Year 2 English Reading Aloud Satisfactory2

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.]

Student 1:Bushfires. A fire that starts (.) in a bush or forest is a bushfire.A bushfire usually (.) begins (.) when dry leaves and small twigs, (0.2) or-small twigs, are set (.) or-light by a spark(.) from a match or a light,(.) light, or lightning, or from lightning. In places where the land is very hot and dry fires spread quickly. Dry (.) un-growth on (.) the forest floor catches fire first.

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

Student 1: [Background noise of teacher coughing.] Jack’s Owl. Jacks Owl. Chapter 1. Jack wa-, (.) Jack was staying with his Aunty (.)Min. She lived at (.) in a big old house (.) with a huge (0.9) he-ged all around, with a he-ged all around it (.).

[Clip is edited]

There was no magic anywhere. Jack felt sad. (0.5) He sat (.) between a (.) tree to rest. A moment later, he saw a nouth, mouse. It was (.) a soft grey mouse and (.) it had (.) bright pink whiskets.

[Transcript of student reading from: Smith, Matthews, P. (2001). Jack's owl (Solo). Lisarow, NSW: Omnibus Books.]

Teacher 1: Can you tell me if, umm, Bushfires, is that a fiction or a non-fiction book?

Student 1: Non-fiction.

Teacher 1: And how do you know it’s a non-fiction book?

Student 1: Because, umm, it tells you some facts and information about bush, bushfires.

Teacher 1: OK. Why do you think the author wrote that bookabout bushfires?

Student 1: Umm, for kids or if anyone wants to know about bushfires [Overlapping speech. Teacher 1: OK.] and what firefighters do.

[Clip is edited]

Teacher 1: Can you tell me what’s happened so far?

Student 1: Umm, what happen is that Jake, Jack went, umm, Jack went to his (.) auntie’s house and, umm, it was a very old house (.) and there was a forest nearby it.And Jack liked to go there and once he heard a sound and I think he thought it was, umm, some small creatures, but it wasn’t. And then the, umm, he went back to his auntie’s house and his aunty said that, umm, once (.) she said, umm, it’s a magic, it’s a magic forest and once (.) she saw a mouse (.) with pink whiskers and then the next day he woke up and he went to the forest (.)and he went deep, deep down into the forest and then, umm, he saw the mouse and then he tried to catch it but he couldn’t catch it and he ran up, straight after it.

Teacher 1: This book here [Overlapping speech. Student 1: Yeh.]is a non-fiction book. What type of book is that one?

Student 1: Fiction.

Teacher 1: How do you know that one’s going, is a fiction book?

Student 1: Because it has characters. It has illustrator. It has a problem, a solution, umm(0.5), and it, (0.2) and it has umm (0.5).

Teacher 1: Can’t remember anything else? [student shakes head] that’s ok. Why do you think the author wrote that book? What’s the author’s purpose?

Student 1: To entertain us.

Teacher 1: Ok. And what does that mean?

Student 1: Umm, to make, to make us something good to read.

Teacher 1: Ok. What audience do you think the authorwrote that for?

Student 1: Kids.

Teacher 1: And why do you think kids?

Student 1: Umm, because it’s a kids’ story.

Teacher 1: Can you tell me, if I put those two books there, what’s different about them?

Student 1: One has a picture, one has photos.[Overlapping speech. Teacher 1: M-hm.] One has characters and one has, umm, people.[Overlapping speech. Teacher 1: M-hm.] And, umm, the drawings look different and it’s a fatter book, and it’s sort of like a skinnier book.

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HPRM: 2017/32571