Jellyfish Story Words

Overview

In this 15-minute shared reading, the teacher reads selected pages from I am Jellyfish by Ruth Paul, pausing to build vocabulary and notice the characters. The student listens, talks, points to evidence in the illustrations or text, and records one character idea.

Learning intentions

• WALT listen to and talk about a story.
• WALT learn and use new vocabulary from the story.
• WALT identify the characters and describe one character.
• WALT record key ideas using a drawing and a few words.

Success criteria

• I can listen carefully and join in with a story discussion.
• I can explain the meaning of a new word using a picture, action or example.
• I can name a character and say something about them.
• I can draw or write one important idea from the story.

Curriculum links

• English — Planning and drafting: building knowledge through reading to and with students, relevant experiences and discussion.
• English — Planning and drafting: developing enough topic knowledge to plan and write.
• English — Planning and drafting: supporting depth of understanding for meaningful writing.
• English — Writing, first three years: using notes to record key ideas during planning.

Lesson structure (15 minutes)

1. 0–2 min · Engage with the cover. Open with the cover and prediction slide and show the book cover. Ask, “What can you see? Who might be speaking?” The student points, names what they notice, and makes one prediction.

2. 2–7 min · Shared reading. Read selected pages aloud from I am Jellyfish, showing the illustrations clearly and pausing briefly to ask, “What is happening?” and “Who is in this part?” Re-read a memorable line or phrase and invite the student to join in with repeated language. The student listens, responds orally, and points to the character or detail discussed.

3. 7–10 min · Explore vocabulary. Use the vocabulary slides to introduce three or four words from the pages read, such as jellyfish, tentacles, ocean and float; replace any word that is not in the selected pages. Explain each word with the illustration, a child-friendly definition and an action. The student repeats each word, matches it to the picture, and uses one word in a spoken sentence.

4. 10–13 min · Notice the characters. Display the character discussion slide and ask, “Who is the main character? What do we know about them?” Model a sentence such as, “The jellyfish is ___ because I can see/read ___.” Complete the character and vocabulary response sheet together, with the student drawing the character and adding one describing word or dictated sentence.

5. 13–15 min · Review and share. Return to the review slide and ask the student to choose a favourite new word and name one character. Invite them to explain the word or character idea using the book or illustration as evidence. Record the student’s response as an oral or written exit response.

Resources

• I am Jellyfish by Ruth Paul
• shared reading vocabulary and character deck
• the character and vocabulary response sheet
• Pencils, crayons or felt-tip pens
• Optional sticky notes for recording interesting words
• Comfortable shared-reading space

Assessment

• Listen for the student’s ability to name a character, recall a story detail and use a new vocabulary word.
• Check the response sheet for a recognisable character drawing and a relevant describing word or dictated sentence.
• Use the final response to identify whether the student can explain meaning and connect an idea to the text or illustration.

Differentiation

• Support understanding with clear illustrations, gestures, repetition, first-language discussion where appropriate, and sentence starters: “The character is ___”; “I can see ”; “ means ___.”
• For dyslexia-friendly access, read aloud rather than requiring independent reading, use a clear uncluttered worksheet, large print, minimal copying and oral dictation or scribing.
• Offer choice in the response: draw, label, orally explain, or dictate a sentence. Allow extra processing time and accept pointing, gesture or home-language responses before recasting in English.
• For an advanced learner, ask them to compare two characters or explain how a character’s actions show a feeling, using “I think ___ because ___.”

Extension

• Revisit the book later and add a second character note or vocabulary drawing to the student’s reading journal.
• Invite the student to create a new sentence using two vocabulary words from the lesson.