NOV JUL Aug 18 2012 2014 2015 4 captures 13 Nov 09 - 18 Jul 14

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Vocabulary

Story

Bíi medi omá i háawith wa.

Bíi di omá wa, “Bíide hal onida, i tháa déela wo. Thal ro; wam shum. Melalom babí, i áya lom. Tháa hesh. Meliyen dala, i mehaba mewolaya womahina. Amedara i oób rul, id ada wolawida woberídan. Duyod wodo wohomid edeth, izh óoha wobalin wohothulid.”  ¶

Bíi mime háawith wa, “Báa shub le bebáath?”

Bíi di omá wa, “Bíide duden ne hothulideth wo. Medórahu behid i ne urahuth.” Id mehada háawith i omá.  ¶

Morpheme-by-Morpheme Analysis

Free Translation

The teacher and a child are speaking.

The teacher says, “A family works, and the garden thrives. The weather is good; the air is calm. Birds are singing, and the song is beautiful. The grass is thriving. The plants are green, and the red flowers are fragrant. A cat dances and jumps, and then the pregnant aunt laughs. The strong horse tries to eat the grain, but the old grandfather is tired.”

The child asks, “What am I doing?”

The teacher says, “You’re trying to help the grandfather. He and you close the gate.” And then the child and the teacher laugh.

Comments

Did you notice the Evidence Words that were used? The person telling us about the teacher and the child is presenting it as her own experience (ending her sentences with “wa”); the teacher, in that account (it’s not presented as a story), is presenting her story as something made-up to amuse the child (ending her sentences with “wo”).

Author’s note about the third paragraph: I lacked certain grammatical and vocabulary features to make it clear that the child had become “caught up” in the story and is inquiring as to her place in it. The teacher then creates a role in the story for her.