I think that the more "elaborative" sequences in my transcript may be those
that are initiated by a "comment" rather than a question -- I have not
really had any good categories for those sequences, they tend to be a bit
"messy".
Looking quickly at the questioning sequences: Of my 17 questions there are
7 "straight" IRE sequences (after which I for example continue reading).
like:
E: What's her name?
J: Sylvia.
E: Yes, the doll's name is Sylvia.
The E is mostly of the affirmative/ /"shaping repeat kind" -- sometimes
bordering on elaboration like below, where I put into words what my son
gestures:
E: What are they all doing here, building on the beach? ...
There's Red-beak...
J: And he's doing like thiiisss...
E: He's taken a long... stick.
In four sequences there is rather an IRIRE pattern. In one of these
sequences my daughter chimes in and confirms my E of my son's second R.
(She's learning some parenting, too...) In two IRE sequences and one of the
IRIRE (all involving looking for story characters in pictures) I continue
by pointing out another character (opening a free-for-all)
In one of the IRIR sequences my son gives an answer finding sevaeral
characters and then turning the question back on me, evaluating my response
by affirmative repeat (as "by the book")... and then there is some problem
solving going on -- how should that be classified:
E: And who's that, walking there?
J: Flora.
E: And do we find someone else?
J: I find Kaspar. And the tractor. Then I find Tedor. The russian dolls=
.
What more do we have?
E: There's somebody who's almost hidden.
J: Who is that?
E: Redbeak.
J: Yes, Redbeak.
E: But I never found the dancing-couples on this picture
although it says they also go to town.
J: =8A Ye but, wat if it says, though they are...
there doesn't have to be pictures
E: Maybe... they are behind some house now...
J: Yes, maybe they are.
3 of the 6 questions "in the text" also form straight IRE:s. In a fourth
one both children chime in, affirming my elaborative E. In the last two
sequences the "question in the text" triggers off an "orgy of description"
of what happens in the picture, all of us pointing and exclaiming.
Well, I have to stop here... I wonder about the "liking" and "wanting",
however -- have a feeling I didn't focus much on that. Although connecting
to our own experiences is certainly an important part of the "commenting"
sections -- throwing worn out toys away, being seasick....
Eva
wouldn't be doing this if it wasn't fun
and educational