborative 3.2 (2001). Web. 24
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Miller, Terry. “The Place of Picture Books in Middle Level
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41.5 (1998): 376–­81. Print.
Murphy, Stuart J. “Learning Math through Stories.” School
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Nagy, William, Virginia Berninger, Robert Abbott, KatherineVaughan, and Karin Vermeulen. “Relationship
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Owens, William T., and Linda S. Nowell. “More Than Just
Pictures: Using Picture Story Books to Broaden
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92.1 (2001): 33–­40. Print.
Pearson, Molly. Big Ideas in Small Packages: Using Picture
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Salisbury, Martin, and Morag Styles. Children’s Picturebooks:
The Art of Visual Storytelling. London: Laurence King,
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Sanacore, Joseph. “Struggling Literacy Learners Benefit
from Lifetime Literacy Efforts.” Reading Psychology
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Shatzer, Joyce. “Picture Book Power: Connecting Children’s
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Trelease, Jim. The Read-­Aloud Handbook. 6th ed. Harmondsworth, Middlesex, England: Penguin, 2006. Print.
Vacca, Richard T., and Jo Anne L. Vacca. Content Area Reading: Literacy and Learning across the Curriculum. 8th ed.
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Susan R. Massey is currently an associate professor at St. Thomas University in the School of Leadership Studies and the
coordinator of the Reading Department for the Master of Science in Reading Education. She has coauthored a text titled
Ready for the Classroom: Preparing Reading Teachers with Authentic Assessment. Email: [email protected].
R E A D W R IT E T H IN K C O N N E CT IO N Lisa Storm Fink, RWT
An example of how picture books can be used with older students can be found in the ReadWriteThink.org lesson
plan, “From Dr. Seuss to Jonathan Swift: Exploring the History behind the Satire” (http://bit.ly/1wLV0Aj). Dr.
Seuss’s The Butter Battle Book can be used as an accessible introduction to satire. Reading, discussing, and
researching this picture book paves the way for a deeper understanding of Gulliver’s Travels.
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May 2015