Englishpre-Primaryreading Aloud High 1

EnglishPre-primaryReading Aloud High 1

Key
For the purpose of this transcript, the following editorial marks have been applied.
(.) / Micro pause, a notable pause but of no significant length
(0.2) / Timed pause, a pause long enough to time
- / segmenting/blending
( ) / The words spoken here were too unclear to transcribe
___ / Raise in volume or emphasis
CAPITALS / Words were read/said loudly or shouted
[ ] / Provides further/contextual information
 / Rise in intonation

[Symbol descriptions adapted from: University of Leicester. (n.d.). What is the Jefferson transcription system? Retrieved July, 2017, from

Summarised by the University of Leicester from:

Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation analysis: Studies from the first generation (pp. 13–31). Amsterdam: John Benjamins.

Hepburn, A., & Bolden, G. B. (2013). Transcription. In J. Sidnell & T. Stivers, T. (Eds), Blackwell handbook of conversation analysis (pp. 57–76). Oxford, UK: Blackwell.]

Teacher 1: Can you just look at the front of the book first, let’s have a careful look. I’m not sure if there’s a picture on the back, nope. What do you think this story’s going to be about? Can you do a prediction for me? (.) Have a little look. (0.4) What do you think it could be about?

Student 1: [Clip is edited. Student pauses (0.15)]A sandpit.

Teacher 1: There is, I think it might be a sandpit,‘cause you can see the border. What else can we see?

Student 1: (.) Cars.

Teacher 1: Mhm. Cars. A sandpit.(0.2) I wonder what that is in the middle?

Student 1: That?

Teacher 1: Mm.

Student 1: It might look like a bridge in a road.

Teacher 1: It could be a bridge in a road. I think it might be. Should we have a look? Should we read it? Alright. So the story’s about Billy and Sam, and Billy wants to play with Sam’s new toy. Would you like to have a little read for me? Alright. Can you read the title?

Student 1: The Best (0.4) Tunnel.

Teacher 1: Beautiful, it is tunnel.

Student 1: Billy saw Sam (.) playing in (.) the sandpit (.) at school. Sam (.) had some new toys, cars. ‘Can I play with your cars too ()?’said Billy.

Teacher 1: Good job [very quitely’].

Student 1: Sam did not (.) look at Billy. Sam made a hill (.) and a road (.) for his cars. Next he made a long tunnel (.) in (.) the hill. Billy jumped into the sandpit, (0.2) then he jumped on top of Sam’s (.)tunnel. ‘Look at me, my tunnel,’ cried Sam. (0.3)‘You have broken it!’‘I’m going to play (.) here now!’ said Billy.‘You go away!’‘No!’ said Sam. ‘I’m going to s-to stay here.’‘You can’t s-stay here,’ said Billy. ‘I’m going to play in th-this sandpit.’ S-Sam looked at Billy. ‘I’m not going away,’ said, he said. ‘You can’t (.) play here with me, but you have to help me (.) make the tunnel again.’ Billy helped Sam make (0.3) the new tunnel. ‘This is the best tunnel,’ said Sam. ‘Now you can play with (.) my red car said Billy,’ said Sam.

[Transcript of student reading from: Croft, D. (2008). The best tunnel (PM Benchmark One). South Melbourne, Vic.: Nelson Cengage Learning.]

Teacher 1: Do you think you can tell me what happened in the story? Can you retell it for me? What happened?

Student 1: Umm (.)

Teacher 1: What did they boys get up to?

Student 1: They were playing with cars.

Teacher 1: Mhm. And then what happened? (.)

Student 1: Ah, Billy jumped on the, umm,(0.6) the tunnel.

Teacher 1: The tunnel. Is that what could you see at the front of the book? Flick over to the front. Can you see the tunnel anywhere there? Yes.

Teacher 1: What do you notice about [teacher points to illustration]?

Student 1: He’s being angry.

Teacher 1: He is. What’s showing you that he’s angry, though? What part of showing that he’s angry?

Student 1: Umm, his face.

Teacher 1: His face. Have a look at his arms. What is he doing?

Student 1: Umm (.)

Teacher 1: With his hands.

Student 1: Holding them down.

Teacher 1: Mm, he is (.). Anything else you’d like to tell me about the story? (.) Did you like the book? You did.

Student 1: And the car’s flipped over.

Teacher 1: The car did flip over, I wonder when that happened?

Student 1: Maybe when he jumped on the tunnel.

Teacher 1: Maybe when he did.

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