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Our prior experiences and understanding affects our reading and interpretation of a text.

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We interpreted it similarly (about war and its effects) and that it had tones underscoring melancholy, regret/pity, helplessness/hopelessness, loss

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Listening to others helps to clarify some questions

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Our interpretations develop further/more in depth with every reading. Prior knowledge helps us to relate the poem to the Vietnam war/WW2 -horrors of war. Thinking of perspectives and the voices behind the poem also helps us question ourselves and our interpretations.

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Reading/ understanding / interpreting a text is a process. For a start, we would need to read, make meaning and make links to prior knowledge to fully understand what the text is about. Moreover, discussion and articulating / bouncing thoughts off peers help in having a more comprehensive / in-depth understanding of the text.

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turn-taking

building on responses

seeking clarifications

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Taking a non-linear, whole-part-whole approach to making sense of the structure would be necessary to see the link between the question and answers.

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We noticed different details about the text to help us in our interpretations - where some of us took note of the structure while others focused on the words.

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I realise that we all have different interpretations and parts we focus on when reading a text the first time. However, as we did further readings of the text, one thing in common is that the text became clearer to us.

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everyone brings their unique perspective to it which can lead to stark differences in interpretation or reveal a shared understanding after discussing our views.

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perspective taking/sharing

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We engage in active reading by making predictions, asking questions, and drawing inferences. A single text can be interpreted in many ways, depending on the reader’s perspective, context, and purpose.

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The 3 readings allowed us to delve deeper into the poem each time, taking in the details we might have missed out earlier; group discussion also lets us share views and corroborate understanding and hear views from others

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prior knowledge / experience

patterns / literary devices

sense make

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Each of us had different ways of reading the texts - some were curious about the numbers / some were deciphering the tone and meaning.

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The poem used figurative language, leaving room for multiple interpretations. Also, personal experiences shape how one may relate to the imagery and emotions conveyed in the poem.

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Turn taking

A safe environment where all inputs are valued

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I think we need to break it down a little more for students, and guide them round by round on what we are expecting them to be able to do. Afterall, they are not adult learners.

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After discussion, I realised that everyone processes the text differently. It was very refreshing to see various perspectives and interpretations of the text. Some are more structured, while others see the bigger picture.

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We built on one another’s interpretations to make more meaning of the poem.

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We look for key themes, words that we have the most background knowledge about and from there, use those ideas as platforms to draw inferences about what we find ambiguous or unfamiliar.

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An individual - group - individual approach

Individual reading to have a first sensing of the text - Group discussion to talk about the text/gain new insights from others - Individual reading again to further deepen understanding or make new/enhanced meaning of the text.

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Turn taking and group discussion

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Repeated reading allows for deeper and broader exploration of the text

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Understanding differing POVs

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We each interpreted the poem differently which could be attributed to our different personal experiences and preferences. There were also some commonalities in our interpretations such as having similar ideas about the theme and tone of the poem.

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Facilitate the reading - do not give them the task of doing all 3 readings at a go. :)

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Asking questions and reflections

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Choice of reading material

To select content which students can relate to.

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allow students to ask questions / seek clarifications

have students make connection, text-to-text, text-to-self, text-to-world

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getting them to work in groups on open-ended questions and providing sufficient /appropriate prompts to guide them

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Taking turns helps!

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Source for rich text types that provide the students the adequate level of challenge

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Firstly, reading it multiple times and annotating it helped - there were questions I had that were answered just from the second and third annotations.

Hearing from others sharing their perspectives also helps me in developing the understanding of the reading where they shared things that I may have missed.

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Previewing the text and using our prior knowledge to help understand it better, annotation, asking questions and discussing with others

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Talking about the poem in smaller groups was helpful, as sharing and hearing others’ ideas confirmed my thoughts and introduced new perspectives.

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Each of us had diverse viewpoints and that provided a more well-rounded interpretation of a text, making it easier to identify themes, hidden meanings and connections that might not be obvious when reading independently.

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Having a text that is “open”

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Expose students to a variety of texts. Allow students more opportunities to discuss in a safe and condusive environment.

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Designated time of 1 minute with no interruptions allow the articulation of thoughts. Creates a safe space to share with no judgement.

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I think we would need to provide them with prompts to help them kickstart their discussions.

We would also need to teach students the skills of how to agree to disagree to further enrich their discussions.

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3 rounds of reading

listening to other's perspective and building on your own perspective

asking questions

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Background needs to be provided for students to enable them to contribute eg: students may or may not know a lot about war

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Reading is a multifaceted process that involves the interplay of two key approaches: top-down and bottom-up processing. We must not only decode and comprehend individual words but also make connections between the text and its broader context, drawing upon their prior knowledge and experiences to construct meaning.

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Sharing our perspectives through turn-taking discussions enhances our reading experience. By hearing diverse viewpoints, we gain new insights and our understanding deepens as we discover aspects of the text that may have gone unnoticed initially.

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To facilitate an engaging and effective reading experience, select age-appropriate texts for my students. During the reading process, I need to guide them to explore various aspects of the texts through a multi-layered approach:

1. 1st Reading - focus on vocab, identifying interesting troubling or challenging sections.

2. 2nd Reading - Students examine the text's message, considering what resonates with them or sparks disagreement.

3. 3rd Reading - Students pose questions, share observations and express their emotions as readers, deepening their understanding and connection with the text.

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Need to have a consistent structure that the students can follow so it becomes habit

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An appropriate text (perhaps texts that are more relatable for the younger ones or ones that are in their interest) + One that is rich enough

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Explicitly teach my students how to have a discussion e.g. the etiquette of a discussion, talk moves, how to politely agree / disagree, turn taking

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Teacher to start this practice in class and make it a routine. (Li-Hwang)

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Source for reading passages that are related to the stellar units to build confidence & give all students the opportunity to share experiences & responses. (Li-Hwang)

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Source for reading passages that are related to the stellar units to build confidence & give all students the opportunity to share experiences & responses. (Li-Hwang)

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They need to be avid readers of literary works.

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select age appropriate materials, ensure safe environment for sharing of perspectives, put in structures to enable students to voice their ideas

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microlab protocol enabled the group to take turns to share - active listening takes place and we are able to build on each other's ideas.

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Reading is a progressive process where understanding deepens with repeated engagement. Initial readings often focus on surface details or emotional impressions, while subsequent readings uncover deeper meanings, connections, and themes.