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Meaning-making as a group:

1) Portrays sadness

2) war-torn sentiment

3) question-answer format

4) the effects of war - pre and post war

5) violent imagery

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From our first reading, we read to get the gist of the poem. In the later readings, we pay attention to the details on the poem such as the imagery, specific words that convey emotions/links to Vietnam war (use of prior knowledge).

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1. Contextual knowledge/Background knowledge

2. Knowledge of literary technique (specific use of words to create the imagery e.g. use nature to show the lives of the Vietnamese people)

3. Visualisation of poem (as we read the poem, we are able to visualise it in our mind)

4. Ability to draw connections between the stanzas

5. Understanding of cultural symbols (e.g. moth to symbolize bad luck?/children being referred to as buds)

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Insights about process of reading

1. Adequate time and correct state of mind when reading the poem so can process better

2. With every reading, there is a greater understanding of the topic/theme and gain insights to specific language features/words used

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What I need to do more of for my students

1. Students' readiness to read the text (some students may not have prior knowledge about war for example, then they cannot understand the text, then teachers need to dedicate more time to break down the poem/build up prior knowledge)

2. Dedicated time so that students can process the poem well

3. Teacher modelling - Teacher read aloud/show annotations so students can model after

4. Leveraging on technology to build up prior knowledge (e.g. set up SLS lesson with videos on Vietnam war so students know more about the context of the poem)

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1) Re-reading the poem individually and as a group advanced our learning

2) Exchanging viewpoints helped to develop our understanding

3) The question-answer format jumped out further

4) More questions came into our minds with regards to the poem

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To sustain this kind of reading, students need:

1. Time

2. Interest in the subject

3. Opportunities to discuss

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Meaning-making as a group can be a very affirming and reassuring process.

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Reading can be both an individual and a social activity. As a group, we can bring different insights from different backgrounds that can enhance our understanding of the text as a whole.

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1) Establish specific routines (e.g. group roles, talk moves) so that everyone is clear of the steps of this way of reading

2) A rich text that allows unpacking and for different perspectives

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I have learnt that there are different ways to interpret a text, and there might not be just one right way to do so. All of my group mates had similar ideas about the poem, but approached and dissected it in different ways.

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Each of us understands the poem differently from one another and when moving from the first to the second reading. We notice that reading tends to at first be either driven by meaning making or is impressionistic, with these two threads sometimes getting tangled up. It can be tough to make more meaningful conclusions from the second reading when it is grounded in a first reading that may or may not be fully accurate.

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We all had different interpretations of the text and what it meant. Some of us were questioning what the poem was trying to convey, some thought it was a conversation between foreigner vs locals. We also realised how diving deeper into the poem allowed us to better understand the tone of the poem and allowed us to make connections to ourselves and the world.

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Insightful. After listening to my group members' sharing, I am assured that there are others who have difficulty reading it and also share the same 'uncomfortable' feeling. I am also thankful for my group members for their sharing as I get to understand the poem through different perspectives.

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The first reading allowed us to get a gist of the poem. Subsequently, we looked into the structure of the poem and the words used to help us better understand the meaning behind the poem.

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Re-reading

Re-telling to articulate and form our thoughts

Understanding of the figurative language

Prior knowledge of different things we see around the world

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Sharing our insights in a group allows us to gain different perspectives of the same reading; we bring in our different interpretations based on our individual experiences and build on each other's thoughts and understanding of the text.

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1. Prior knowledge about the subject matter, in this case Vietnam itself and the whole concept of war. This prior knowledge can bring specific ideas into our interpretation

2. The ability to catch that the poem takes a QnA structure. If it was or was not caught in each reading, it affects the interpretation.

3. Prior knowledge of literary devices. Knowing some of the mechanics of these devices can colour our interpretation.

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I realise that when we read the poem several times there can be many other perspectives on the devastating effects of war and the imagery seems to amplify series of questions about the people of Vietnam's traditions and customs, contrasted with the horrors of war, symbolized by "light hearts turned to stone."

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very varied perspectives.

One of our group members even broke down the length of each sentence to make meaning of the impact the author is trying to create.

On the other hand, I read it as a conversation between a foreigner and a local, whatever the foreigner sees in post-war and he questions whether it is the same as in pre-war.

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To read and understand a text, we need to break down its content, understand its meaning by connecting to our prior knowledge, and negotiate for meaning as we analyse the words and phrases through multiple rounds

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It is difficult to read once through without going back to grab onto threads and use that to make sense of the content

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Listening to others' perspectives and how they understood the poem. This deepens the understanding of the text by offering varying perspectives and insights.

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Questioning techniques to effectively help students to analyse the poems

Providing prior knowledge and schema

Students' readiness in analysing the text

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Listening to the individual's perspective enabled me to understand the poem in greater depth and to make connections with the question and answer. I was reassured to know that others too had difficulty understanding the text given that we are from a different culture and environment.

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1. Background knowledge on the context

2. Understanding interview conventions

3. Breaking the poem down to smaller stanzas.

4. Reading the poem a couple of times to aid in understanding the context.

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Re-reading gives new perspectives, new insights and also allows time for pre-knowledge to come into the picture to form connections

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1) Set class norms and expectations for the students.

2) Use effective questioning

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Inoticed that, while everyone has their own approach to understanding a text, we all tend to skim through it during the first reading. On the second reading, we start to identify connections within the content. By the third reading, we are able to link these connections to the overarching themes, deepening our understanding.

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Motivation linked to self-efficacy: being able to understand what is going on

Providing pictures to better paint pictures and support visual learners

Being able to discuss this in a way that encourages participation from everyone

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Open mind

Questioning and scaffolding

Making use of prior knowledge

Discerning readers

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Listening to everyone's perspectives without interruption helps to develop my understanding of the text.

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Re-reading can help one gain new insights and understanding of texts and time needs to be given for connections to be made and considered

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Show that how re-reading can aid them to gain new perspectives and understanding of texts and that it is important to slow down to pay attention to details and make connections

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Time

Safe and conducive environment

Open mind

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By re-reading and sharing our thoughts with one another, we can leverage diverse perspectives and experiences to gain a deeper understanding of the text.