Character/Setting/Plot Comprehension Materials for

“The Polar Express”

Revised materials created by Jessie Moreau, Gwinnett County Schools; original blank template version created by Barbara Monday, Floyd County

Schools

Directions: Print each slide (on cardstock if possible for increased durability) then cut out each picture and laminate each. -Add a small piece of rough Velcro® to the backs of each picture to use to

complete the character/setting/plot graphic organizers or to use with felt/velcro boards.

-Use materials to assess students’ comprehension via types of activities listed above

To cite evidence of what the text says explicitly -- Use these pictures with the story “How to Eat Fried Worms”, either the adapted PowerPoint version or the original version of the story, for instruction and assessment of students’ abilities to:

- answer comprehension questions about the story- retell the story - provide character/setting/plot information - sequence events in the story

Common Core GPSSee specific standards listed for each set of

comprehension materials on the following slides:

Character/Setting/Plot Template Directions. Use this Character/Setting/Plot template to help work on comprehension skills of grade level literature and adapted stories with your students. You can use these pages for sorting, matching, and answering questions regarding the selected story.

Copy and paste the appropriate Characters, Setting, and Plot pictures/symbols from your adapted story CDs, the internet, or scanned pictures from the books themselves,

Print the Character/Setting/Plot pages and these picture/word cards on cardstock. Cut out the pictures then laminate, if possible. Use the soft side of sticky-back Velcro™ on the pages and rough Velcro™ on the backs of the pictures. (Aileen’s Tack It Over and Over™ can be utilized on the backs of laminated pictures as an alternate adhesive.)

Bind the pages with a plastic binder to hold the pages together.

*Teaching and assessment tips: Use the cards and pages to teach the story’s Characters, Setting and Plot. Choose the black bordered symbols or the color-coded symbols based upon student needs.

You can then use the same activity to assess student comprehension of the story. Print out the pages and pictures for students to cut and paste as their final assessment. This student work then becomes documentation which can be submitted as a student work sample.

Concept created by Barbara Monday, SLP; Floyd County SchoolsTemplate directions by Jessie Moreau, Gwinnett County Public Schools

Comprehension Slides 4-6 (only)

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.

CharactersWhat characters (people, animalsor things) provide action in the story?

MMcTek/2007 & JMoreau/2012

Name __________________________________ Date ________________

Refer to the text to show comprehension of the characters from the story.

SettingsWhere does the story or events

from the story take place?

MMcTek/2007 & JMoreau/2012

Name __________________________________ Date ________________

Refer to the text to show comprehension of the settings from the story.

Events What events happen

in the story?

MMcTek/2007 & JMoreau/2012

Name __________________________________ Date ________________

Refer to the text to show comprehension of the events from the story.

ELACC.4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Comprehension Slides 8 & 9 (only)

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.

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Comprehension Slides 11 & 12 (only)

ELACC.5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

ELACC.4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

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.

Nam

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_____________________

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Character pictures - color-coded set

Conductor Hero Boy

Santa Elves

reindeerPolar Express

Character pictures - color-coded set

wolves and

rabbits

Sister and Hero Boy

sister

children

Santa and Hero Boy

Setting pictures - color-coded set

high mountains North Pole

big city inside the train

dark forest Santa’s sleigh

North Pole

Setting pictures - color-coded set

living room Special box

bedroom

Plot pictures - color-coded set

looked through the window

Said, “All aboard!”

traveled where animals lived

“There is the North Pole.”

drank hot chocolate

went fast over peaks and valleys

Plot pictures - color-coded set

gathered together “What do you want for Christmas?”

“This is the first gift of Christmas!”

jumped into his sleigh

put bell into pocket Sad to lose his bell

Plot pictures/1 character picture - color-coded set

waved goodbye

bell still rings for me

inside was the silver bell

Shouted, “Merry Christmas!”