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[LY] Please put your name to your post so we know who we are responding to! 

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[LY] Please put your name to your post so we know who we are responding to! 

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Thank you!

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Need to read more than once. Close reading.

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Have ample opportunities to spar ideas and think aloud to process our thoughts, assumptions and understandings with inputs from others

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Need to re-read several times

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safe environment to discuss, share our thoughts.

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sufficient time

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When we reread a text, it is possible for us to discover new ways of understanding and interpreting it.

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Requires some prior knowledge of related vocabulary and general knowledge of historical events (linking text to world)

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Individual readers can understand the same text very differently.

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strong oral reading fluency

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We need to reread the text a couple of times and try to focus on some of the details

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1) Guided / peer discussion of the text to allow exchange of perspectives

2) Re-reading to help with comprehension

3) Breaking down of the text into smaller chunks when required

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Re-reading allows for multiple layers of understanding to be formed and modified as we encounter subsequent information.

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Our prior knowledge and experiences can influence how we interpret a text.

- Kim Walker

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Multiple readings brings about deeper understanding and clarity

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Reading multiple times and looking out for various aspects of what might be the main point of the poem, as well as having some background knowledge

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Having a safe space to express ourselves and bounce ideas off of each other

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Different people would understand the text from different aspects (emotions, language/word choice)

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We gain a broad understanding of what the text is about through the first reading, and a deeper understanding through re-reading and paying closer attention to the details and words used.

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reading stamina
suitable environment
protected time for reading

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Encouraging students to re-read more and deeply. Making their thinking visible.

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Having sufficient time to converse with others to gain perspectives.

- Kim Walker

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A safe environment for them to share their ideas freely. Be respectful to others' views.

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active sharing and time to process discussion points

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Our prior experiences help us make sense of what we read

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Constant reinforcement of the re-reading habit. Teacher modelling via think-alouds to emphasise importance of re-reading.

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Do think-alouds, encourage students to share in groups. Establish conditions for productive discussion: assure them that responses will be valued, not looking for "correct" answers

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Re-reading the text can allow the reader to understand the text better as the reader will pay closer attention to the different language features used.

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Ensure they have a safe space to express themselves, breaking down the text for them, emphasis on re-reading

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Prior knowledge is important to make meaning of any text.

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Prior knowledge is important to make meaning of any text.

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Re-reading of the texts really helped me to gain deeper understanding each time.

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Time, age appropriate text, safe environment

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1. having prior knowledge of the topic helps in reading, understanding the poem and gives it context
2. the cyclical nature of sharing and active listening amongst members helps in refining our understanding of the text

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Multiple readings is important. Each reading allows us to peel away the layers of the text and gives us a richer interpretation of the text. 

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Multiple readings is important. Each reading allows us to peel away the layers of the text and gives us a richer interpretation of the text. 

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Provide students with opportunities for sharing of ideas through group discussions

Providing students with some guidelines/steps to interpret the poem from different perspectives

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Rereading the text helps to understand the text better and to look out for details. Prior knowledge influences our understanding 

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Rereading the text helps to understand the text better and to look out for details. Prior knowledge influences our understanding 

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Different perspectives shape how we make meaning of the text

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Establishing a safe environment and the understanding that there are no right or wrong perspectives as interpretation is subjective.

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Need to read more than 1 time to understand the text. At times, even with more reading, a reader might nt understand the text completely

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Need to read more than 1 time to understand the text. At times, even with more reading, a reader might nt understand the text completely

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There are many different perspectives and opinions from differing life experiences; need to be open-minded to various opinions

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Interacting with others such as through the microlab structure can help us in the understanding of a text by providing alternative view points.

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Opportunioties to share with peers, so as to broaden perspectives & see alternatives.

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Opportunioties to share with peers, so as to broaden perspectives & see alternatives.

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The cycle of reading and talking about the text - we share, we ask and we think. That helps to gain deeper understanding

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Need to read the text several times to understand it. It also helps readers to see the things they might have missed out initially.

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I had to use my prior knowledge to make meaning when I read.

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I had to use my prior knowledge to make meaning when I read.

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We need to re-read the text. Perhaps look for key words that can give us an idea of what it might be about. (Uresh)

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We need to re-read the text. Perhaps look for key words that can give us an idea of what it might be about. (Uresh)

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rigour for reading, oracy skills and texts which are appropriate for their level/needs

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looking at the text from a micro to macro perspective or vice versa

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They must be committed to the task first. They need to know that readers can interpret a text differently.

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Non-threatening environment and given ample and equal opportunity to share

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We need to read a few rounds, draw on prior knowledge, make connections, ask qns

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Perspective-taking skills to understand the writer's intention and the persona used in the text

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There were so many different interpretations though we were all looking at the same text. 

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There were so many different interpretations though we were all looking at the same text. 

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Have a common goal. And also a common language.

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Have a common goal. And also a common language.

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For seasoned readers, it is difficult to go through a reading and not re-read a part of the text immediately to ensure that I understand the text. I had to force myself to move on even though I did not understand what I had just read.

- Kim Walker

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A proper structure would allow the reader to interpret the text from multiple perspectives, creating a new understanding of the text.

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a community of readers help. reader is 'scaled'- text to self/world/community

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a community of readers help. reader is 'scaled'- text to self/world/community

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safe environment with people who are willing to share

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Our meaning-making stems from our experiences

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requires some prior knowledge in order understand the passage better. Rereading helps you to discover more insights and will probably help you to answer questions which you previously had

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requires some prior knowledge in order understand the passage better. Rereading helps you to discover more insights and will probably help you to answer questions which you previously had

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Familiar with the text. If there is no prior knowledge, then the pupils might 'catch no ball'. - Yana

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Familiar with the text. If there is no prior knowledge, then the pupils might 'catch no ball'. - Yana

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The prior knowledge of the reader will affect the impact of the text on him/ her.

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We need responses from people around us to make meaning. Having background knowledge to activate schema is also critical in making connections

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We need responses from people around us to make meaning. Having background knowledge to activate schema is also critical in making connections

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analysing text in smaller groups/pair first, providing some background information to contextualise and allowing pupils some time to gather in a bigger group to share their thoughts

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Time
Stamina to read and re-read
Interest in the text

- Kim Walker

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No one is able to pick out everything on the first reading - reading and re-reading and bouncing off our response to text with others is required for deeper understanding of texts

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Different perspectives can happen within me.

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Different perspectives can happen within me.

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Re-reading helps me to appreciate the poem more. I gain more understanding when I pay closer attention to the structures and language features used. 

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Re-reading helps me to appreciate the poem more. I gain more understanding when I pay closer attention to the structures and language features used. 

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Ensure that students feel safe to share in small groups, where they know there is no right and wrong so that they will not be embarrassed or too shy to share their opinions during group discussions.

Provide students with opportunities to discuss and understand a text together. Re-reading has to be purposeful.

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knowing the purpose of each round of reading would help

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resist the urge to jump in and dominate/overshare my own interpretation. reduce power-distance with students. provide students with questions

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resist the urge to jump in and dominate/overshare my own interpretation. reduce power-distance with students. provide students with questions

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Allow students to have opportunities to discuss more about texts. 

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Allow students to have opportunities to discuss more about texts. 

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Highlighting in different colours allows for a more structured and in depth analysis of the text.

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Chunking the text and using 5W 1H type questioning on each paragraph/ stanza will help.

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Chunking the text and using 5W 1H type questioning on each paragraph/ stanza will help.

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the insightful sharing by each member in the community helps each of us to build on and to gain perspectives

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Perspectives and experiences shared by others shape what one understands of the text

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Time and an understanding of the structure introduced

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Providing ample time and a safe environment. cycle of taking turns to share 

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Providing ample time and a safe environment. cycle of taking turns to share 

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When we reread, we gain more info and might gain different interpretation of text.

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Background knowledge, guided questions that help to deep thinking and understanding of text

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Background knowledge, guided questions that help to deep thinking and understanding of text

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time, space and intrinsic motivation for the book/reading 

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time, space and intrinsic motivation for the book/reading 

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Expose students to rich texts and role model how one deepen their understanding of text through rereading.

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As we read a few times, the meanings get layered and there is clarity. Our prior knowledge also shapes the way we make meaning of the poem.

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Providing students with the opportunities to share during circle time

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We each have different ways of analysing the text and our understanding depends on our experience, and prior knowledge

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We each have different ways of analysing the text and our understanding depends on our experience, and prior knowledge

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Group/peer discussions to gain new perspectives of the text

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A safe space to discuss and question
At least one leader within the group who is able to facilitate otherwise there might be awkward silences
Time

- Kim Walker

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Provide students with enough time to engage/struggle with the text

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It helps to talk aloud. We can gain new insights.

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Break into smaller chunks for in depth reading

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More structured process of getting students to share their ideas. Explore different platforms e.g. SLS to allow for big group discussions.

Role-modeling

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They will need prior knowledge. Perhaps we need to give them some ideas through video clips, pictures, etc. (Uresh)

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They will need prior knowledge. Perhaps we need to give them some ideas through video clips, pictures, etc. (Uresh)

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The text is open to many interpretations

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The text is open to many interpretations

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Naiir Vinod

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Affirmation and motivation