Interactive Whiteboard Activities, Book Resources

Charlotte’s Web: A Flashlight Readers Activity

With engaging graphics and activities, this interactive hub gives fans of the classic book Charlotte’s Web more of their favorite read.

  • Grades: 3–5

The “Explore Charlotte’s Web” interactive hub, part of the Flashlight Readers literary experience, gives fans of the classic book more of the story and characters they love.

Students can:

  • Celebrate Charlotte’s love of words with the Pick-the-Perfect-Word activity, which challenges their vocabulary and word analysis skills. 
  • Use the Flash Board to connect with other Flashlight readers.
  • Make their very own comic strip where they decide what happens to Wilbur and his friends!
  • Browse a slideshow of images from the movie, Charlotte’s Web.
  • Meet the Producer of Charlotte’s Web, who offers an inside look at the making of the movie.
  • Browse (and read) a slideshow of spiders, from the tarantula to the brown recluse.
  • Gather their friends to act out Charlotte’s Web: A Play.
  • Meet the Author, E.B. White, by reading this brief bio of him.
  • Check out More Best Books, including E.B. White’s other children’s books, plus great books about farm life


Learning Objectives

While participating in “Flashlight Readers,” students will:

  • Offer observations, make connections, react, speculate, interpret, and raise questions in response to text
  • Identify and discuss book themes, characters, plots, and settings
  • Connect their experiences with those of the author and/or with characters from the books
  • Support predictions, interpretations, conclusions, etc. with examples from text
  • Practice key reading skills and strategies (cause-and-effect, problem/solution, compare-and-contrast, summarizing, etc.)
  • Monitor their own comprehension


Benchmarks for Charlotte's Web Flashlight Readers Lesson Plans

Language Arts Standards (4th Ed.)

Lesson 1: Comic Strip Creations Lesson Plan

  • Uses prewriting strategies to plan written work (e.g., uses graphic organizers; brainstorms ideas; organizes information according to type and purpose of writing)
  • Uses strategies to draft and revise written work (e.g., elaborates on a central idea; writes with attention to audience, word choice, sentence variation)
  • Uses strategies to edit and publish written work (e.g., edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; selects presentation format according to purpose; incorporates photos and illustrations; uses technology to compose and publish work)
  • Evaluates own and others' writing (e.g., determines the best features of a piece of writing, determines how own writing achieves its purposes, asks for feedback, responds to classmates' writing)
  • Writes in response to literature (e.g., summarizes main ideas and significant details; relates own ideas to supporting details; advances judgments; supports judgments with references to the text, other works, other authors, non-print media, and personal knowledge)

Lesson 2:  What's the Word? Lesson Plan

  • Uses word reference materials (e.g., glossary, dictionary, thesaurus) to determine the meaning, pronunciation, and derivations of unknown words
  • Understands level-appropriate reading vocabulary (e.g., synonyms, antonyms, homophones, multi-meaning words)

 Lesson 3: Compose a Collaborative Play Lesson Plan

  • Uses prewriting strategies to plan written work (e.g., uses graphic organizers; brainstorms ideas; organizes information according to type and purpose of writing)
  • Uses strategies to draft and revise written work (e.g., elaborates on a central idea; writes with attention to audience, word choice, sentence variation; produces multiple drafts)
  • Uses strategies to edit and publish written work (e.g., edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; uses reference materials; considers page format; selects presentation format according to purpose; uses technology to compose and publish work)
  • Evaluates own and others' writing (e.g., determines the best features of a piece of writing, determines how own writing achieves its purposes, asks for feedback, responds to classmates' writing)
  • Uses strategies to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas)
  • Works cooperatively within a group to complete tasks, achieve goals, and solve problems
  • Provides feedback in a constructive manner and recognizes the importance of seeking and receiving constructive feedback in a non-defensive manner

  • Subjects:
    Reading Comprehension
  • Skills:
    Reading Comprehension, Cause and Effect, Compare and Contrast, Summarizing
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Supporting Resources

Flashlight Readers Teacher's Guide

A guide to the online club that...

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