Comprehension Questions “The Polar Express” Created by Jessie Moreau, M.Ed., NBCT Gwinnett County Public Schools Folder Game Idea by LaWanda M. Dalton Hart County Schools ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Directions: Print the visuals on slide 7 and place the visuals (laminated and with velcro as needed) on the printed version of the book. Glue the activity pages (slides 4, 5 and 6) onto a large legal size folder. Laminate the activity pages and add velcro to the answer boxes. Students will locate answers within the print version of the adapted book and take the correct answer directly from the book page and place it in the answer box on the activity page. The questions can also be cut apart so that one question at a time can be asked and to reduce memorization by location. Remember to incorporate voice output devices into the activities so that students can ask questions, answer questions and make comments during the activity. Add tactile support as needed. The work materials can be enlarged to make this activity poster size. Note: Each question should require the students to cite evidence from the text. Some questions may require the student to make an inference and provide evidence from the text to support that inference. ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Front of folder You may also want to cut the question strips apart, laminate, then velcro them into the folder so the questions are not presented in the same order each time. Inside of folder see the velcro dots

What was the speed of the train on the mountain? What did the children on the train drink? What did Hero Boy see when he looked out his window? Who said, “All aboard!” as he opened the train door? Where did the wolves and white-tailed rabbits live? Refer to the text of the story, “The Polar Express” to support what the text said explicitly and/or to make inferences from the text.

Where did Santa get what Hero Boy wanted for Christmas? How many elves gathered together? Where was the Polar Express going? Refer to the text of the story, “The Polar Express” to support what the text said explicitly and/or to make inferences from the text. What did Hero Boy answer when Santa asked him, “What do you want for Christmas?” What was the first gift of Christmas?

Who is Mr. C, who signed the note for Hero Boy? Hero Boy felt sad when he lost his silver bell. How else did he feel? Where did Hero Boy put his silver bell? Refer to the text of the story, “The Polar Express” to support what the text said explicitly and/or to make inferences from the text. When can people hear the silver bell ring? Where did Hero Boy find the lost silver bell?

Print, cut, laminate and velcro visuals onto appropriate pages of the book so that students “refer to the text” to answer the questions by taking them off the page and answering the comprehension questions. Polar Express train Conductor hot chocolate fast like roller coaster in the dark forest to the North Pole hundreds silver bell off reindeer’s harness North Pole silver sleigh bell into his robe pocket upset inside a special box Santa C laus When they believe!