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We tend to connect the text we read to our experiences, our understanding about the world, other texts that we have read.

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Structure of the poem tends to catch people’s attention

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Structure of the poem tends to catch people’s attention

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What we come to understand and how we read or interpret things written in the poem is affected by our prior experiences, beliefs, values, perspectives and knowledge of certain things. Ultimately, I think meaning-making really depends on the conversations that you have with others and yourself - in the questions you are yourself, and in the things that you focus on during each reading. I think there might not be a singular truth or right interpretation of a text and it is up to us to uncover the multiple truths with the students. (Ashley)

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Having some background knowledge prior to reading the text helps us understand the text better.

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Prior experience / knowledge about the history 

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Prior experience / knowledge about the history 

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My students would need lots of discipline as some of them are not very good at turn-taking. They also need to learn how to respect other classmates' opinions even when these opinions differ from theirs.

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It is important for the reader to have some some context and prior knowledge of the topic.

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The kind of contextual background that we have helps us in interpreting the meaning of the poem.

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Some prior knowledge of the content of the text helps me understand and appreciate it better.

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Some images and videos

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We rely on our prior knowledge or personal experiences to understand/interpret a text.

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Prior knowledge or schema helps me understand the text.

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I need to avoid jumping in to help students out when they find something confusing about a part of the text.

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We uncover different insights at each reading 

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We uncover different insights at each reading 

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Having some background knowledge will make it easier for the reader to understand the text.

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Prior knowledge prior to reading a text will help reader understand the text better.

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Prior knowledge prior to reading a text will help reader understand the text better.

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Different readers have different perspectives

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Reading it more than once helps to clarify questions we may have initially.

Everyone taking turns to share in the group also helps as it will open up new perspectives.

Prior schema will be useful in understanding the text.

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Students need to have some interest level and some prior knowledge about the text.

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We need some sense of what the context of the text/poem is. Having some relevant prior knowledge will provide a good starting point to understanding the text/poem.

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A synopsis or pictures of about what i am reading.. guiding quesions

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Prior knowledge is important in helping us make sense of the text. I also realised that for me, it takes more than just one round of reading to understand the text.

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Different rounds of reading will have different insights.

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Easy to read books on the subject matter to build prior knowledge

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Having prior knowledge of a topic will be helpful when interpreting a text.

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First reading brings along confusion, questions. Nonetheless, it prompts us to think deeper about the context. Further readings brings along more clarity as we delve deeper into the verses (however, it might also lead to more questions as we start to open new cans of worms). All in all, deepening our understanding of the text through the process.

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Find opportunities for students to take turns sharing on what they understood about a text/article

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I like how time is given to explore each question and we have to move on quickly and not spend too much time on one question. With this in place, my students will constantly be kept on task.

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I like how time is given to explore each question and we have to move on quickly and not spend too much time on one question. With this in place, my students will constantly be kept on task.

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They would need some context to appreciate the poem

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Even for advanced readers, they may not have the necessary prior knowledge to contextualise the content. Prior to the text, I could ask some general questions to find out what they already know about the theme/subject.

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Connections and linkage of our preknowledge and understanding of place, people, society, history and actions is needed to better understand a text.

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There are multiple perspectives to the reading.

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Not jumping in to "dictate" answers for students. Instead, allow for open interpretations of the text.

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Different individual experiences cause us to interpret the text differently

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we interpret a text differently because of our individual experience and personality.

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we interpret a text differently because of our individual experience and personality.

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I started having more questions by the end of the third reading.

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Extra reading, videos

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Tune in by showing videos, pictures or sharing life experiences

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Tune in by showing videos, pictures or sharing life experiences

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I realised that we tend to have a superficial understanding of the text during the first reading and also our judgment tends to be clouded initially by our world experiences and subjectivity.

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Reading feels like an iterative process that provides more insight as we delve deeper into the reading.

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Suitable topics that will interest the students - level appropriate

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Reassure and encourage students that it is okay to continue reading the text in this way even if they do not understand it fully at first.

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I see the need to put in place some routines for them to practise it and see the advantages of the routine.

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Multiple readings of the text and sharing of each other perceptions of the text enrich the understanding of the text.

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Scaffolding the process.. giving them guiding questions... providing wait time... structuring turn taking

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Pictures, videos, sequencing

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Our understanding of the text will depend heavily on the context provided and our own personal experiences and values. The first reading would usually result in questions as one starts to digest the text. Through the 2nd and 3rd reading, we connect things within the text our prior knowledge to build a understanding.

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Some level of activities that will catch their interest on the matter.

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Turn-taking and adherence to allocated time per person give everyone an opportunity to build on responses shared and help develop understanding of text.

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Pupils' interest in the subject matter and its relevance to current context

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One reading is never enough to grasp the full meaning of the poem or be able to interpret it. Background knowledge plays a part as it will help us to understand the passage/poem better. 

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One reading is never enough to grasp the full meaning of the poem or be able to interpret it. Background knowledge plays a part as it will help us to understand the passage/poem better. 

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The stamina to plough through text. The intrinsic motivation to take them through the text. Perhaps even a community of like-minded individuals to charge them through.

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The voices of different individual opens up to new perspectives and a deeper understanding of the text.

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The voices of different individual opens up to new perspectives and a deeper understanding of the text.

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More student voice rather than dictating students' answers.

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The meaning changes with each reading.

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Being able to read a text a few times will really help in our thinking and understanding of the text. Hearing from others will also aid in better understanding of the text.

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Condition of having group members who are passionate about deconstructing the text to get at the intended meaning is a prerequisite.

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Turn-taking, common goal, feeling safe and comfortable with sharing personal opinions with members

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Turn-taking, common goal, feeling safe and comfortable with sharing personal opinions with members

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Perhaps suggest to them what to look out for at each reading

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My students would need to be self-driven to learn more about the world on their own. If the students do not have any interest in reading on their own, the first step of gleaming prior knowledge, would already not be there

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Topics that are suitable for their age group.

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Perhaps the environment plays a part as well as a safe place for the students to voice their thoughts.

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Perhaps the environment plays a part as well as a safe place for the students to voice their thoughts.

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I would need to draw parallels to similar situations like war and genocide to provide them with some context about the subject of the poem

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It takes a few readings to fully make sense of the text, and ultimately how one interprets the text is shaped by past experiences, background knowledge and personal perspectives. 

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It takes a few readings to fully make sense of the text, and ultimately how one interprets the text is shaped by past experiences, background knowledge and personal perspectives. 

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- Broad prior knowledge about the subject topic.
- Sharing of ideas helps us to see things from different perspectives and build one each other.

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Possibly drawing a parallel or something that we can easily connect with as a reader.

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Possibly drawing a parallel or something that we can easily connect with as a reader.

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Encourage pupils and not pressurize them. Provide context.

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Encourage pupils and not pressurize them. Provide context.

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Providing some pre-knowledge/scaffolding to help

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Prior knowledge/ background information, videos, images, a history lesson on the topic

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I realised that during the first reading, we would only be picking out certain keywords to shape what we think we are reading. Following that, we would interpret the text based on our prior knowledge.

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We used our PK to help us interpret and draw meaning from what we have read and connect to other elements in the text that seem familiar to us.

If there are parts that we are unsure about, we discussed our questions to help us understand better.

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some prior knowledge or tuning-in activity that will make them want to find out more

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perhaps a set of routines and guidelines as well as some rules to facilitate the discussion. 

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perhaps a set of routines and guidelines as well as some rules to facilitate the discussion. 

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Circumstances such as interest in the topic and readiness to complete the reading will affect interpretation of the reading.

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Circumstances such as interest in the topic and readiness to complete the reading will affect interpretation of the reading.

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Multiple readings and reflection allows me to make better links and understand the text better.

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It is never a once off reading that gets you the intended meaning. Rereadings, discussions and possibly thinking about the conditions during an era are essential in getting to the heart of a text.

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Prior knowledge and having opportunities to share ideas/ interpretations with one another

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Prior knowledge and having opportunities to share ideas/ interpretations with one another

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different readers different perspectives, continuous sharing and learning

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different readers different perspectives, continuous sharing and learning

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I must give my students the opportunity for the voices to be heard (i.e. sharing their ideas in a group). Students must also be given the assurance that there aren't any right or wrong answers and to keep an open mind.

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The more I read and discuss the poem with the others, the scope of understanding deepens

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The more I read and discuss the poem with the others, the scope of understanding deepens

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We tend to connect to real life situations and create deeper meaning into the text that is given.

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We tend to connect to real life situations and create deeper meaning into the text that is given.

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Opportunities for students to interact with each other to co-create meaning and build on their existing knowledge

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There is a tendency to focus on different words/parts of the poem with each reading.

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Prior knowledge, background story. Understanding the vocabulary.

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I'm wondering which approach is better - to give more context or to just let them tackle the poem head-on first. With most books/texts I have done, context is everything beforehand. But now I'm questioning the potentials that that may inhibit if through the context-building too much is already given away. Is there just a right amount of context to build?

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Be open and curious about students' varied responses

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Be open and curious about students' varied responses

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Not jump in to rephrase/explain students' responses. Instead, ask others if they could elaborate/build on what has been shared. Don't impose my views/thoughts on them but leave them to negotiate their own understanding of the text.

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Start small with excepts from different texts of a same theme so as to build on the students knowledge and confidence before jumping into whole texts or books.

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I need to build a safe space for them to share and build on each others' opinions. I also should allow inquiry to naturally occur through discussions.

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To give 'air time' to students so that they are able to achieve better clarity of what they are reading by thinking aloud. 

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To give 'air time' to students so that they are able to achieve better clarity of what they are reading by thinking aloud. 

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Interest in the topic, the right condition such as time given to complete discussion

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Interest in the topic, the right condition such as time given to complete discussion

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Allow them to share their interpretations. Assuring them that there is no right or wrong interpretations.

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We tried to connect what we read to our prior experience.

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We tried to connect what we read to our prior experience.

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Expose them to different types of poems and scaffold their thinking by giving them guiding questions.

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Proper routines and structure.

Interesting topics/books pitched to their level.