After reading the book, discuss how the little boy changes throughout the story. Also discuss how the setting changes throughout the story, from the boy’s home, to the train, to the North Pole, back on the train and then back home.

Discuss the boy’s problem (not being able to hear the bell and then losing it) and how he solved his problem (heard the ringing of the bell when he found it under the tree on Christmas morning).

At the end, identify the theme or the underlying message of the story (to believe).

When reading the text, stop on page 7 to monitor comprehension. Looking at the picture, ask why are there no more lights to be seen? On page 9, ask why the author compares the Polar Express to a roller coaster? On page 24, what caused the ball to lose the bell? On page 27, why can’t the boy’s parents hear the bell?

While reading page 6, stop at the word nougat. Read the word in the sentence and try to figure out what it means. Explain to the class that using a dictionary will help find out what the word means. Then look up the word in the thesaurus to find out what other words the author could have used instead. Use other examples of words as the book is read (such as barren on page 11, and harness on page 17).

Starting with the word breathed on page 1, identify the suffix “ed”. Make a list of words that are used throughout the story that also have –ed, (looked, pulled, filled, flickered, raced, roamed, climbed, turned, asked, slowed, moved, marched, wanted, helped, reached and cupped). Use this to teach students that “ed” after a word makes it past tense.