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Age appropriate texts and purposeful scaffolding

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They need to be given sufficient prior knowledge on the topic.

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They need to be given sufficient prior knowledge on the topic.

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I need to be more intentional in designing key questions to facilitate students' discussion.

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I need to be more intentional in designing key questions to facilitate students' discussion.

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Sharing of perspectives will broaden our understanding of a piece of text. It is interesting how different individuals approach the same piece of text differently.

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Sharing of perspectives will broaden our understanding of a piece of text. It is interesting how different individuals approach the same piece of text differently.

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Communicate the value of re-reading to students as it provides new insights

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It was interesting to notice our reading process as it helps us understand students' needs at each stage of reading better

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Having a set of guiding questions that is well thought through would allow our reading to be rich and purposeful.

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Having a set of guiding questions that is well thought through would allow our reading to be rich and purposeful.

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Each time we read a piece of text, our understanding of it evolves. We may focus on different aspects of the text with each reading.

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Each time we read a piece of text, our understanding of it evolves. We may focus on different aspects of the text with each reading.

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Purposeful guiding questions to key aspects of the text

Safe environment to share opinions and ask questions / explore the text together

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With each reading, a new understanding / question may arise with regard to the text

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They need to be given a background to relate better to the poem

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Pay attention to the words, find links

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Learn to make meaning so that we understand the theme and context better

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Safe environment to share our views

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In each reading, we tend to focus on different aspects of the poem.

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Our understanding of a text deepens with multiple readings. Our interpretation may change when we hear the point of view of others. 

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Our understanding of a text deepens with multiple readings. Our interpretation may change when we hear the point of view of others. 

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Re-reading deepen understanding of the text

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Re-reading deepen understanding of the text

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1. Good open-ended questions. 2. Ensure everyone has a voice in sharing their interpretations. 2. Non-judgmental environment. 

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1. Good open-ended questions. 2. Ensure everyone has a voice in sharing their interpretations. 2. Non-judgmental environment. 

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When reading a text, you need to read a few times so that we can better appreciate and internalise the meaning of the text.

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Meaningful reading occurs when we do not rush through the process but mull over what has been written and discuss our thoughts with others. 

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Meaningful reading occurs when we do not rush through the process but mull over what has been written and discuss our thoughts with others. 

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We don't really get much the first time we read a text. A lot of assumptions are made.

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Re-reading the text allows us to be more critical and deepen understanding of text but may bring about more questions than answers at times.

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Our interpretation is coloured by our prior knowledge, bias, experiences, as well as the time and patience we have to understand the text.

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a txt requires a few reading to fully understand the meaning and nuances.

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(1) reading before and after certain phrases to make sense of the text.(2) taking note of phrases, which may be key to understanding the text.

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(1) reading before and after certain phrases to make sense of the text.(2) taking note of phrases, which may be key to understanding the text.

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We require multiple reading to have deep understanding of texts.

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We require multiple reading to have deep understanding of texts.

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discussions and understanding of other peoples perspective deepens the understanding

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Through the discussion, I was able to get new perspectives of how people interpret the poem based on their personal experiences.

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Through the discussion, I was able to get new perspectives of how people interpret the poem based on their personal experiences.

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Discussion and possibly the presence of a knowledgeable other could help lead the discussion and better understanding of the text may be possible.

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1. Having prepared guiding questions
2. Having open colleagues who are willing to share their viewpoints openly
3. Having non-judgmental environment

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Having an open mind. When we question and think more deeply about the text, we will be able to understand the text better.
Background understanding/ general knowledge. With this, we will be able to interpret the author's intention better.

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Non-judgemental environment.
Knowing that everyone's on the same boat.

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A lot of our prior knowledge and own personal judgement/biases come in the first time we read/interpret a text. On the second reading, we try to question our own understanding

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1. Set the routines and structures of Micro-lab Protocol right from the start of the year. 2. Provide meaningful questions students can use the discuss the text with their group members. 

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1. Set the routines and structures of Micro-lab Protocol right from the start of the year. 2. Provide meaningful questions students can use the discuss the text with their group members. 

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Sometimes the interpretation of the poem is based on our personal experiences and prior knowledge of the subject matter.

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Discussions of different view points will help us broaden our views for interpretation.

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Discussions of different view points will help us broaden our views for interpretation.

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Re-reading a text enables you to gain different perspectives each time. They can be enlightening or build up upon existing ones. The interpretation takes on a form shaped by our experiences, culture and exposure to different biases.

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Everyone in the group had a slightly different interpretation of the text and that was due to our own prior knowledge and experiences. As the group shared, we discovered more ways of interpreting the text.

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Reading. understanding and interpreting a text is a fluid process. Ideas are clarified through text connections initially when reading alone, but the social connection when sharing with others who have read the poem, allowed for a slightly fuller understanding of the passage (i.e. tapping onto each other's knowledge, sharing and relating back to own interpretation). That being said, it also gave more questions that were left unanswered

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Through question and riding on each others' ideas we could further enhance our understanding of the text.

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Through question and riding on each others' ideas we could further enhance our understanding of the text.

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We have to read a few times to get the meaning and interpret the text

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Making meaning from reading is a process that may involve a few rounds of reading.

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Enhance prior knowledge/hear about the context from other people

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Reading with someone so that one can discuss about what we have read, get their opinions to deepen the understanding.

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we understand a text better after a few readings. We have questions when we first read the text. After a few readings, the questions are answered at times.

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we understand a text better after a few readings. We have questions when we first read the text. After a few readings, the questions are answered at times.

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Everything in the poem adds to the meaning. Eg: even the number adds meaning to the text.

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That we need to read it multiple times and read it closely.

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Quoting a member from the group, "Reading is a social experience." While reading is a deeply personal exercise, in order to fully appreciate and understand a text, social conversations will provide the bridge to the sense and meaning making processes.

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Quoting a member from the group, "Reading is a social experience." While reading is a deeply personal exercise, in order to fully appreciate and understand a text, social conversations will provide the bridge to the sense and meaning making processes.

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Having meaningful reading and trying to make connections on the people, places and feelings.

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Having meaningful reading and trying to make connections on the people, places and feelings.

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As we share our perspectives with one another, we build on the collective understanding and it widens the scope for discussion and interpretation.

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Having multiple perspectives deepens and broadens one's perspectives which gives a fuller understanding of the text!

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Re-reading the text deepens our understanding and visualisation of the text. It opens up our perspectives and allow us to feel the poem better.

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Re-reading the text deepens our understanding and visualisation of the text. It opens up our perspectives and allow us to feel the poem better.

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Munawarrah: There are many possible interpretations of the poem and everyone 's interpretation is  beautiful and meaningful. Each reader was able to explain their own understanding. That makes learning meaningful.

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Munawarrah: There are many possible interpretations of the poem and everyone 's interpretation is  beautiful and meaningful. Each reader was able to explain their own understanding. That makes learning meaningful.

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Find texts that are at the ZPD level of the students we teach so that it will be at a level that challenges them to learn something new and yet not put them off because it is too difficult. 

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Find texts that are at the ZPD level of the students we teach so that it will be at a level that challenges them to learn something new and yet not put them off because it is too difficult. 

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There are many ways to interpret a text and as we read, we realise that there are layers for us as readers to critically read and analyze.

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A safe environment and one whereby we can build on one another’s responses.

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The understanding of the text deepens after the third reading. Different perspectives occur at different junctures and the provocation of emotions magnifies. Keener eyes for details as understanding deepens. 

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The understanding of the text deepens after the third reading. Different perspectives occur at different junctures and the provocation of emotions magnifies. Keener eyes for details as understanding deepens. 

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Re-reading the text is very useful! Will just need to think about we have to ask ourselves each time we read the text

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The guiding questions and the space given for everyone to speak because of the time factor

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(1) choose age appropriate text - interesting (2) Process is carefully scaffolded - example not to many instructions; give written instructions; (3) small groups to maximise participation 

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(1) choose age appropriate text - interesting (2) Process is carefully scaffolded - example not to many instructions; give written instructions; (3) small groups to maximise participation 

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The more we read a text, the more revelations we could possibly encounter as we revisit the words. I find myself drawing more links between parts of the poem as I go along.

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Encouragement. Plenty of it.
Safe environment to share.

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Multiple readings give rise to many questions to be asked, while giving clarity to meaning making. Good to share the experience of meaning-making as ideas are built on each other's interpretations and eureka moments happen. We see things we didn't see before.

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How can I make this whole process palatable for my students when during reading circles as the texts are really high order.

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How can I make this whole process palatable for my students when during reading circles as the texts are really high order.

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scaffold the process of reading for them, model the way a discussion should go, have some sort of worksheet on hand to record new insights into the reading of the texts

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First, I think I will have to convince them that reading a text once is very superficial and the depth of understanding is shallow. I will probably do something like we have done in the pre-course activity.

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Reading differs for everyone. While it may be the same text, the interpretation of the text may be different for everybody. Being able to discuss with someone will help to gain more insights about the text.

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I think different people can approach the same text differently in that even the general format of the way the text is presented can affect the way we understand or interpret a text. In addition, as we read, we tend to make a lot of connections - text-to-text connections, text-real world connections, text-to-prior experiences etc.

All these affect what I eventually take away from the text.

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Prepare guiding questions, templates and a culture of community sharing

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Process of re-reading allowed for better understanding and when you allow for open interpretation and free flow of meaning, you are not confined to "I must get this right" but an acceptance of the "gray area" -- this is something new which points that reading can be a personal journey

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Reading is an experience that changes even when you come back to read the same text again.

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First read is making sense of the words and phrases meaning and trying to understand.

Second read forces you to look carefully at relationships between the texts and paragraphs

Third read forces you to use your own experiences and knowledge to fit in the missing pieces to make reading more meaningful

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Without prior knowledge, it was a little difficult to fully understand some parts of the writing.

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Without prior knowledge, it was a little difficult to fully understand some parts of the writing.

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Annotations along the way and constant discussions.

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Annotations along the way and constant discussions.

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Role-modelling.

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Text have to be relatable and age appropriate. Students have to be engaged and clear routines have to be set

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1. Set routines.
2. Do ample research on the text
3. Be open to new ideas.
4. Provide meaningful questions and simple to follow instructions

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We read differently and noticed different things/ aspects of the text e.g. "buds" can be interpreted as children or the indication of spring season or the start of something beautiful or even the process of  the passing of time

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We read differently and noticed different things/ aspects of the text e.g. "buds" can be interpreted as children or the indication of spring season or the start of something beautiful or even the process of  the passing of time

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Having structures in place, e.g. forcing us to pause and think about what we just read, giving prompts to deepen thinking allowed for greater analysis of the text than if I had simply just read it without pausing to consider all the questions posed.

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1) A quiet and environment. 2) A day when I'm not tired. 3) A book with characters that I can relate to.

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1) A quiet and environment. 2) A day when I'm not tired. 3) A book with characters that I can relate to.

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Doing multiple readings helps with the grasping of the subject material and helps with ensuring that you understand the text to the best of your ability

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How we interpret a text really depends on the kind of background knowledge that we have about the subject. Our interpretation may also change as we listen to other readers' interpretation - a "social" process.

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Some scaffolding prompts to guide them in making connections and sharing their opinions and interpretations of a given text.

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Reading a few times and annotating in different colours helps to relook at my interpretation of the text and gives me new perspectives everytime I read it again, in a way forcing me to dwell deeper.

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Reading a few times and annotating in different colours helps to relook at my interpretation of the text and gives me new perspectives everytime I read it again, in a way forcing me to dwell deeper.

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Select texts that they can relate to so that they would be able to share their personal experiences.

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Select texts that they can relate to so that they would be able to share their personal experiences.

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a non-judgmental environment, other people's perspectives, having an open mind

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a non-judgmental environment, other people's perspectives, having an open mind

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Framing questions can guide readers what to look out for in terms of a text's textual and language features. Zooming in on the adjectives can lead to talk to voice, pronouns can also shed light on perspective, etc.

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Clear guidelines and how to engage with the text. An interest in the topics/poetry

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prior knwledge is needed to an extent to make meaning of a text

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Difficulty level of the text. Language proficiency of learners. Setting the appropriate context and expectations so that the sharing is beneficial and everyone feels safe sharing.

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Give more room for discussion and also guide them to read multiple times

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1. Provide a structure for students
2. Scaffolding questions for the students to discuss and ponder over

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Sometimes the numerous instructions with colour-coding impairs and impedes the learning and understanding process. Some learners might prefer a more free flow of what needs to be done, less structured.

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Model through thinking aloud to teach them how to question and interpret what they are reading.

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Model through thinking aloud to teach them how to question and interpret what they are reading.

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Each round of reading added new insights and helped to think deeper in
words that stand out to you.

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We understand better with repeated reading of the text. Helps me to focus on different things after the first reading.

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A need to cultivate a specific reading procedure over time; it is deliberate and planned. 

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A need to cultivate a specific reading procedure over time; it is deliberate and planned. 

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Craft specific questions for discussions through the few rounds of sharing. This will enable us to share our thoughts based on the areas of focus.