Fifth grade reading scores in one school are significantly lower when compared with those in other districts in the state. An analysis of the fifth grade reading Colorado Student Assessment Program (CSAP) scores revealed that 60% of the exam is composed of nonfiction text and that 38% of the test comprises open-response question and critical thinking questions. This project study sought to identify which graphic organizers and higher order thinking skills would aid in student test scores in a district impacted by poverty and a high level of second language learners. The foundation of this project study is predicated on cognitive theory, constructivism, and the use of graphic organizers. The method used in this project study was a 3-round Delphi method, a qualitative approach to understanding which graphic organizers best enhance critical thinking skills during nonfiction reading. Three rounds of surveys were administered to an expert panel of educators. The data analysis strategy used was a Likert type scale to achieve consensus among the participants regarding the most effective graphic organizers. The results of the study revealed consensus on 12 graphic organizers deemed most effective for direct instruction of higher order thinking skills. The data, gathered from participating teachers' responses regarding their use of graphic organizers, were used to create a teacher's resource guide showing how to integrate metacognitive strategies into graphic organizers for comprehension of informational text. This resource guide can promote social change by enhancing students' critical thinking skills and academic achievement, leading to improved motivation and a greater likelihood of becoming lifelong learners.