Using Children’s Literature: A Whole-Language Approach to Teaching Thinking Skills uses ten popular children’s books, including two Caldecott Medal winners, to develop important higher-level critical and creative thinking skills (books not included). Each unit contains a teacher help page with introductory questions and suggestions, a series of questions and activities based upon Bloom’s Taxonomy, a fluency/flexibility activity, several extended-thinking shape cards, and a writing and/or sketching activity.

The units may be used in any order. You may want to use the Mousekin’s Golden House unit just before or just after Halloween, but it may be used at any time. Also, these units are very flexible; use all or some of the activities depending on time limitations and the abilities of the youngsters in your class..

The books used are The Sweet Touch, by Lorna Balian; Patrick’s Dinosaurs, by C. Carrick; Just Me and My Dad and There’s a Nightmare in My Closet by M. Mayer; Mousekin’s Golden House, by E. Miller; The Gigantic Balloon, by R. Park; A Giraffe and a Half, by S. Silverstein; Alexander and the Terrible, Horrible, No Good, Very Bad Day, by J. Viorst; Owl Moon, by J. Yolen; and Hey, Al, by A. Yorinks.

Download the Table of Contents page here.

Grades 1–4.

The lessons and activities in this book align with the following Common Core State Standards*:
CCSS.ELA-RL.1.1, 1.2, 1.3, 1.4, 1.10; W.1.1, 1.2, 1.3; SL.1.1, 1.1a, 1.1b, 1.1c, 1.2, 1.3,1.6
CCSS.ELA-RL.2.1, 2.2, 2.3, 2.4, 2.10; W.2.2, 2.3, 2.5; SL.2.1, 2.2, 2.3, 2.6
CCSS.ELA-RL.3.1, 3.2, 3.3, 3.4, 3.10; W.3.1, 3.2, 3.3, 3.3, 3.4, 3.5; SL.3.1, 3.2, 3.3, 3.4, 3.6
CCSS.ELA-RL.4.1, 4.2, 4.3, 4.4, 4.10; W.4.1, 4.2, 4.3, 4.3, 4.4, 4.5; SL.4.1, 4.2, 4.3, 4.4, 4.6

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the [grade- level] text complexity band independently and proficiently.

Engage effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly.
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

*Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: Common Core State Standards English Language Arts
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D.C.
Copyright Date: 2010