In this article, the researcher incorporated art as a central venue for response to literature for young bilingual students (1st through 3rdgraders) in an urban school setting in a Latino community. Both art experiences (painting, molding clay, sketching) and discussion on the art in picture books facilitated interesting responses from children recently transitioned into English language classrooms. The children’s oral responses were categorized and special attention was given to the integration of cultural connections, links to family funds of knowledge, and critical discussions inspired by art generated in literature circles.