picture book assignment

The Children's Picture Book Project

• Resources & Preparation
• Instructional Plan
• Related Resources

In this lesson students plan, write, illustrate, and publish their own children's picture books. First, students review illustrated children's books to gain an understanding of the creative process and the elements that help make a children's book successful. Next, students use graphic organizers to brainstorm ideas for the character, setting, and conflict of their own stories. Students then pitch their stories to their peers and use peer feedback as they develop their stories. Students create storyboards to plan the relationship between the illustrations and text. Finally, students use a variety of methods to bind their books in an attractive manner and present their books to their peers.

Featured Resources

Children's Book Review Guide : This handout contains instructions and guidelines for reviewing a children's picture book.

Story Map : Use this online tool to analyze the character, conflict, and setting of a picture book.

Plot Diagram : Students can use this online tool to plan the plot of their children's picture book.

From Theory to Practice

Diana Mitchell explains why lesson plans that focus on children's literature are so successful in the classroom: "When picture books appear in a secondary classroom, students behave differently. They paw over the books, oohing and aahing at the illustrations, the colors, and the topics. Enthusiasm creeps into their talk. They become unabashedly interested in the books . . ." (86-87) Mitchell explains that eventually students question why they are being asked to work with "baby" books, but she asserts that these texts are useful tools in the classroom because they build literacy skills and excitement simultaneously. As she concludes, "Since this is one genre accessible to all of our students, the payoff in terms of what they learn is usually great." Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
• Recommended Children's Picture Books  
• Children's Book Review Guide  
• Plot Pitch Template  
• Brainstorming the Conflict  
• Tips for Writing a Children's Picture Storybook  
• Publishing Tips  
• Grading Rubric for the Children's Picture Storybook

Preparation

• Ask students to bring in their favorite illustrated children's book from childhood for the first session.  
• Gather enough copies of illustrated children's books for each student in your class. Use the books students brought in or check out multiple copies of illustrated children's books from the public library. It is important, however, that you select only acclaimed picture books that have been proven to be successful with young children. Refer to the Recommended Children's Picture Books list to identify books to use for this activity.  
• Make copies of the handouts that are used in the lesson.  
• Test the Story Map and Plot Diagram interactives on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• plan, write, illustrate, and publish their own children's picture books.  
• analyze and evaluate a work of literature.  
• participate in a review of a story written by a peer.  
• use literary devices in an original work of fiction.

Session One: Favorite Book Presentations

• Arrange students into groups of three members each.  
• Have group members take turns reading their favorite picture books out loud to the other two group members.  
• After reading the book, each reader should share three reasons why the book is their favorite from childhood.  
• After the reading of each book ask group members to share concrete examples of how the book was or was not effective in each of the following three areas: plot, characterization, and illustrations.  
• Encourage students to develop their own guidelines for the characteristics of effective plots, characterization, and illustrations.  
• Gather the class and review students' findings, noting the details on chart paper or the board. Save this information for later reference, as students compose their own books.

Session Two: Book Reviews

• Review the guidelines that the groups compiled as they reviewed their favorite books in the previous session.  
• Pass out the Children's Book Review Guide and additional books for students to review.  
• Ask students to review a children's book and explore the general characteristics of children's books.  
• If possible, move students to a larger area or a location where they can read the books out loud to themselves.  
• After students have completed the review, return to the classroom and arrange the class in groups of three.  
• Have students to identify the similarities among all of the books reviewed in the group.  
• Gather the class, and have groups share their findings, comparing the results to the list from the previous session.  
• Note the details as students share to create a revised list that the class can consult while writing their own texts.

Session Three: "I Remember" Journal Entry

• Explain the writing project that students will complete: composing the text and illustrations for their own children's picture books.  
• Share the Grading Rubric and discuss the expectations for the activity. Answer any questions that students have.  
• Ask students to brainstorm themes that they noticed in several of the books.  
• Acceptance of others  
• Concern of family dynamics  
• Physical growth (especially size)  
• Fear of the unknown
• Once the class has compiled a list of several themes, review the list and make any additions or revisions.  
• Ask students to hypothesize why these themes resonate with young listeners, encouraging students to share any connections that they recall to the texts or to their own experiences.  
• Have students describe the memory as a journal entry. Encourage students to address all five of the senses when recounting their memory.  
• Explain that the memory does not have to be complete. If desired, encourage students to imagine or make up details that they cannot remember.  
• If additional time is needed, have students complete their journal entries for homework.

Session Four: Brainstorming Sessions

• Ask volunteers to share summaries of their memories from their journals.  
• After each volunteer reads, connect the memories to the themes from the previous session.  
• Remind students of the expectations of the assignment using the Grading Rubric .  
• Overview the steps that students will follow: gathering details about their stories, developing plots, storyboarding, writing and illustrating, and then publishing the book.  
• Explain that during this session, students will expand on the information from their memory journal entries by brainstorming additional details.  
• character map  
• conflict map  
• resolution map  
• setting map  
• Read through the Tips for Writing a Children's Picture Storybook handout and compare the observations to the books that students have read. Add or revise the guidelines as appropriate based on students' experiences with picture books. Have students complete the Brainstorming the Conflict chart to test out potential conflicts by identifying the complications that would or could result from attempting to solve them. Encourage students to discuss their findings with one another as they work.

Session Five: Developing a "Plot Pitch"

• Allow time for volunteers to share their work from the previous session with the class. Make connections to the class list of characteristics of effective plots, characterization, and illustrations as appropriate.  
• Distribute the Plot Pitch Template , and have students follow the information on the sheet to develop the basic layout and details of their stories.  
• Encourage collaboration and sharing as students develop their ideas. Circulate through the room, providing support and feedback during this work time.  
• Once the basic templates are complete, have students graph their plots using the ReadWriteThink interactive Plot Diagram .  
• If time allows, have students draw a sketch of their main character and the setting in which the story takes place. Encourage students to use colors in their sketches as well as labels that identify certain characteristics or details that might be revealed through the text of the story.

Session Six: Pitching the Plot

• Review the activities that the class has completed so far and the expectations for the project. Answer any questions.  
• Arrange the class in pairs and have partners present their "plot pitch" to their each other.  
• Ask students to answer the questions included on the Plot Pitch Template to provide written feedback to their partners.  
• If time allows, students can exchange their work with more than one partner.  
• Have students review the responses and add details or revisions to their work so far in the time remaining. Alternately, have students continue their work for homework.

Session Seven: Storyboards

• Have students prepare storyboard pages by dividing several 8.5 x 11 sheets of paper into four to six boxes. Suggest folding the sheets to create the lines easily. There should be enough boxes to represent each page of the book as well as the cover.  
• Ask students to use only one side of the paper so that all thumbnails on the storyboard can be seen at once.  
• Have students to sketch the illustrations and text for each page and the cover in a pane of the storyboard. The students' goal should be to create a balance of text and illustrations that tell their story.  
• Remind students that these are rough sketches, not their final illustrations. Getting the idea across is the goal.  
• Encourage students to experiment with the location, size, and amount of text and illustrations on each page.  
• Once students have completed their storyboards, arrange the class in pairs or threes to discuss the planned layout for the books.

Session Eight: Producing the Book

• Review the expectations for the assignment using the Grading Rubric .  
• Provide an overview of the publishing techniques that are available, using the information on the Publishing Tips handout and the Websites listed in the Resource s section.  
• Allow students to continue their work on their pages, writing and illustrating during this session.  
• Station yourself near the materials for binding the books. Provide help with the bookbinding process as students reach this stage.  
• As the books are completed, encourage students to read their stories to one another as a whole class or in small groups.  
• Allow more than one session for this final publication work if appropriate.

Arrange to visit a Pre-K, Kindergarten, or 1st grade class, and have your students read their books to the students. Select the best 5 to 8 books submitted. Divide students into groups of three and assign the following tasks to be completed during the visit: reader, page-turner, and master of ceremonies. Each group can also develop short skits, costumes, or other visual props to enhance the quality of their presentations.

Student Assessment / Reflections

• Informally assess students’ participation in group and brainstorming sessions, book presentations, and journal writing.  
• Use the Grading Rubric to evaluate students’ picture books.  
• Rely on the informal feedback from younger listeners to the stories to provide additional assessment if you complete the extension.
• Calendar Activities
• Student Interactives

The Story Map interactive is designed to assist students in prewriting and postreading activities by focusing on the key elements of character, setting, conflict, and resolution.

The Plot Diagram is an organizational tool focusing on a pyramid or triangular shape, which is used to map the events in a story. This mapping of plot structure allows readers and writers to visualize the key features of stories.

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Using Picture Books to Teach Writing 

By Mary Montero

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Using picture books to teach writing in your classroom is one of the most effective ways to engage your students AND teach them critical writing skills. I love their ability to teach many in-depth concepts with relatability and simplicity. With picture books, you can introduce writing lessons that captivate and resonate with your students. The accessibility of picture books makes for a readily available mentor text for your students to refer back to as needed. Today, I’m sharing different ways you can effectively utilize picture books to teach writing. I’ll also share 3-4 picture books to use as mentor texts with each writing skill.

You can view all books in this post on Amazon (affiliate link) here.

Tips for Using Picture Books to Teach Writing Concepts

Inspiration for own writing: Many students experience writer’s block during writing time and find it challenging to decide where to begin. In fact, one of the hardest things for many students is to “just write!” I firmly believe students should always have the option of having a prompt (except for the rare student who has endless ideas about what they will write about!). Otherwise, time is lost as students juggle with what to write about.

• Modeling with an excellent picture book prompts and encourages students by giving them a starting point. After reading a book, you can offer a prompt by allowing students to write an alternative ending or write the story from a different character’s point of view.
• Many picture books also have imitable formats that students can recreate. For example, after reading Diary of a Worm , students can write their own “Diary of a ________.” I particularly enjoy this when I can make it a cross-curricular connection, such as if we are studying animal habitats or adaptations in science! Ten Ways to Hear Snow is another one that students can recreate easily. Animalia is excellent to have students recreate when teaching alliteration. I assign each student a letter, and then we end up with our own version of the book. Another one I often use is Q is for Duck – my primary students LOVE doing animal research and writing their own version of it!
• Another way to get a jump start on their creative writing is to use wordless picture books. Students can use the illustrations to guide them in writing a story and writing what they think is happening in the story. You can also have students write dialogue for the characters.

Wordless Picture Book Recommendations

The Brainstorm by Linda Ragsdale, One Little Bag: An Amazing Journey by Henry Cole, Professional Crocodile by Giovanna Zoboli  

Grammar and Punctuation

There are so many ways we can use picture books as a supplement when teaching grammar and punctuation! By reading students various picture books, we can expose students to key elements within the author’s writing. 

• Students can correlate specific punctuation marks to distinct emotions or tones that the author is trying to convey to the reader. By actively listening, students can identify various types of grammar, such as identifying adjectives that describe specific characters. 
• When we read picture books, we can ask students to recognize vivid, descriptive language that enhances the plot, settings, or characters.  
• If you are teaching specific grammar skills, mentor texts are an excellent opportunity to show students the skill in practice. In fact, I always teach students how to write dialogue by using mentor texts. Read more about there HERE.  
• Students can focus on specific grammar aspects and standards that you are currently teaching. Try out having students kinesthetically signal whenever they detect parts of the story that showcase specific grammar elements during the interactive read-aloud. 

This free Grammar Non-Negotiables course   covers must-teach grammar skills in the upper grades and how to incorporate them throughout the year.

Book Recommendations for Teaching Grammar Skills

Punctuation Celebration by Elsa Knight Bruno, Ghoul’s Guide to Grammar by Leslie Kimmelman, Many Luscious Lollipops by Ruth Heller

Figurative Language

Many picture books showcase beautiful examples of figurative language! When reading a book to students, pause and take breaks to engage your students in a discussion about different elements of figurative language. Provide explanations of their meanings within the story’s context and highlight how figurative language contributes to the imagery and the author’s purpose in writing the story.  Have students analyze and draw conclusions about what each piece of figurative language means based on text evidence. 

Figurative Language Book Recommendations

Homophones: Dear, Deer by Gene Barretta, No Reading Allowed! By Raj Haldar

Idioms: My Teacher Likes to Say by Denise Brennan-Nelson , The World is Your Oyster by Tamara James , Amelia Bedelia by Peggy Parish

Similes: I Love You Like Yellow by Andrea Beaty

Metaphors: I Am The Storm by Jane Yolen , My Mouth is Volcano by Julia Cook

Palindromes: Was It a Cat I Saw? By Laura Bontje

Personification: The Day the Crayons Quit by Drew Daywalt , Pencil: A Story with a Point by Ann Ingalls , The Life of a Crayon by Christopher Willard

Puns: Straw, Spoon, Chopsticks by Amy Krouse Rosenthal 

Bonus Book Rec: Punished is a great book for teaching all types of figurative language!

Narrative Writing

Writing personal narratives can be intimidating (but also exciting) for students! They might think, “How can I possibly come up with one event to write about?” Using a mentor text picture book can provide an excellent model for narrative writing. These examples allow students to look closely at parts of the book to see how authors format narratives and from what point-of-view they are written. Whether you are teaching students to focus in on one small moment or to write a sequence of events, there’s an excellent picture book for that ! 

Personal Narrative Picture Books

Owl Moon by Jane Yolen , Apples to Oregon by Deborah Hopkinson , Mae’s First Day of School by Kate Berube , Dozer’s Run by Debbie Levy

Opinion Writing

Opinion writing is so much fun. It allows you to discover students’ many opinions about a topic or issue. I love doing backwards planning for opinion writing. First, we read the book. Then, we recreate the “plan” or outline an author had for writing the book. For opinion writing, this helps students see how the opinion is created, then supporting facts and information are included. 

After you do a reverse outline, ask students to write about their opinion on a book’s main topic (see book examples below). Opinion writing can lead to excellent discussions and collaboration between students. They can practice agreeing and disagreeing respectfully with one another. 

Book Recommendations for Opinion Writing

Hello, Little Ant by Phillip M. Hoose, Our Favorite Day of the Year by A.E. Ali, If I Were President by Trygve Skaug, Give Bees a Chance by Bethany Barton

How-To Writing

Using picture books as a teaching tool for how-to writing offers a great strategy to help students understand its structure and elements. When reading the book, students can identify the action words and the sequential words or phrases used. Encouraging students to illustrate visual aids with their how-to writing can add another element to their writing. 

These picture books have valuable examples, providing a helpful starting point for their writing. I have ALWAYS loved the “peanut butter and jelly” writing assignment (I’ve been doing this for over 15 years in my classroom!) where students write how-to instructions, but then you must follow them EXACTLY as written. It’s always a hysterical mess when they are done! Take this a step further and have students write how-tos about something they are interested in. I’ve had kids write about making bracelets, bath bombs, new characters in a game, etc. Have students peer edit for clarity, and then host a how-to party where students closely follow the directions to create something new. 

How to Read a Story by Kate Messner, How to Write a Story by Kate Messner, How to Catch a Clover Thief by Elise Parsley, How to Make a Book by Becky Davies

Visit these additional posts for more tips and book recommendations for using picture books to teach writing.

Mary Montero

I’m so glad you are here. I’m a current gifted and talented teacher in a small town in Colorado, and I’ve been in education since 2009. My passion (other than my family and cookies) is for making teachers’ lives easier and classrooms more engaging.

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Analyzing Children’s Books in the Secondary Classroom

With the rise of independent reading and workshop approaches, many secondary ELA teachers are looking for mentor text recommendations. How can we encourage students to connect whole-class lessons to independent reading? One of the most practical methods for me has been picture books. Analyzing children’s books is a succinct and effective bridge from whole class to small group or independent application.

But how?  This is my general progression.

Introducing

I usually begin one of two ways, but they both lead back to a direct instruction mini lesson.

One option is simply to introduce the concept you are studying to students. Ask them to jot a few notes. Then, read the mentor text children’s book to them, analyzing aloud as you go. Show students how you pause to notice what the author is doing. Then, question  why the author has used this language or made this writing decision. What impact does it have on readers? How would the text and the reading experience be different without this element or technique?

The second method is to allow students to read the text first and make observations about the concept of study – punctuation or word choice, for example. After giving students time to dig in, begin direct instruction. The benefit of this way is giving students the opportunity to do the thinking before telling them what  we  think.

Scaffolding

Then, I ask students to practice in small groups. Select picture books that you know have elements of what students will be analyzing. To differentiate, organize groups based on a common goal. Not every group has to analyze the same concept. Tie this activity into workshop, literature circles, and book clubs by catering the area of study (language, author’s craft, reading strategy) to students’ current needs.

Once they’ve had enough practice, students can extend their thinking by analyzing these concepts in their independent reading books. Talk with students to see how they are doing when you confer, or gather data quicker using entrance or exit activities.

We can turn these analytical activities into gallery walks and writing prompts when we ask students to be observant, to ask questions, to emulate, and to explore the impact of an author’s choices on readers.

TYPES OF LESSONS

After determining your instructional approach with the first minilesson, you’re ready to start branching out. It’s time to and explore new opportunities for diving into picture books.

For one, analyzing children’s books is a helpful way to study language.

• Why do author’s break or follow certain grammar rules? In what genres of writing would it be acceptable and even beneficial for us to do the same?
• What effect do punctuation marks like ellipses, dashes, and colons have on the reading experience? How can we use these to strengthen our own writing?
• Why do authors choose specific verbs, adjectives, and adverbs? What are their connotations?
• Does the author use words with multiple meanings? What is the effect of this word play?
• How does the author’s use of figurative language add value to the text?
• In what way does the language help to develop the overall tone or mood?
• How does the language contribute to a realistic setting?

Looking for a quick analytical activity you can use to guide students through the scaffolded approach to children’s book analysis? You can use this critical thinking, note-taking page with a whole-class mini lesson, small group discussion, and independent application of language in children’s books.

( The Interrupting Chicken and  How I Became a Pirate are two of my favorites picture books for language analysis.)

Reading Strategies

Want to teach students how to apply reading strategies to increase comprehension? Whether you’re working on summarizing, connecting, inferring, or author’s craft , picture books like Elbow Grease, A Tale of Two Beasts, and Sulwe are an ideal place to begin.

If you use Notice and Note signposts, children’s literature is a user-friendly and engaging entry point for middle and high schoolers of any age.  The Pout-Pout Fish and the Bully-Bully Shark,  for instance, has Again and Again, Tough Questions, and Contrasts and Contradictions.

As you read, pause to ask questions and think aloud.

• Why is the character acting this way?
• Have I ever experienced anything like this? How did it make me feel?
• What is this part telling me about the character or the theme?
• What is the author trying to say?

These one-page reading companion sheets are a convenient thread to connect mini lessons to guided and independent application.

Picture books are designed intentionally. Authors, illustrators, and publishing companies play with the arrangement of language, colors, and appearance. These choices often help to develop the mood, theme, or symbolism in the text. Many times, students read over these elements. We can encourage them to intentionally stop, notice, and analyze the visual aspects of picture books. Some young adult novels, especially those reluctant readers enjoy, are designed with similar features that enhance the reading experience.

A few of my favorite children’s books for analyzing aesthetics are Sweep ,  Flight School,   I Need My Monster, The Day the Crayons Quit, and  What Do You Do with an Idea?

Using picture books as mentor texts is one of my favorite strategies. Students don’t have to struggle with the meaning, which means they can focus all of their energy on the strategy we are studying. Plus, analyzing children’s books is a concise way to build in complete storylines you will be able to refer back to and connect with throughout the year.

Looking for more ideas? Lauralee at Language Arts Classroom has some suggestions on incorporating picture books in your secondary classroom library .

ADDITIONAL READING:

Using picture books with older students: part 1, using picture books with older students: part 2, related resource:.

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• How-To Guides

How To Write A Picture Book in 18 Steps

Ever dreamed of writing a picture book? Learn how with this simple guide on how to write a picture book in 18 steps with examples. We’ll cover everything from brainstorming ideas to final publication so you can share your story with young readers. Let’s dive in and start bringing your picture book to life!

Key Characteristics of a Picture Book

Types of picture books, step 1: define your target audience, step 2: brainstorm ideas, step 3: develop your idea, step 4: create memorable characters, step 5: outline your story, step 6: choose a narrative style, step 7: write a 1st draft, step 8: edit and refine, step 9: the book title, step 10: create a dummy book, step 11: format your book, step 12: illustrate your book, step 13: design book cover, step 14: update the dummy book, step 15: seek feedback, step 16: final polish, step 17: publish your book, step 18: celebrate, how do you structure a picture book, how do i write my first picture book, how much money can you make from writing a picture book, is it hard to write a picture book, what is a picture book.

A picture book is a form of children’s literature that combines written text with illustrations, often targeting younger readers up to around 8 years old. Unlike novels or chapter books , picture books rely heavily on illustrations to convey the narrative, making them an essential component of the storytelling process. These books typically feature a relatively simple storyline, accompanied by vibrant and engaging artwork that enhances the reader’s understanding and enjoyment.

Picture books come in various formats and styles, ranging from traditional hardcover editions to board books designed for infants and toddlers. They cover a wide range of themes and topics, from whimsical adventures to educational narratives, aiming to captivate young imaginations and foster a love of reading from an early age.

In addition to entertaining young readers, picture books also play a crucial role in promoting literacy and language development. The combination of text and visuals encourages children to make connections between words and images, aiding in comprehension and vocabulary acquisition. Furthermore, the interactive nature of picture books can spark curiosity and creativity, prompting discussions and inspiring imaginative play.

Here are the key characteristics of a picture book:

• Visual Storytelling: Vibrant illustrations, whether painted, drawn, or digitally rendered, play a crucial role in carrying the story forward. They expand upon the text, reveal emotions, and set the scene, igniting the reader’s imagination.
• Sparsity of text: Picture books typically have limited text, using simple, evocative language accessible to young readers. This encourages engagement with the illustrations and fosters imagination.
• Focus on character development: Picture books often introduce young readers to relatable characters who navigate challenges, experience emotions, and learn valuable lessons.
• Genre Versatility: Picture books encompass a wide range of genres, from whimsical fantasy to heart-warming realism, tackling themes of friendship, loss, identity, and more.
• Appeal to a range of ages: While primarily designed for children, picture books can resonate with adults as well, offering deeper layers of meaning and emotional connection.

Whether you’re an aspiring author or simply curious about this captivating literary form, understanding the essence of a picture book is the first step to appreciating its magic and exploring its potential.

Picture books come in various types, each catering to different ages, interests, and reading levels. Understanding these types can help writers and illustrators tailor their creations to suit their target audience effectively. Here are some common types of picture books:

• Board Books: Sturdy and often made of thick cardboard, board books are designed for infants and toddlers. They feature simple, colourful illustrations and minimal text, focusing on basic concepts such as shapes, colours, animals, and everyday routines. Board books are durable and suitable for little hands, making them ideal for introducing babies to the joy of reading.
• Concept Books: Concept books are centred around teaching specific concepts or skills, such as counting, alphabet, opposites, and emotions. They use engaging illustrations and straightforward text to help young readers grasp abstract ideas in a fun and accessible way. Concept books are invaluable tools for early childhood education, laying the foundation for future learning.
• Storybooks: Storybooks form the bulk of picture book literature, featuring narrative-driven stories with engaging characters, plots, and themes. They cover a wide range of genres, including fantasy, adventure, humour, and friendship, catering to diverse interests and tastes. Storybooks typically contain more text than other types of picture books, accompanied by detailed illustrations that bring the story to life.
• Wordless Picture Books: Wordless picture books rely solely on illustrations to tell a story, empty of any written text. They encourage readers to interpret the narrative through visual cues, fostering imagination, creativity, and critical thinking skills. Wordless picture books are particularly beneficial for pre-readers and language learners, allowing them to engage with the story independently and at their own pace.
• Interactive Books: Interactive picture books incorporate elements that encourage reader participation, such as lift-the-flap, touch-and-feel, or pop-up features. These books actively involve children in the reading experience, prompting them to interact with the story in various ways. Interactive books enhance engagement and sensory exploration, making reading a hands-on and enjoyable activity.
• Biographical and Non-Fiction Picture Books: Biographical and non-fiction picture books explore real-life people, events, and topics, providing educational and informative content for young readers. They combine engaging storytelling with factual accuracy, presenting complex subjects in a clear and accessible manner. Biographical and non-fiction picture books inspire curiosity and broaden children’s understanding of the world around them.

By understanding the different types of picture books available, writers and illustrators can create captivating and relevant stories that resonate with their intended audience.

How To Write a Picture Book in 18 Steps 

Follow this 18-step guide to take your picture book from the initial concept to the published masterpiece.

Before diving into the creative process, it’s essential to identify who your picture book is intended for. Understanding your target audience will guide your storytelling decisions, including the themes, language, and visual elements you incorporate into your book.

Let’s say you’re planning to write a picture book about a mischievous kitten’s adventures. Before you start brainstorming ideas, consider who will be reading your book. Are you targeting toddlers who love cute animal stories? Or perhaps preschoolers who enjoy interactive narratives? By defining your target audience as young children between the ages of 2 and 5, you can tailor your story and illustrations to align with their interests and developmental stage.

By defining your target audience upfront, you can ensure that your picture book resonates with the right readers and meets their needs effectively.

Once you’ve defined your target audience, it’s time to let your creativity flow and generate potential concepts for your picture book. Brainstorming allows you to explore different themes, settings, and plotlines, ensuring that you find the perfect idea to bring to life.

Imagine you’ve decided to create a picture book aimed at preschoolers with a focus on teaching empathy and kindness. To brainstorm ideas , grab a notebook and jot down any thoughts or images that come to mind related to these themes. Consider scenarios that young children can relate to, such as sharing toys, comforting a friend, or helping a lost animal.

You might brainstorm ideas like:

• A story about a shy bunny who learns to make friends by sharing her favourite carrot with a new classmate.
• An adventure featuring a group of animal friends who work together to rescue a lost puppy and reunite it with its family.
• A tale about a curious bear cub who discovers the joy of helping others when he finds a lost teddy bear in the woods.

During the brainstorming process, don’t worry about perfection or feasibility. The goal is to generate as many ideas as possible, no matter how wild or unconventional they may seem. Once you have a list of potential concepts, you can evaluate them based on their suitability for your target audience and the message you want to convey.

By brainstorming ideas, you’ll uncover creative gems that have the potential to become captivating picture books that resonate with young readers. So grab your notebook and let your imagination soar!

Once you’ve settled on a promising concept for your picture book, it’s time to flesh out your idea and develop it into a coherent storyline. This stage involves expanding on your initial concept, crafting engaging characters, and mapping out the key events that will drive your narrative forward.

Here you can choose one idea from the previous step and form a paragraph idea summary for it. The idea summary should ideally include the following three elements, a hint at the main characters, what they want and why they can’t get what they want. 

For example for the idea of a shy bunny, your idea summary might look something like this:

In a peaceful woodland clearing, there lives a shy bunny named Blossom, whose heart is as tender as the petals of a spring flower. Despite her gentle nature, Blossom longs for the warmth of friendship but struggles to overcome her timid disposition. When a new classmate, a timid squirrel named Hazel, joins the woodland school, Blossom sees an opportunity to extend an olive branch. She yearns to share her most prized possession, a plump, juicy carrot, as a gesture of friendship. However, her insecurities and fear of rejection hold her back, making it challenging for her to take the first step towards forming a connection. As Blossom grapples with her inner turmoil, she must find the courage to reach out to Hazel and discover the transformative power of kindness and generosity.

By developing your idea in this way, you’ll lay the groundwork for a compelling and emotionally resonant story that will captivate young readers and leave a lasting impression.

One of the key elements that bring a picture book to life is its characters. Memorable and relatable characters can capture the hearts of young readers and keep them engaged throughout the story. In this step, focus on developing characters that are unique, multi-dimensional, and well-suited to the theme and tone of your book.

Let’s continue with the example of the shy bunny from our previous step. To create memorable characters, start by brainstorming traits and characteristics that will make your bunny protagonist endearing and relatable to your target audience of preschoolers. Consider aspects such as:

• Personality: Is the bunny timid yet kind-hearted? Does she have any quirks or special talents that set her apart?
• Appearance: What does the bunny look like? Does she have distinctive features or a unique fashion sense?
• Goals and Motivations: What does the bunny hope to achieve throughout the story? What drives her to overcome her shyness and reach out to others?
• Relationships: How does the bunny interact with other characters in the story? Does she have a supportive family or friends who play a significant role in her journey?

For example, you might envision your bunny protagonist as a soft-spoken but compassionate creature with floppy ears and a love for gardening. She dreams of making friends but struggles with self-doubt and anxiety in social situations. However, her love for growing carrots and flowers serves as a source of comfort and confidence, helping her connect with others on a deeper level.

In addition to the main character, don’t forget to create supporting characters that complement and enhance the storyline. These could include friends, family members, or even quirky sidekicks who add humour and depth to the narrative.

By crafting well-developed and relatable characters, you’ll create a strong emotional connection with your readers, ensuring that your picture book leaves a lasting impression long after the final page is turned.

With your characters established, it’s time to map out the plot of your picture book. Creating an outline helps you structure your story, ensuring that it flows smoothly from beginning to end and effectively conveys your message or theme to young readers.

Continuing with our example of the shy bunny protagonist, let’s outline the key events and plot points that will drive her journey of overcoming shyness and making friends, along with notes on illustrations to possibly include:

• Introduce the shy bunny protagonist and establish her desire to make friends.
• Illustration: Show the bunny in her garden home, surrounded by lush greenery and flowers, looking wistfully at other animals playing together in the distance.
• The bunny encounters a new animal friend, perhaps a lost squirrel or a curious bird, who wanders into her garden.
• Initially hesitant, the bunny observes the visitor from afar, curious but unsure how to approach them.
• Illustration: Show the bunny peeking out from behind a bush, watching the visitor with wide eyes, while the visitor looks back with a friendly expression.
• Through a series of gentle interactions and shared experiences, the bunny and the visitor gradually bond.
• They discover common interests, such as a love for nature and a fondness for carrots.
• Illustration: Show the bunny and the visitor exploring the garden together, perhaps digging in the soil or nibbling on carrots side by side.
• The friendship faces challenges when the bunny’s new friend must return to their own home or face a difficult situation.
• The bunny must summon the courage to say goodbye or find a way to help her friend, demonstrating her growth and resilience.
• Illustration: Depict a moment of farewell between the bunny and her friend, perhaps with a tearful hug or a solemn exchange of gifts.
• The bunny learns valuable lessons about empathy, kindness, and the importance of reaching out to others.
• Though sad to see her friend go, the bunny feels grateful for the connection they shared and looks forward to future adventures with newfound confidence.
• Illustration: Show the bunny standing tall and smiling as she waves goodbye to her friend, surrounded by blooming flowers and a sense of peaceful acceptance.

By outlining your story with notes on illustrations, you’ll ensure that the visual elements of your picture book complement and enhance the narrative, creating a rich and immersive reading experience for young audiences.

The narrative style of your picture book sets the tone and structure of your story, influencing how it will be told and perceived by young readers. Selecting the right narrative style involves considering factors such as the age of your target audience, the complexity of your storyline, and the overall mood you wish to convey.

Let’s continue with our example of the shy bunny protagonist and explore different narrative styles that could suit this story:

• Third-Person: In this narrative style, the story is told from an external perspective, focusing on the thoughts and feelings of the main character, the shy bunny. Using third-person allows for a deeper exploration of the bunny’s internal struggles and growth while maintaining a sense of distance from other characters.
• First-Person: Alternatively, you could opt for a first-person narrative style, where the shy bunny herself narrates the story. This approach provides a direct and intimate connection with the protagonist, allowing readers to experience her emotions and experiences firsthand. First-person narration can be particularly effective for engaging young readers and immersing them in the story’s world.
• Dialogue-Driven: Another option is to structure the story around dialogue between characters, with minimal narration. This dialogue-driven approach creates a dynamic and interactive reading experience, allowing young readers to actively engage with the characters and their interactions. Dialogue can also convey emotions and character dynamics in a natural and engaging manner.
• Narrative Poem: For a more lyrical and poetic narrative style, you could explore writing the story as a narrative poem. Using rhythmic language and vivid imagery, a narrative poem can evoke a sense of magic and wonder, drawing readers into the enchanting world of the shy bunny and her adventures.

When choosing a narrative style for your picture book, consider experimenting with different approaches to see which best suits your story and resonates with your target audience. Ultimately, the goal is to create a narrative that captivates young readers and leaves a lasting impression.

With your ideas, characters, and outline in place, it’s time to start writing the first draft of your picture book. This initial draft serves as the foundation upon which you’ll build and refine your story, so don’t worry about perfection at this stage. The focus is on getting your ideas down on paper and bringing your story to life.

Continuing with our example of the shy bunny protagonist, let’s begin writing the first draft of her story. Using the outline we created earlier as a guide, we’ll flesh out each plot point and scene, keeping in mind the narrative style and tone we’ve chosen.

Once upon a time, in a quiet corner of the forest, there lived a shy bunny named Blossom. She spent her days tending to her garden, surrounded by bright flowers and lush greens. Despite the beauty of her surroundings, Blossom often felt lonely, watching from afar as other animals danced and played together. One sunny morning, as Blossom was tending to her carrots, she noticed a small squirrel peeking out from behind a tree. Curious, Blossom slowly approached the squirrel, offering a friendly smile. To Blossom’s surprise, the squirrel, named Nutmeg, was just as curious about her as she was about him. They talked and talked, mostly about their love for crunchy carrots, and spent the day exploring the garden together. As the sun began to set, Nutmeg said that he was lost and needed to find his way home. Blossom felt a pang of sadness at the thought of saying goodbye, but she knew she had to be brave for her new friend. With a heavy heart, Blossom said goodbye to Nutmeg, promising to keep the memories they had shared. As she watched him disappear into the forest, she felt a sense of warmth and happiness for the friendship they had.

As you write the first draft of your picture book, focus on capturing the essence of your story and characters while allowing room for creativity and spontaneity. Remember, you can always revise and refine your draft in the editing stage, so let your imagination soar as you bring your picture book to life on the page.

Once you’ve completed the first draft of your picture book, it’s time to step back and take a critical look at your work. Editing and refining your manuscript is a crucial part of the writing process, helping you polish your story and ensure that it resonates with your target audience.

Let’s revisit our example from the previous step and explore how we can edit and refine the first draft to enhance its clarity, coherence, and emotional impact.

• Review for Clarity: Read through your manuscript with fresh eyes, paying attention to the clarity of your language and the flow of your narrative. Are there any confusing or ambiguous passages that need clarification? Make revisions to ensure that your story is easy to follow and understand, especially for your young audience.
• Refine Character Development: Evaluate the depth and complexity of your characters, particularly the protagonist, Blossom the shy bunny. Does she undergo a meaningful transformation throughout the story? Are her actions and motivations consistent with her personality and growth arc? Fine-tune your characterisation to create relatable and multi-dimensional characters that young readers can connect with.
• Polish Dialogue and Language: Review the dialogue in your manuscript to ensure that it sounds natural and age-appropriate for your target audience. Aim for dialogue that reflects the unique voices and personalities of your characters while avoiding overly complex language or adult-centric expressions. Additionally, pay attention to the rhythm and pacing of your prose, striving for a balance between descriptive passages and engaging dialogue.
• Streamline Plot and Structure: Evaluate the pacing and structure of your story, paying attention to the balance between exposition, rising action, climax, and resolution. Are there any unnecessary scenes or digressions that could be trimmed to streamline the plot? Look for opportunities to heighten tension and suspense, keeping young readers eagerly turning the pages from start to finish.

By carefully editing and refining your picture book manuscript, you’ll ensure that it shines brightly and captivates young readers with its charm, warmth, and imagination.

Choosing the right title for your picture book is essential as it serves as the first point of connection between your story and potential readers. A compelling title can pique curiosity, convey the theme or mood of your book, and capture the attention of your target audience.

Let’s consider our shy bunny example and explore how we can craft a suitable title that encapsulates the essence of the story:

• Title Option 1: Blossom’s Brave Journey

This title highlights the protagonist, Blossom the shy bunny, and emphasises her journey of overcoming shyness and embarking on an adventure. The word “brave” conveys the courage and resilience Blossom demonstrates throughout the story, while “journey” hints at the transformative nature of her experiences.

• Title Option 2: Carrots and Friendship

Focusing on key elements of the story, this title highlights the themes of friendship and shared experiences. The mention of “carrots” reflects the bond that Blossom and her new friend Nutmeg form over their love for crunchy vegetables, while “friendship” underscores the central theme of forging connections with others.

• Title Option 3: Blossom Finds a Friend

This straightforward title succinctly captures the heartwarming essence of the story: a shy bunny named Blossom who discovers the joy of friendship. The phrase “finds a friend” conveys the journey of connection and companionship that Blossom embarks on, appealing to young readers’ curiosity and empathy.

When choosing a title for your picture book, consider the themes, characters, and tone of your story, as well as the preferences of your target audience. Experiment with different options, and don’t be afraid to seek feedback from friends, family, or writing peers to help you find the perfect title that will enchant and intrigue readers.

Creating a dummy book is an essential step in the picture book writing process, allowing you to visualise and organise the layout of your story. A dummy book is a mock-up of your picture book that includes rough sketches or placeholders for illustrations, text layout, and page design.

Let’s continue with our example and explore how to create a dummy book for this story:

• Gather Materials: Start by gathering materials such as blank paper, pencils, erasers, and a ruler. You’ll use these supplies to sketch out the layout of your dummy book.
• Sketch Thumbnails: Begin by creating thumbnail sketches of each page spread in your picture book. These small, rough drawings will help you visualise the composition and flow of your illustrations. Focus on capturing the key moments and scenes from your story, paying attention to pacing and page turns.
• Design Page Layout: Once you have your thumbnail sketches, use them to plan the layout of each page spread in your dummy book. Consider factors such as text placement, illustration size, and white space. Experiment with different arrangements to find the most visually appealing and reader-friendly layout.
• Add Text and Illustrations: With the page layout in place, add placeholders for text and illustrations to your dummy book. You can use handwritten text or printed text from your manuscript, along with simple sketches or stick figures to represent illustrations. Focus on conveying the narrative flow and visual storytelling of your picture book.
• Assemble the Dummy Book: Arrange your pages in sequence and secure them together to create your dummy book. You can use a binder, paper clips, or string to hold the pages together. Make sure the pages are easy to flip through and that the layout accurately reflects the pacing and structure of your story.
• Review and Revise: Once you’ve assembled your dummy book, review it carefully to identify any areas that need revision or refinement. Pay attention to the overall flow of the story, the balance between text and illustrations, and the coherence of the page layout. Make adjustments as needed to ensure that your dummy book accurately represents your vision for the final picture book.

By creating a dummy book, you’ll gain valuable insights into the visual and structural elements of your picture book, helping you refine your story and prepare it for the next stages of the publishing process.

Formatting your picture book involves arranging the text and illustrations in a way that enhances the reading experience and ensures visual coherence. Paying attention to formatting details such as page size, font choice, and text placement is essential for creating a professional-looking final product.

Let’s continue with our example of “Blossom Finds a Friend” and explore how to format the book for publication:

• Page Size and Layout: Determine the dimensions of your picture book, taking into account industry standards and printing specifications. Common picture book sizes include 8.5 x 8.5 inches or 10 x 10 inches. Choose a size that complements your illustrations and allows for easy readability.
• Text Placement: Decide on the placement of text within each page spread. Aim for a balance between text and illustrations, ensuring that the two elements complement each other and work together to tell the story. Experiment with different text arrangements, such as placing text above, below, or alongside illustrations, to find the most visually appealing layout.
• Font Choice and Styling: Select a suitable font for the text in your picture book, keeping in mind readability and aesthetic considerations. Choose a clear, legible font that aligns with the tone and style of your story. Consider factors such as font size, style (e.g., serif or sans-serif), and colour to enhance readability and visual appeal.
• Page Numbers and Pagination: Determine how you will handle page numbering and pagination in your picture book. Decide whether to include page numbers, and if so, where to place them within the layout. Considerations such as page breaks, chapter divisions, and endpapers should also be taken into account to ensure a seamless reading experience.
• Illustration Placement: Integrate illustrations seamlessly into the layout of your picture book, ensuring that they enhance the storytelling and capture the reader’s attention. Pay attention to the positioning and size of illustrations relative to the text, allowing for ample space and visual impact.
• Consistency and Cohesion: Maintain consistency throughout your picture book by adhering to a cohesive design aesthetic. Ensure that fonts, colours, and formatting elements remain consistent across all pages, creating a unified look and feel. Pay attention to details such as margins, line spacing, and alignment to achieve a polished and professional appearance.

By carefully formatting your picture book, you’ll create a visually engaging and cohesive reading experience that captivates young readers and brings your story to life.

Illustrations play a vital role in bringing your picture book to life, capturing the imagination of young readers and enhancing the storytelling experience. Whether you’re an illustrator yourself or collaborating with a professional artist, creating compelling and engaging illustrations is essential for captivating your audience.

There are several technical considerations to keep in mind when illustrating a picture book:

• Visualising Characters: Work with your illustrator to develop visually appealing and expressive character designs that reflect the personalities and emotions of your characters. For example, the shy bunny protagonist, Blossom, could be depicted with soft, rounded features and wide, expressive eyes to convey her gentle nature and timid disposition.
• Promoting Engagement: Incorporate interactive and engaging elements into your illustrations to capture the attention and imagination of young readers. For example, hidden details, interactive flaps, or playful visual motifs can encourage children to actively engage with the story and explore the illustrations more deeply.
• Page Size and Bleed: Ensure that your illustrations are sized appropriately for the dimensions of the book’s pages. Additionally, if your illustrations extend to the edge of the page (full bleed), you’ll need to include extra space around the edges to accommodate trimming during printing.
• Resolution: Illustrations should be created at a high resolution (usually 300 dpi or higher) to ensure crisp and clear printing. This is especially important for detailed artwork and images with fine lines or small details.
• Colour Mode: Use the appropriate colour mode for your illustrations. For print books, illustrations are typically created in CMYK colour mode to accurately represent colours when printed. If your illustrations are intended for digital distribution, RGB colour mode may be more suitable.
• File Format: Save your illustrations in a suitable file format for printing, such as TIFF or PSD for high-resolution images with layers, or JPEG for flattened images. Be sure to check the publisher’s specifications for preferred file formats.
• Text Placement: Leave space within your illustrations for text placement, especially if your illustrations include background elements or focal points where text will be overlaid. Consider how the text will interact with the illustrations and ensure that important visual elements are not obscured.
• Consistency: Maintain consistency in style, colour palette, and artistic elements throughout your illustrations to create a cohesive visual experience. This helps tie the illustrations together and reinforces the story’s themes and mood.
• Page Turns: Keep in mind the pacing and flow of the story when planning your illustrations. Consider how each page turn will reveal new information or advance the plot, and create illustrations that enhance the narrative tension and engagement.
• Accessibility: Ensure that your illustrations are accessible to all readers, including those with visual impairments. Avoid relying solely on visual cues to convey important information, and consider including descriptive text or alternative formats (e.g., braille) where appropriate.

By investing time and effort into creating captivating illustrations, you’ll create a visually stunning picture book that delights and inspires young readers, inviting them to embark on an enchanting journey of imagination and discovery.

The book cover is often the first thing readers see, making it a crucial element in attracting attention and conveying the essence of your picture book. A well-designed cover should intrigue readers, reflect the tone of your story, and entice them to pick up your book.

Let’s continue with our example of  “Blossom Finds a Friend”  and explore how to design an eye-catching cover for this picture book:

• Example: The title “Blossom Finds a Friend” is written in bold, playful lettering, with the author’s name, “Jane Doe”, placed below in a smaller font. Both elements stand out against a background of lush garden foliage, drawing the reader’s attention.
• Example: The cover features a charming illustration of Blossom the shy bunny peeking out from behind a bush, her eyes wide with curiosity as she gazes at the reader. In the background, colourful flowers and friendly woodland creatures add depth and visual interest to the scene.
• Example: The cover incorporates a bright and cheerful colour palette, with shades of green, pink, and blue dominating the background. These colours evoke the beauty and tranquillity of a garden setting, while also conveying a sense of joy and optimism.
• Example: The spine of the book displays the title and author name vertically, making it easy to identify when shelved alongside other books. The back cover includes a brief summary of the story, along with a small illustration of Blossom and her friends exploring the garden.

By carefully designing the book cover, you’ll create a captivating first impression that entices readers to pick up your picture book and embark on an enchanting journey with your characters.

Once you have completed the illustration process and made any necessary adjustments based on feedback, it’s time to update your dummy book to reflect the final layout and design of your picture book. This step ensures that the dummy book accurately represents the finished product before moving forward with publication.

Continuing with our example of “Blossom Finds a Friend” let’s explore how to update the dummy book with the final illustrations and design elements:

• Example: In the first dummy book, placeholder sketches were used to represent each page spread. Now, the final illustrations of Blossom the shy bunny and her garden adventures are added to the appropriate pages, bringing the story to life with vibrant colours and engaging details.
• Example: The text is carefully integrated into each page spread, with attention to text placement, font choice, and spacing. Captions and dialogue bubbles are added where appropriate, enhancing the storytelling and guiding the reader through the narrative.
• Example: The updated dummy book PDF is reviewed to ensure that the illustrations and text flow smoothly from one page to the next, capturing the reader’s attention and maintaining their interest throughout the story. Any inconsistencies or discrepancies are addressed to achieve a polished and professional final product.

By updating the dummy book with the final illustrations and design elements, you’ll have a clear representation of how your picture book will look and feel in its printed form. This step is crucial for ensuring that the final product meets your vision and expectations before proceeding to the next stage of publication.

Seeking feedback from others is a crucial step in the picture book writing process. Feedback helps you identify strengths and weaknesses in your story, gain new perspectives, and refine your manuscript to ensure it resonates with your target audience.

Continuing with our example of “Blossom Finds a Friend” let’s explore how seeking feedback can improve the quality of your picture book:

• Example: You provide copies of your picture book to a group of parents and their children for feedback. After reading the story together, the parents comment on the relatable themes and positive messages, while the children express excitement about the colourful illustrations and engaging characters.
• Example: You share your book with fellow writers in a picture book writing workshop. During a critique session, your peers offer suggestions for strengthening character motivations and tightening the pacing of the story. Their feedback helps you identify areas for improvement and revision.
• Example: You work with a children’s book editor who provides detailed feedback on your manuscript, including suggestions for enhancing dialogue, clarifying story arcs, and refining the emotional resonance of the narrative. Their expertise and insights help you elevate the quality of your picture book to industry standards.
• Example: You post a query about your picture book on an online writing forum for children’s authors. Within hours, you receive valuable feedback from writers, illustrators, and publishing professionals who offer insights into character development, plot pacing, and marketability.

By seeking feedback from a variety of sources, you’ll gain valuable insights into your picture book manuscript and identify opportunities for improvement. Embrace feedback as a valuable tool for honing your craft and creating a picture book that resonates with readers of all ages.

During the final polish stage, you’ll meticulously review and fine-tune every aspect of your picture book to ensure it’s polished, professional, and ready for publication. This step involves a comprehensive examination of the manuscript, illustrations, design elements, and overall presentation.

Let’s continue with our example of “Blossom Finds a Friend” and explore how to apply the final polish to your picture book:

• Example: You carefully review the book “Blossom Finds a Friend” paying close attention to sentence structure, word choice, and dialogue. You eliminate any redundant phrases, tighten up the prose, and ensure that the language is accessible and age-appropriate for your target audience.
• Example: You scrutinise the illustrations of Blossom and her garden adventures, checking for consistency in character design, background details, and artistic style. You adjust colours, refine linework, and add subtle details to enhance visual interest and reinforce the story’s themes.
• Example: You review the layout of “Blossom Finds a Friend” checking for alignment, spacing, and font consistency. You adjust page breaks, text formatting, and illustration placement to create a cohesive and visually appealing presentation that complements the narrative.
• Example: You enlist the assistance of a professional proofreader to review the final draft of “Blossom Finds a Friend”. Together, you meticulously comb through every page, checking for spelling errors, formatting inconsistencies, and layout issues. After thorough proofreading and quality assurance, you’re confident that the picture book is polished and ready for publication.

By applying the final polish to your picture book, you’ll ensure that it meets the highest standards of quality and craftsmanship. Take the time to review and refine every aspect of your book, leaving no detail overlooked. Your dedication to excellence will shine through in the finished product, delighting readers of all ages.

After months of hard work and dedication, it’s time to bring your picture book to life by publishing it and sharing it with the world. Publishing your book involves making decisions about printing, distribution, and marketing to ensure that it reaches your target audience and achieves success.

Let’s continue with our example of “Blossom Finds a Friend” and explore the process of publishing your picture book:

• Example: You opt for self-publishing “Blossom Finds a Friend” to maintain creative control and have the flexibility to bring your vision to life without the constraints of traditional publishing timelines.
• Example: You partner with a reputable printing company that specialises in children’s books and offers high-quality printing services at affordable rates. You collaborate closely with the printing team to ensure that the final product meets your expectations and aligns with your vision for the book.
• Example: You establish distribution channels for “Blossom Finds a Friend” by listing it for sale on major online platforms such as Amazon, Barnes & Noble, and independent bookstores. You also partner with local libraries and schools to make the book available to young readers in your community.
• Example: You launch a comprehensive marketing campaign for “Blossom Finds a Friend” including social media posts, blog tours, and virtual author events. You collaborate with influencers, parenting bloggers, and children’s book reviewers to generate excitement and positive word-of-mouth buzz about the book.

By publishing your picture book, you’ll share your creativity and storytelling with the world, bringing joy and inspiration to young readers everywhere. Embrace the journey of publication with enthusiasm and confidence, knowing that your hard work and dedication have led to this exciting milestone.

Looking for some additional resources on how to write a picture book? See the books below for more guidance and ideas (The links below are Amazon affiliate links):

• How to Write a Children’s Picture Book and Get it Published :

• Writing Picture Books: : A Hands-On Guide From Story Creation to Publication

Celebrating the completion of your picture book is an essential part of the creative process. It’s a moment to acknowledge your hard work, perseverance, and accomplishments as a writer and creator. Take time to revel in your success and commemorate the journey that led to the publication of your book.

Let’s continue with our example of “Blossom Finds a Friend” and explore ways to celebrate the completion of your picture book:

• Example: You host a book launch party for “Blossom Finds a Friend” at a local bookstore or community centre. You decorate the venue with colourful garden-themed decorations and provide snacks and drinks for guests to enjoy. You read excerpts from the book, sign copies for attendees, and mingle with readers to share your excitement.
• Example: You announce the release of “Blossom Finds a Friend” on your social media accounts, accompanied by eye-catching graphics and behind-the-scenes photos from the book’s creation process. You express heartfelt thanks to your followers, friends, and collaborators for their encouragement and support.
• Example: You treat yourself to a weekend getaway to a tranquil countryside retreat, where you can unwind, recharge, and reflect on your creative journey. Surrounded by nature and serenity, you savour the moment and revel in the sense of accomplishment that comes from bringing your picture book to life.
• Example: You journal about your experiences writing and publishing “Blossom Finds a Friend” capturing memories, insights, and reflections on the journey. You express gratitude for the opportunity to share your story with the world and celebrate the transformative power of storytelling.

By celebrating the completion of your picture book, you honour the effort and dedication you invested in bringing your vision to life. Embrace this moment of triumph and look forward to the exciting adventures that lie ahead as an author and creator.

Frequently Asked Questions

While there’s no one-size-fits-all structure for picture books, several common formats offer a solid foundation for your storytelling. Here are a few popular approaches:

• Beginning: Introduce your characters, setting, and the initial problem or challenge.
• Middle: Show your characters’ attempts to solve the problem, facing obstacles and setbacks along the way.
• End: Resolve the conflict or challenge, leaving the reader with a satisfying conclusion and takeaway.
• Introduce: Present the character, their world, and the problem they encounter.
• Attempts: Show the character’s multiple attempts to solve the problem, emphasizing their resilience and growth.
• Solution: Reveal the successful solution, showcasing the character’s learning and development.
• Departure: Show the character leaving their familiar setting or comfort zone.
• Challenges: Depict the obstacles and trials they face on their journey, highlighting their struggles and growth.
• Return: Showcase the character’s return, transformed by their experiences and carrying valuable lessons.
• Introduce: Present the initial element or situation.
• Additions: Gradually add new elements or characters, building on the previous ones.
• Resolution: Conclude with a satisfying payoff or twist that ties everything together.

These are just starting points. Feel free to adapt, combine, or invent your own structure based on your unique story and target audience.

Writing your first picture book can be an exciting and rewarding journey! Here are some steps to help you get started:

• Define Your Story Idea: Begin by brainstorming ideas for your picture book. Think about what themes or messages you want to explore, as well as the characters and setting you’d like to create.
• Develop Your Characters: Create memorable characters that will capture the imaginations of young readers. Consider their personalities, motivations, and arcs throughout the story.
• Outline Your Story: Once you have a clear idea of your characters and plot, outline the main events of your story. Determine the beginning, middle, and end, and identify key moments that will drive the narrative forward.
• Choose a Narrative Style: Decide on the narrative style that best suits your story. Picture books often use simple language and concise storytelling to engage young readers.
• Write the First Draft: Start writing your first draft, focusing on capturing the essence of your story and characters. Don’t worry too much about perfection at this stage—just get your ideas down on paper.
• Edit and Revise: Once you’ve completed your first draft, take time to revise and refine your manuscript. Pay attention to pacing, language, and clarity, and make any necessary changes to strengthen the story.
• Consider Illustrations: Picture books are a visual medium, so consider how your story will be enhanced by illustrations. You can either create your own illustrations or work with an illustrator to bring your story to life.
• Design Your Book: Think about the layout and design of your book, including the placement of text and illustrations on each page. Consider how the design will enhance the reading experience for young children.
• Seek Feedback: Once you have a polished draft of your picture book, seek feedback from trusted friends, family, or writing groups. Their input can help you identify areas for improvement and make your story even stronger.
• Finalize and Publish: After incorporating feedback and making final revisions, you’re ready to finalize your picture book and consider publishing options. Whether you choose traditional publishing or self-publishing, be sure to research your options and find the best fit for your book.

Remember, writing a picture book is a creative process, so don’t be afraid to experiment, take risks, and have fun along the way. With dedication and perseverance, you can bring your story to life and share it with young readers around the world.

The amount of money you can make from writing a picture book can vary widely depending on several factors, including the success of your book, your publishing arrangement, and your marketing efforts. Here are some potential sources of income from writing a picture book:

• Advance : If you’re traditionally published, you may receive an advance payment from your publisher. This advance is typically paid out in stages, such as upon signing the contract, upon delivery of the manuscript, and upon publication. Advances can range from a few hundred to several thousand pounds, depending on factors such as your publishing track record and the perceived marketability of your book.
• Royalties : In addition to an advance, authors typically earn royalties on sales of their books. Royalty rates vary depending on your contract and the format of the book (e.g., hardcover, paperback, e-book). Traditionally published authors typically earn royalties ranging from 5% to 15% of the book’s retail price. Self-published authors may earn higher royalty rates but are responsible for all production and marketing costs.
• Additional Rights Sales: Authors may also earn income from additional rights sales, such as foreign translation rights, audio rights, and merchandising rights. These rights can be licensed to other publishers or companies for a fee or a percentage of sales.
• Public Performance Rights: Authors may earn income from public performance rights if their book is adapted into other formats, such as a stage play, puppet show, or animated film. Public performance rights allow for the public performance or display of copyrighted works and can result in licensing fees or royalties.
• Author Visits and Speaking Engagements: Authors may supplement their income by conducting author visits and speaking engagements at schools, libraries, bookstores, and literary events. These appearances can generate additional income through honorariums, book sales, and merchandise sales.
• Merchandise Sales: Authors may also earn income from the sale of merchandise related to their book, such as T-shirts, posters, bookmarks, and other branded items. These sales can be conducted online or through book signings and events.

It’s important to note that while some picture book authors achieve significant financial success, many authors earn modest incomes from their writing. Success in the publishing industry often requires a combination of talent, persistence, and luck, as well as a willingness to adapt to changes in the market and industry trends. Additionally, income from writing can vary from year to year based on factors such as book sales, advances, and additional rights sales.

Writing a picture book can present its own set of challenges, but whether it’s “hard” can depend on various factors, including your familiarity with the genre, your writing experience, and your ability to craft a compelling story within the constraints of the format. Here are some factors to consider:

• Simplicity : Picture books are typically short, with limited word counts, so you must convey your story concisely and effectively. This can be challenging as you need to convey complex themes or ideas in a simple and accessible way.
• Visual Narrative: Picture books are a collaboration between words and illustrations, so you need to leave room for the illustrations to complement and enhance the text. Balancing text and visuals can be challenging, especially if you’re not an illustrator yourself.
• Audience Considerations: Picture books are primarily written for young children, so you need to understand your target audience and craft a story that engages and entertains them. This might require thinking about themes, language, and story structure from a child’s perspective.
• Story Structure: Even though picture books are short, they still require a well-developed plot, engaging characters, and a satisfying resolution. Crafting a compelling story within a limited space can be challenging and may require careful planning and revision.
• Market Competition: The market for picture books is highly competitive, with many talented authors vying for limited shelf space. Standing out in the crowded market can be challenging, especially for new and aspiring authors.

That being said, many writers find writing picture books to be a rewarding and fulfilling experience. Picture books have the power to inspire, educate, and entertain young readers, and seeing your book come to life can be incredibly gratifying. With dedication, perseverance, and a willingness to learn and grow as a writer, you can overcome the challenges and write a picture book that captivates readers of all ages.

Embarking on the journey of writing a picture book is an adventure filled with creativity, imagination, and endless possibilities. Whether you’re a seasoned author or a novice storyteller, the process of bringing your vision to life on the pages of a picture book is both challenging and immensely rewarding. By following the steps outlined in this guide, you’ll be well-equipped to embark on your own picture book journey and create stories that captivate and inspire young readers. 

And that wraps up our 18-step guide to writing your first picture book! I hope these tips help you bring your imaginative story to life for young readers. Let me know in the comments if you have any other questions on how to write a picture book – I’d love to hear from you!

Marty the wizard is the master of Imagine Forest. When he's not reading a ton of books or writing some of his own tales, he loves to be surrounded by the magical creatures that live in Imagine Forest. While living in his tree house he has devoted his time to helping children around the world with their writing skills and creativity.

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Over the past few years I've learned a good amount about the Children's Literature Industry. Below I've compiled a handful of lessons along with links to other resources covering some of the most important things I've learned. I guess you could call it:

Josh Funk's Guide to Writing Picture Books

So you wrote a book. Now what?

Picture Books Are Short

Every Word Counts

The Illustrator Is Your Partner

Show Don't Tell

Write with Active Emotion

Story Arc Components

Don't Write in Rhyme

Rhyming Is All About Rhythm

Some Ideas Don't Work

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Analyzing Picture Books: An Overview

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This piece discusses general principles of reading and analyzing storybooks, and offers brief descriptions of picture books. It describes how to use the Math Picture Book Analysis Guide with pre-service or in-service teachers.  

by  Colleen Uscianowski , Colleen Oppenzato , Victoria Almeda , and  Herbert P. Ginsburg

Activity for Teacher Educators

If you ask your participants to think about resources for teaching math to young children, they may not suggest picture books. However, just as picture books provide opportunities to develop literacy, they can also be used to promote children's mathematical thinking. 

When discussing how to use picture books to teach math, it is important to make a distinction between three types of books: those in which math is explicit, those in which math is implicit, and everything else.

Explicit math books are written for the express purpose of teaching children math. These may even contain a reference to mathematical concepts in their titles, as in the case of books such as  Mouse Shapes  by Ellen Stoll Walsh. But other books that also explicitly teach math concepts do not have such titles. For example,  Hippos Go Berserk by Sandra Boyton, is actually a counting book, but you would not know that from the title.

Other picture books do not explicitly address math, yet  the text and illustrations do afford students opportunities to learn about math concepts. A well-known example is  Goldilocks and the Three Bears , in which the story involves size comparisons. For example, Papa Bear is the biggest, Mama Bear is medium-sized, and Baby Bear is the smallest. While your participants may not think of  Goldilocks  as a math story, significant math ideas are implicit in it and important to the plot. Your participants can learn how to use both implicit and explicit math picture books to help children discuss and investigate math ideas.

Finally, we have the rather large category of  everything else, that is, books that are not written to teach math and which do not contain significant implicit math.  Every picture book page has objects arranged in space, an adult reader can always ask the child to count them, or talk about their location (for example, “The hat is on top of his head”). In other words, adults can interject math conversation in all children’s picture books because “math is all around us.” At the same time, we should not ruin an interesting story by interjecting math  to the point of distracting attention from the story line.

Introduction to Picture Book Analysis

An effective way to analyze picture books with participants is to read a picture book together as a whole-group activity. Although they will ultimately be presented with a guide to help them analyze books on their own, this first introduction can be less structured. In this example, we focus on counting.

To promote participants' learning about the qualities of books that lend themselves to math conversation, use a good book that also has some text or illustrations that may be confusing or especially challenging for young children. The book should be one well worth reading and should have many positive qualities, such as an interesting story. At the same time, the book should also include problematic text or illustrations that will provide opportunities for interesting group discussion.

Consider just this two-page spread from the counting book Ten Little Fish by Audrey Wood.

The illustrations in this book are colorful, beautiful and intricate. The text explains that there are eight fish and if you count them, there are. However, the fish on the left are meant to be deeper underwater. So, they are drawn smaller. They are also somewhat obscured by the light hitting the water. So, a very young child might have a hard time seeing and counting the fish on the left, even though they are swimming in a line.  

In addition, the text indicates that as one of the eight fish jumps out of the water, there are now only seven fish remaining in the water. However, all eight fish are still clearly visible. It may be hard for a child to understand that the number seven only refers to those underwater. This is still an interesting book, but it might be a better choice for children who are already good counters to teach them about simple subtraction. This might not be the best choice for young children just learning to count objects. There are many books with objects that are more easily countable.

Math Picture Book Analysis Guide

After participants have analyzed a picture book together, introduce the  Math Picture Book Analysis Guide (download below). This guide will help participants analyze any book and determine its suitability and usefulness for teaching math to children.

For example, the first question in the Math Picture Book Analysis Guide, shown below,  helps a participant determine if a particular book is developmentally appropriate. It suggests that if children can count already fluently count forwards and backwards, a book about adding and subtracting by one might be more appropriate. If you used the two-page spread from Ten Little Fish , shown above, you could point out that this book could be appropriate as a counting backward book or a subtraction book. Other questions in the  Math Picture Book Analysis Guide will help participants determine which books might be well suited to the children they teach.

Go through the other questions in the guide with participants. For example, you can present the two-page spread from Balancing Act by Ellen Stoll Walsh, which is shown below. In this book, two mice each stand on one side of the stick and were balanced. This page shows what happens when a salamander wants to join.

Show how questions 2 and 5 from the guide could be used to analyze a book like this. Start with question 2, shown below.

  Balancing Act is about measurement. The stick with animals on either side is like a balance scale and as animals jump onto either side, the weight on that side changes. Participants might also check “Other” saying that this book involves ideas of equivalence and nonequivalence.

Next, ask the participants to consider question 3.

  Point out that unlike Ten Little Fish, which encouraged the child to count objects, Balancing Act shows measurement in a more general way. Neither weights nor scales are explicitly mentioned, but it is clear that the changing weights are causing the stick not to balance. Move on to question 4.

  Many children can relate to the idea of balancing. For example, they may also have used see-saws at playgrounds or they may talk about a time when they had to put their arms out to balance while walking along a log. They may be familiar with weights, pointing out that they have seen weights on packages at the grocery store or they have seen their pets get weighed at the vet’s office. Participants can suggest activities that would incorporate ideas of balance and weight. For example, some preschool classrooms have balance scales that allow children to put different different objects on each side to see what happens.

Finally, discuss question 5.

In a book like Balancing Act , the illustrations from page to page show what happens as more and more animals jump on. It accurately shows the math content, but does not explicitly mention math.

Trying Out the Guide and Annotating Books

Next, break the participants into small groups to analyze some picture books using the Math Picture Book Analysis Guide as you did as a whole group.  Encourage them to check off boxes for each question and write comments.

Have participants annotate the picture books using sticky notes. On the first page, make general notes about the book and its usefulness.  Annotations for individual pages may include notes about the specific math found on the page, vocabulary (math or otherwise), general reactions or feelings about the book, as well as questions that a teacher might ask a child while reading. Here are some possible annotations for the Balancing Act spread .  

More detailed descriptions of how to annotate specific math books can be found in the Using Picture Books activities in the content modules. It is important to note, however, that only a small number of these questions should actually be used while reading. Pausing for too long and asking too many questions can easily frustrate children who are engaged in the story and eager to see what happens next.

Interactive Reading

Finally, after analyzing books, participants can select a picture book about a specific topic. Have them plan a lesson around the book.

Emphasize that reading books with math content is in many respects no different from reading other books. In both cases, the primary goal is to enjoy and learn from the books. Also, in both cases, the adult reader should employ interactive reading (similar to  dialogic   reading , that is, reading that engages adult and child in a conversation around reading): The adult asks questions about the book, encourages the child’s attention and participation, and in general takes the child on an intellectual adventure. Most likely, your participants will have studied interactive reading in classes on literacy, but if not,  A Teacher's Guide to Reading Math Picture Books (download below) presents the major principles of interactive reading in the context of picture books with significant focus on math.

Picture books afford many opportunities to explore children's mathematical thinking. This is true of explicit math books as well as books in which significant math is implicit. The Math Analysis Picture Guide and the other picture book resources mentioned across our modules can help participants analyze and select picture books effectively and use them to teach math concepts. 

Math_Picture_Book_Analysis_Guide.pdf 1.93 MB

A_Teacher's_Guide_to_Reading_Math_Picture_Books_1.pdf 658.71 KB

Check out our Using Picture Books resources for  Counting ,  Shape & Spatial Relations ,  Addition & Subtraction ,  Patterns ,  and   M easurement .  

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Picture Books in the Classroom: Learning Rhetorical Analysis through Stories

• August 11, 2021
• Deborah Zarka Miller

One of the first challenges that any composition teacher faces is presenting rhetorical analysis as a skill that is both imaginatively engaging and academically useful. Nearly any student who gains admission to a college or university is an experienced reader—meaning they know what a book is and that all teachers believe they are essential to learning. Unfortunately, too many of our first year students have experienced reading, particularly critical reading, as a primarily passive exercise—exercise in the sense of a dread-inducing discipline forced upon them by all the fun-sucking adults in their lives. As Karen Kopelson rightly observes, “Many students slump into our classrooms, enthusiastic only that this is the last English course they’ll ever have to take and with a concomitant resentment that they have to take it at all” (116). Overcoming students’ dread is not an easy task. What’s harder is responding to some students’ open resistance to unfamiliar ideas or voices that seem to threaten or contradict everything they currently know or value. “As anyone who can remember her or his first uneasy encounters with particularly challenging new theories or theorists can attest, resistance serves to shield us from uncomfortable shifts or all-out upheavals in perception and understanding, shifts in perception which, if honored, force us to inhabit the world in fundamentally new and different ways” (Kopelson 119). This resistance may be predictable, but it doesn’t have to be the wall against which we beat our heads in the introductory college courses required for any academic discipline.

Rhetorical analysis is fundamental to a college student’s orientation precisely because it challenges whatever bad habits they might have developed in their earlier educational experiences. The skill itself reaches in two directions simultaneously: backwards to everything students have come to believe, assume, or suspect is true about authors’ intentions (namely to torture, if my son was right when he lamented that reading The Scarlet Letter could not have been more arduous a task if he had been required to read it in reverse), and forward toward all the things they have yet to discover. I have learned that the more I can nudge students into the posture they had as children, when books were objects of color and rhyme, hilarity or thrilling adventure, the more willing they are to engage with both delight and rigor those challenging texts that await their engagement.

The tools I have found to be quite effective for this introduction to formal rhetorical analysis are, surprisingly, picture books. The picture books in Ruth Heller’s World of Language series ( Many Luscious Lollipops: a book about Adjectives ; Merry-Go-Round: a book about Nouns ; Up, Up and Away: a book about Adverbs ; Behind the Mask: a book about Prepositions, and others) are ideal for this kind of intellectual work. Lyrically engaging, these books are also visually stunning. They teach the parts of speech in that sneaky, musical way that metered rhyme accomplishes so well. The great benefit of choosing these texts for students’ orientation to rhetorical analysis is that a careful study of these books for children allows college students to arrive on their own at the realization that no text is a simple, one-dimensional message devoid of opportunities for interpretation. I typically circulate the books, asking students to work in pairs to examine them one at a time. I tell them to read the text aloud, study the illustrations carefully, make notes about their first impressions, and then collaborate with their partner to apply the rhetorical triangle (author/audience/purpose) to generate a focused analysis. They realize very quickly that the books have not one but many target readers (parents, children, teachers, librarians, booksellers, etc.), all of whom have specific needs, interests, expectations, and potential barriers. Students enrolled in first-year composition courses also discover with very little prompting from me that Heller seems to be pursuing multiple goals with each book: to make the child laugh, to entertain the adult reading the book for the twenty-eighth time, to feed the reader’s imagination with frame-worthy illustrations, to bait the child’s appetite for investigation, to challenge or perhaps preclude the reader’s belief that “grammar” and all its associated components are dull. This kind of careful analysis primes college students to discuss the many assumptions that inform our choices as readers; the experiences that create barriers to understanding or doorways into worlds other people create; assumptions that inform writers’ choices regarding syntax, diction, literary allusion, and multimedia constructions. Once they’ve begun this kind of intellectual inquiry of something as non-threatening and delectable as a beautifully illustrated children’s book, they are more prepared for and less intimidated by the harder questions that they must learn to consider when producing their own texts or when grappling with literature written for adults: Has the author predicted her readers’ needs successfully? Whom might she have alienated with the choices she made? Whom might I alienate or exclude if I make specific choices in my own writing? What consequences do we suffer (as readers or writers) when we expect too much or too little or the wrong things from the people with whom we want most to communicate? On the best days, this activity is a productive response to whatever resistance students might carry into my classroom.

If I have baited their curiosity effectively, then parsing the language in these books becomes a process more akin to the careful turning of some strange, bright shell turned up on the beach than to dissection. Not all students bring wonder or thoughtfulness to such careful examination of the language, imagery, layout, white spaces, or pauses created by each page turn.  Some begrudge this task with bored disdain.  But many of them don’t. The students who do engage enthusiastically with this classroom activity (and the writing assignment that follows as homework), gain confidence in their own analytical abilities and a new understanding of both the textual complexity and the high stakes endeavor that is at the heart of all purposeful human communication.  When I shift their attention from children books to editorials, formal arguments, and scholarly essays, the tools of rhetorical analysis feel more comfortable in their hands.  As their teacher, I can say truthfully, “You know how to do this. You’ve already proven how capable you are.”

I believe picture books can be valuable tools in many of the other courses that populate our university curriculum, particularly those general education courses that draw diverse groups of students into engagement with subject matter, and often other people, that make them uncomfortable. Though not the primary content for the course, picture books are an effective catalyst. At a writing conference many years ago, I once witnessed Andrea Davis Pinkney dress down a skeptic who dismissed picture books as easier to create and artistically inferior to more serious literature composed for more mature readers. She deftly reminded him that books for children accomplish all of the same things that books for adult readers achieve but with fewer words and often greater clarity. The best children’s books are marvelously complex, wrestling with issues of race, gender identity, family dynamics, human pain, war, love, friendship, culture, and even death. So of course they are ripe for formal rhetorical analysis. For students who had the great benefit of exposure to good books in their formative years, this approach reminds them why they love to read and how much there is to discover in a story, an argument, or a poem. For students who did not have this kind of positive early exposure, picture books are an invitation to that pleasure and a great place to begin their critical inquiries.

Deborah Zarka Miller teaches creative writing, composition, and literature at Anderson University where she serves as chair of the English department and co-director for the university’s Honors Program.  She has published multiple articles in Faculty Focus, released a young adult novella, A Star for Robbins Chapel, and contributed short personal essays to several anthologies, including Home Again: Memoirs and Essays from Indiana. She holds a master of fine arts from Spalding University.

Kopelson, Karen. “Rhetoric on the Edge of Cunning; Or, the Performance of Neutrality (Re)Considered as a Composition Pedagogy for Student Resistance.” College Composition and Communication 55, no. 1 (2003): 115-46. Accessed June 29, 2021. doi:10.2307/3594203.

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Resource by Grade Level | Literature Connection

Recommended Picture Books for Teaching Writing in the Elementary Grades

Read Time 1 mins | Mar 26, 2020 3:04:46 PM | Written by: Toolbox

Download this list of mentor texts and share a copy with your school media specialist. Refer to “Getting Ready to Write” to discover all the mileage you can get from these, and any of your favorite picture books.

Picture books are treasure troves of material that can be used to teach writing in memorable ways. In fact, the lessons in our K-1 resource, “Getting Ready to Write” are designed to apply to the literature you love to read, and shows you how to turn every reading experience into a writing experience. This downloadable list of our favorite picture books is set up on a grid and includes the genre of each book (narrative or expository) and includes a column with the specific skills highlighted in the text. Some have fabulous examples of elaborative detail, others provide powerful examples of suspense, vivid verbs, and alternatives to ‘said’. By approaching these picture books through an author’s lens, you can find all the material you need to build an awareness of author’s purpose, author’s craft, all while increasing comprehension.

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Picture Books to Expand Thinking in the Social Studies Classroom

Many of us think back to grade school and remember story time fondly. Our reading teacher would gather us around on the rug and read aloud from a colorful picture book as we gasped and giggled. You may think that picture book read-alouds are a kind of fun reserved only for reading teachers in elementary school—but not so! Picture books can be a tremendous tool in the social studies classroom at all grade levels for:

• Introducing a new topic, such as elections or world cultures
• Including a wider range of voices and perspectives on a historical event
• Providing an entry point to a complex topic or a challenging skill
• Supporting a study of primary source documents
• Modeling a type of writing, such as travel writing or diary entries, that you would like students to engage in

Read on for some amazing picture books and suggestions for how you can use them to spark student engagement in your content while reinvigorating their love of reading (and perhaps discover your love of reading aloud!).

Elementary Level

If you come to earth by sophie blackall.

This beautiful book is a guide to Earth written as a letter to a visitor from outer space. The author of the letter explains that Earth is made up of many different types of places, cultures, and families, and what the visitor might expect to see when they arrive.

This would be a wonderful entry point to a unit about cultures, places, and environments. Students might finish this unit by writing a letter or a picture book of their own.

Grace for President by Kelly DiPucchio and LeUyen Pham

Starting a unit about voting and elections? Consider a picture book to launch the learning. Grace for President is a story about a little girl who learns there has never been a female president, and decides to be the first one—at her school. She soon realizes it’s not going to be as easy as she thought!

The narrative is interspersed with explanations of how elections actually work, including electoral votes. In the end, Grace learns a lesson about the value of hard work and how we choose our leaders.

Middle School Level

Her right foot by dave eggers and shawn harris.

As students learn about the inception of the country and the ideals embedded in our founding documents, consider bringing in Her Right Foot to engage students in conversation around one of our most prominent national symbols: the Statue of Liberty. The conversational tone of this book will hook students in, and the underlying interpretation of a seemingly small detail in the statue will spark lively conversation.

This is… Miroslav Sasek

This series of books about cities and countries around the world has rich illustrations and interesting facts that have been updated since its original publishing. Students will learn about new places and will explore the genre of travel writing.

As students learn about their own home state in middle school, they might create a travel book of their own.

High School Level

Click, clack, moo: cows that type by doreen cornin and betsy lewin.

Starting a unit about labor unions? This book about farm animals unionizing will have your high school students laughing and learning despite themselves. Farmer Brown’s cows are typing (you read that right) all day and all night. They’re willing to stop…but they have some demands.

This seemingly simple picture book offers an engaging framework for thinking about labor organization and its many components. Consider having your students create their own picture books about a famous labor union.

The Arrival by Shaun Tan

This beautiful book has no words at all—and is all the more powerful for it. A man, haunted by monsters in his home country, arrives in a new land. This new land is without the monsters that plagued him in his homeland, but has its own challenges. He does not speak the language, everything seems strange and new, and he feels out of place.

As you open discussions about immigration, have students analyze the pictures in this book, perhaps in a gallery walk, to identify the causes and effects of immigration and analyze these issues from the various perspectives of ch aracters in the book.

These are only a few picture books that touch on social studies concepts. However, we are in the midst of a children’s literature renaissance, and every week, new and amazing picture books are being published! Introduce this genre to your classroom and be ready to embrace the fun and discourse that follow.

See below for some additional recommended titles:

• This Is How We Do It: One Day in the Lives of Seven Kids Around the World by Matt Lamonthe
• For Which We Stand: How Our Government Works and Why It Matters by Jeff Foster
• Before She Was Harriet by Lesa Cline-Ransome and James E. Ransome
• Heart and Soul: The Story of America and African Americans by Kadir Nelson
• The People’s Painter: How Ben Shahn Fought for Justice with Art by Cynthia Levinson and Evan Turk
• We Are Still Here!: Native American Truths Everyone Should Know by Traci Sorrell and Frane Lessac
• Henry Climbs a Mountain by D.B. Johnson
• The Only Woman in the Photo: Frances Perkins and Her New Deal for America by Kathleen Krull and Alexandra Bye
• Shirley Chisholm is a Verb! by Veronica Chambers and Rachelle Baker
• Dreamers by Yuyi Morales
• Lillian’s Right to Vote by Jonah Winter and Shane W. Evans
• I Am… by Brad Meltzer and Christopher Eliopoulos
• Brave Girl: Clara and the Shirtwaist Maker’s Strike of 1909 by Michelle Markel
• The Youngest Marcher: The Story of Audrey Faye Hendricks, a Young Civil Rights Activist by Cynthia Levinson
• We Are Water Protectors by Carole Lindstrom and Michaela Goade

Sarah A. Honore began her career in education as a high school English teacher in Houston, Texas. She has since worked as a teacher, an instructional coach, a curriculum writer, and a director of English Language Arts at the district level. Her passions include literacy across content areas, diverse books, and supporting teachers and leaders. While not a social studies teacher by trade, Sarah loves exploring the connections between these two contents in order to enrich the classroom experience for both teachers and students.

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November 13, 2019

How picture books help kids develop literacy skills

Do you remember the picture books that first brought you joy? The ones that were read to you before you could read, or the ones that sparked your imagination for the first time? When you think about these stories what do you see? 

For most of us, we might see our favorite characters or the enchanting setting of our childhood books. We see the illustrations brought to life through our memories. 

Picture books bring tremendous benefits to kids who are in the early stages of developing their reading skills. Illustrations shown alongside text offer invaluable tools to help kids build understanding, fluency, vocabulary and other foundational literacy skills. The imagery in a picture book brings the pages to life, serving as a visual roadmap for the story.

Here are five important benefits picture books bring to children who are learning to read.

1. Build language skills

As kids begin to speak and build sentences, they learn to recognize sounds and patterns within spoken language. This is known as phonological awareness and serves as the foundation for learning to read. The rhythmic cadence  of many picture books helps kids develop and practice phonological awareness. Kids may start by repeating passages of their favorite picture books, then go on to make up their own similar rhymes or stories. 

Dr. Seuss’ ABC: An Amazing Alphabet Book! is a picture book that helps build phonological awareness while practicing letter sounds. “Big A little a, what begins with A? Aunt Annie’s Alligator. A…a…A.”

At a most basic level, picture books help kids understand that words convey meaning—connecting the pictures in the book with the words on the page. Kids will check pictures on the page for background knowledge or contextual clues for vocabulary development. They even use the images to learn the names of new objects. 

You can ask a child, “Can you show me where the alligator is on this page?” or “What letter does the word alligator start with?”

2. Identify sequence

Miss Nelson is Missing! Written by Harry G. Allard Jr. and illustrated by James Marshall

By organizing the sequence of events in a story, kids can practice their ability to comprehend what they read. Mastering this skill starts with identifying beginning, middle, and end, and summarizing key events that take place (in order) throughout the story. 

Visual aids and illustrations remind the reader what happened throughout the story and support their ability to confidently retell the key events. As kids hone their sequencing skills, let them look at the pictures to remind them what happened in the story. If they guess, and guess incorrectly, then use it as an opportunity to re-read the passage. This offers a chance to do an additional check for understanding. 

Furthermore, books filled with pictures encourage kids to make predictions and inferences about what’s going to happen next . They can pair the words with the expressions and setting shown in the pictures to make an informed guess about what comes next in the story.

In Miss Nelson is Missing! , readers can infer that Ms. Viola Swamp is Miss Nelson in a costume. Clues in the book, such as the coincidental timing of Miss Nelson’s disappearance and the appearance of Ms. Swamp help lead to this inference.

As you read a book with a child, you are both likely making inferences throughout. The key to helping kids realize when they are making an inference is to talk through the inferences out loud throughout the book. Take breaks to ask questions: “How does Miss Nelson feel when kids misbehave in class?”, “Why do you think Ms. Viola Swamp was outside of Miss Nelson’s house?”, “What do you think happened to Miss Nelson?”.

3. Improve comprehension

There’s a lot to learn on the road to becoming a skilled reader. Along with sequencing and summarizing, there are many other essential skills kids must master in order to comprehend the text they read . Some of those skills include; sentence construction, problem solving, comparing and contrasting, drawing conclusions, inferring, and more. 

Books rich with illustrations and photos offer many benefits to help enhance reading comprehension. Here are just a few of those benefits.

• Pictures provide visual clues to help us discover more about the narrative.
• Pictures show expressions, unwritten details, setting, and context that help us compare and contrast. These details allow us to analyze more complex details of character development.
• Illustrations can provide important background knowledge and offer contextual cues based on what’s happening in the story. This helps us “read between the lines” to find meaning that may not be explicitly stated in the text.

4. Spark a love of reading

The Rainbow Fish written and illustrated by Marcus Pfister

When you think about your favorite childhood book, what comes to mind? You may see a sparkling fish with rainbow colors or a tree that gives everything  in the name of selfless affection. Maybe you see your favorite characters or other-worldly settings. 

The illustrations of a picture book can be enchanting, fun, and inspiring. They can tell a story of their own. Many of us remember picture books as the books that made us first fall in love with reading.

One key ingredient of picture books that we shouldn’t discount is the benefit of pictures in sparking joy and creating a fun and engaging reading experience for kids. Picture books do a better job of holding the attention of kids learning to read than books without pictures. And reading picture books with kids on a regular basis (ideally daily) can help them self-monitor their behavior until they can sit through a whole story and focus on the events. 

When kids enjoy particular books or stories, they may ask to read the same book again and again. This is a good sign that this book sparks interest and intrigue for a young reader. Let kids choose the stories they love, read them often, and offer options to explore new books as well.  

5. Boost social-emotional learning

The subject matter in picture books can introduce social cues and cultural differences that encourage social-emotional development . Books that model social behaviors help hone social language skills and reinforce positive behavior. 

In the book The Name Jar, a young Korean girl living in America is teased about her name, Unhei. A passage from the book reads, “She was relieved that the kids on the bus had gone to other rooms, but her face still felt red.” Marked by this bullying, she decides to search for a different name. Throughout the story her classmates and family show gentle kindness, support, and encouragement for Unhei until she is ready to introduce herself and her culture, as Unhei, to the rest of her classmates. 

The Name Jar offers a chance for kids to practice empathy for Unhei and observe the outcome of kind, encouraging behavior compared to the negative effects of bullying. 

Picture books also explore difficult subjects like fear, grief, taking risks, building friendships, self-control, and so much more. These books offer outlets for kids to explore challenging subjects in a format that’s approachable to them. 

The illustrations in a book can help kids relate to the characters and setting portrayed. Picture books featuring protagonists of different identities, races, cultures , and abilities allow kids to relate to the texts where they see their own image reflected back. Furthermore, #ownvoices books  written from the perspective of an author who shares a certain identity can provide an experience that’s profoundly relatable to kids’ differing experiences. 

For example, Grace for President , allows young girls of color see themselves as future leaders in positions of power. 

Grace for President written by Kelly DiPuccio and illustrated by LeUyen Phan

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100+ Best Picture Books

Whether you’re a parent, teacher, librarian, or grandparent, you want to find the best children’s picture books to read aloud and share with the children in your life. Over the last two decades, I’ve read tens of thousands of picture books and carefully curated book lists and book reviews of children’s picture book fiction and nonfiction for kids. I’ll share the BEST picture book recommendations in book lists on almost every topic and theme. Plus, you’ll also find the best children’s books to read aloud to different ages of readers.

My own passion for books for kids began early with weekly trips to the library and a home without a television. (Nothing else to do but read!) As a former elementary teacher, former literacy trainer, and parent of two, my passion for books grew every year. I read to share the best books with my students. I read to find good books to use in the classroom as mentor texts. And I read because I loved the stories, wordplay, and richness of the artwork. Honestly, I am devoted to children’s literature, reading thousands of books every year, from picture books to YA.

Here’s an example of one month of picture books that I review in on month from over a hundred read that month! (And isn’t my READ shirt the best!?)

What makes a great picture book?

The best picture books are spacious enough to allow the illustrations to narrate the story as well as the prose , which is the text of a non-poetry book. These beautiful books aren’t too text-heavy but balance perfectly with their text-to-picture ratio.

Young children love books about themes that resonate with their lives, such as friendship, family, growing up, identity, and more. Other young child-friendly themes in picture books that illuminate the world for readers include belonging, courage, kindness, feelings, accepting differences, problem solving, using your imagination, and grief. Look for books that explore new concepts like counting or colors!

Stories about these themes have many different storylines or plots, ranging from books with meaningful lessons to silly stories or informational topics. Read children’s book stories about different topics such as losing a tooth, getting a new sibling, finding something lost, learning about animals, or wanting a pet.

Young readers naturally love funny stories. Kids love to laugh, so hilarious, silly stories will always be on any list of favorites.

Of course, good picture books for kids also include memorable characters. Lovable characters are those beloved, quirky, and funny heroes that stay with you until you’re an adult. Who are your favorite timeless characters from your childhood reading? Maybe Lily of Lily’s Purple Plastic Purse or Elephant and Piggie or Lola.

Also, you’ll know your child’s favorite children’s books because they will love them and beg for repeated readings. Every child will prefer some picture books over others. That’s okay. They’re forming their opinions and growing into themselves. Both my kids preferred different stories and authors. Not a problem! There are so many good books; there is something for everyone.

What are the best read aloud picture books?

Children of all ages, not just young children, benefit from reading picture books with an adult or by themselves.

You don’t have to buy the best sellers. Just try a variety of different books about different topics. Funny books are my favorite to read aloud — my kids love to laugh. I bet your readers will love funny book s, too.

For young readers, it is essential to share a variety of kids’ stories, including wordless and prose books, fiction and nonfiction , classics and contemporary, about lots of different topics. This exposes them to the best children’s books that teach them about the world and introduces them to critical literary concepts like story structure, characters, predictions, and finding information.

Reading picture books builds a love of reading. It gives parents and children special time together sharing stories. Yes, I will suggest the best picture books of all time, but I also believe that ANY picture book you read with a child is best. Because it’s reading and it’s time together.

Remember that any time you can spend reading aloud to your child counts and builds important skills! When I read her stories, my oldest wiggled off my lap and ran laps around me. Instead of making her sit still, I started reading to her while she was eating. That worked much better for her. No, it wasn’t snuggle time, but it still was enriching and important.

Why read children’s stories?

As I mentioned, reading books out loud to children builds their literacy skills, including learning new vocabulary words and a child’s understanding of story elements.

Encourage your growing reader to read picture books by themselves . When children are alone with a book, they can pretend “read” the pictures and narrate the story using the pictures and parts that they might have memorized. This is a wonderful way to reinforce concepts like plot, beginning, middle, and end, characters, the importance of illustrations, and oral language. As children tell their own stories, notice their word play !

Don’t forget to include nonfiction titles in your reading selection, also. This helps readers learn new things and introduces informational reading for meaning.

Best Picture Books for Young Readers

Ages 0 to 4.

The Best Books for Babies

Best Toddler Books

Best Books for 3 Year Olds

Best Preschool Books for 4 Year Olds

Best Kindergarten Books for 5 Year Olds

Ada Twist Scientist Books

Counting & Numbers

Baba Yaga Stories

Metafiction Books That Break the Fourth Wall

Book Character Costumes

AAPI (Asian American Pacific Islander) Heritage

Berenstain Bears Books

Cooperation

Diwali Books

Grandparents

Fairy Tales for Kids

Eric Carle Books

Fairy Tales

Jan Brett Holiday Books

Interactive

Little Red Riding Hood Retellings

Graduation Books

Movies Based on Books

Mythical Creatures in Books

Nursery Rhymes

Potty Training

Positive Character Traits

Water Cycle

Winter Books

Best Picture Books for Elementary Ages

Ages 5 – 8 (kindergarten, 1st grade, 2nd grade, 3rd grade).

Addition & Subtraction

Aging, Memory Loss

Anxiety and Worry

AAPI Asian American & Pacific Islander Heritage

Back to School

Black Main Characters

Books with Movie Adaptations

Black History Month Biographies

Being Yourself / Identity

Cause and Effect

Death & Grief

Fear & Courage

Fractured Fairy Tales

Greek Mythology

Growth Mindset

Immigration

Jewish High Holidays

Lunar New Year

Mindfulness

Indigenous Families & Native Cultures

Ocean Animals

Pirate Books

Physical Differences (Disabilities)

Ramadan & Eid

Soccer (Football)

Thanksgiving

Three Little Pigs

Writing a Story

Words and Wordplay

Women’s History

Best Picture Books of the Year

CLICK HERE FOR NEW PICTURE BOOK POSTS

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Picture Book Scavenger Hunt

Anastasia Suen

Author & Developmental Editor

Intensive Picture Book Workshop

10-week Workshop

Q. Why does a workshop with SIX 30-minute meetings on Zoom last TEN weeks? A. Busy schedules! If there aren’t any holidays or schedule conflicts, you can complete the modules in six weeks. On the other hand, if you need more time, I’ve added 4 extra weeks just in case.

Q. When can you start? A. You can start a workshop whenever you have time to read, write, and revise your children’s book manuscript .

Q. How long will you have access to the private site? A. You will have access to the private site for a full calendar YEAR after your last Zoom session .

• Are you writing a fiction picture book story?
• Are you writing a picture book biography?
• Are you writing a preschool concept book?
• Are you writing an information book?
• Are you writing poetry or prose?

There are lessons on the private site for EACH type of picture book, including rhyming picture books! Choose the lessons that match your manuscript.

Free write each day to develop the characters, story problems, settings and ideas for your picture book ( panster ), decide what happens in the story ( plotter ), and then write ( panster ) and revise ( plotter ) your picture book manuscript twice.

In this one-to-one workshop , you and I will be working together to develop the story arc of your fiction or nonfiction picture book as you write and revise in poetry or prose.

In our first 30-minute meeting, we will use the questions in this Module 1 assignment as a guide to discuss the goals for your book — and this workshop.

I need to know where you want to go so I can help you reach your goal.

Q. How long will you have access to the private site? A. You will have access to the private site for a full calendar year after your last Zoom session .

After you sign up for our first 30-minute meeting, the calendar app will send you :

• A confirmation email with the Zoom meeting code
• An instructions email with the login to the private workshop site

After you log in to the private Intensive Picture Book Workshop site, you will see 80 lessons to guide you as you work through the SIX “picture book critique” modules. There are 15 more lessons in the 3 BONUS “revision” modules for a total of 95 lessons.

After your first login, I will also send you :

• an “Invitation to collaborate” email from a Google Drive folder (with your name and the date as the folder name). The assignments for all 6 modules will be in this shared folder in the cloud.

Have you ever heard of the British term, skeleton draft ? The Collins English Dictionary defines it as “a basic or minimum draft or outline” . That’s the goal for the first four modules – creating a brief overview of the key moments in your story arc. AFTER the story arc is edited, we’ll talk about the words you’re using in your story in modules 5 and 6.

The day before we meet to talk about module 5, upload your FIRST draft for a “Big Picture” (ideas, organization and voice) critique .

After you revise, the day before we meet to talk about module 6, upload your NEXT draft for a “small details” (word choice, sentence fluency and conventions) critique , also known as a line edit .

For a rhyming picture book, you’ll work on your book in TWO different ways during each of the SIX modules.

• You will be developing the story during each module.
• You will be developing the rhyme during each module.

Q. How will you develop the rhyme? A. To find the rhyme scheme that works best for your story, you will scan a stanza (a poetry paragraph) from 20 DIFFERENT comps in modules 1-4. (Modules 5 and 6 are manuscript critique modules.)

Here’s the (4×5=20) math: Module 1: Scan a stanza from 5 DIFFERENT picture books (#1-5). Module 2: Scan a stanza from 5 DIFFERENT picture books (#6-10). Module 3: Scan a stanza from 5 DIFFERENT picture books (#11-15). Module 4: Scan a stanza from 5 DIFFERENT picture books (#16-20).

We will talk about your scans and your story development ideas in each 30-minute call for modules 1-4.

After scanning 20 DIFFERENT picture books:

• You will know common rhyme schemes that editors are buying now .
• You will know which rhyme scheme you like best.
• You will know how to scan your own book .

FYI: Just because the last word of each line rhymes doesn’t mean your book is ready to send out. The main reason editors say they DON’T want to see rhyme is because the RHYTHM is off — and that makes the book hard *for others* to read aloud.

The Six Traits of Writing:

I use the six traits of writing when I write and when I critique. (I learned the hard way that without my six traits checklist, there are simply too many decisions to make and trying to figure out WHERE to start can lead to NOT starting at all.) So I begin at the beginning of the list and move forward one step at a time.

• Organization
• Word Choice
• Sentence Fluency
• Conventions (grammar, spelling, and punctuation)

The six traits of writing also guide the flow of this workshop.

Intensive Picture Book Workshop Syllabus:

• Module 1 Ideas : Begin reading picture books like yours as you capture your book ideas in ZERO draft by free writing for 25 minutes or more .
• Assignment 1 : Write down your goals for this book and begin writing your ZERO draft .
• Module 2 Ideas : Explore different types of picture books as you continue to free write.
• Assignment 2 : Find 3 NEW picture books to use as comps .
• Module 3 Organization : See how a concept-based story shares a message as you write your FIRST draft.
• Assignment 3 : Identify the theme, the unifying or dominant idea , of your story.
• Module 4 Organization : See how a character-based story builds with emotional changes while you write your FIRST draft.
• Assignment 4 : Select a story arc for your book.
• Module 5 Voice : Choose a voice (first, second, or third person) to use in your FIRST draft .
• Assignment 5 : Select a voice for your book, make a storyboard, and send in the FIRST draft of your picture book manuscript for a BIG Picture (ideas, organization, and voice) edit.
• Module 6 Word Choice, Sentence Fluency, & Conventions : Check your story arc and begin your NEXT draft.
• Assignment 6 : Make a book dummy, revise as needed, and send in your NEXT draft for a line edit.

Workshop meetings take place during my office hours: Wednesday-Saturday between 9:00-11:30am and 1:30-4:00pm (Pacific Time).

You will schedule a 30-minute meeting for each of your SIX assignments using a calendar app. To enroll this TEN week workshop, schedule your first 30-minute Zoom meeting here .

At the end of our first meeting, I will send you the “next meeting” calendar link so you can sign up for the times that work best for you. You can sign up for the same date and time each week for modules 2-6, or you can vary the dates and time according to your schedule.

If something comes up and you need to change your session time, just use the Reschedule button at the bottom of your Zoom confirmation email for that session. The calendar app will send both of us the new time and Zoom link for that module.

Q. Can you take the workshop if your book is already written? A. Yes. If your book is already written, you can take the workshop to check the story arc for your entire book and fine-tune all three acts of your story.

TERMS : By enrolling, you agree to respect the copyright of this workshop and not distribute any materials to others. If you sign up for a workshop and need to cancel *before* you log in to the private workshop site, please be advised that I charge a $20 handling fee for cancellations. After you log in to the private workshop site, fees are NOT REFUNDABLE. If you are unable to meet at the time you selected, please click on the Reschedule button in the reminder email and choose another time. Thanks.

At the end of your session, you’ll have an edited draft of your picture book — and if you can’t write a picture book during your session, then you can’t. As it says at the top of the critique page, my job is to help you see what you already have – in your imagination and on the page. I’m not going to force you to write your book or give you a failing grade if you can’t finish.

“You’re on your own. And you know what you know. And YOU are the one who’ll decide where to go…” — Dr. Seuss

If you’re not sure if your idea can become a picture book, download a copy of this free e-book, Write Your Next Children’s Book Without Writer’s Block and write a ZERO draft first. Then sign up.

I look forward to working with you to develop your picture book!

Still have questions? After you read the Workshop FAQ , email me .

Copyright © 2024 Anastasia Suen All Rights Reserved.

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