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(FL)Protocol is good for turn-taking so everybody gets the chance to be heard, and everyone has a role to play and be involved. It does require that the pupils have done their work (ie completed their reading) and they have the required literacy skills (reading fluency). The reality is that classes are now heterogenous, and DI is highly encouraged.

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How long would a session typically take? (Amanda)

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As teachers, we have to be careful not to impose our thoughts and interpretations upon the children as we do not want to influence theirthoughts

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As teachers, we have to be careful not to impose our thoughts and interpretations upon the children as we do not want to influence theirthoughts

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As the facilitator of my students' thinking, I have to be mindful of the need to be neutral such that I am not perceived as agreeing or disagreeing with their views. This neutrality will encourage more active participation. Any strategies to share?

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How do we develop all pupils to be able to be more critical readers and express their ideas during discussions?

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I think it is important to provide feedback/evaluate their responses. What standards can we use to evaluate their thinking/reasoning? 

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I think it is important to provide feedback/evaluate their responses. What standards can we use to evaluate their thinking/reasoning? 

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Are reading circles suitable only for HP pupils? 

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Are reading circles suitable only for HP pupils? 

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What if selected students are not keen on the book even after reading it? Will it be more of a top-down assignment aka work rather than student-centred intrinsically motivated book club. (E.g. a clamour for harry potter etc)

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Pupils may not be able to formulate or verbalise their opinions due to the lack of experiences or background. How do I encourage or steer them towards it? (Joanne)

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Students are used to finding the "right answer". I might have to manage students' anxiety and at the same time, challenge and encourage them to go beyond that.

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We need to be aware of the profiles of our students in order to help them to make meaningful connections through the questions posed to them. (Jun Cong)

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[LY]  After what we have gone through so far, do you have any questions or concerns about RC?  

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[LY]  After what we have gone through so far, do you have any questions or concerns about RC?  

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1.  Post EACH question or concern as one post.
2. Make sure you add in your name in brackets so we know whose post it is.

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How can we pitch this to lower progress pupils? Are there talk moves for this?

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(Wei Yan) How do we pick texts that all students will be able to respond to, yet still struggle (ie. be challenged) with?

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The students need to be reminded not to be judgemental as this may deter students from sharing their views in the future and they may end up hopping onto someone elses views or ideas

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The students need to be reminded not to be judgemental as this may deter students from sharing their views in the future and they may end up hopping onto someone elses views or ideas

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What fi their divergent thinking and responses contradicts the values we want to inculcate?

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Do we have to provide sentence starters to encourage reader response from weaker readers?

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Do we have to provide sentence starters to encourage reader response from weaker readers?

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(Uresh) I have pupils who are weak in reading. Some attend SDR lessons. There will be a need for differentiation in RC for these lower progressing learners

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(Uresh) I have pupils who are weak in reading. Some attend SDR lessons. There will be a need for differentiation in RC for these lower progressing learners

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The habits of mind to steady themselves to be challenged is something that the students need to be comfortable with.

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The habits of mind to steady themselves to be challenged is something that the students need to be comfortable with.

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The facilitator will need to keep a very open mind and refrain from making comments that will influence students thinking. Are there guidelines / tips that can help teachers frame their responses or guide the students to further discuss their ideas? (laimun)

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Can this be used for Open-Ended Comprehension teaching due to time constraint?

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Can this be used for Open-Ended Comprehension teaching due to time constraint?

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[Rich]  Shared Book Approach (SBA) vis-a-vis Reader-Response Approach

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[Rich]  Shared Book Approach (SBA) vis-a-vis Reader-Response Approach

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Difference/ synergies between Shared Book Approach (SBA) which is for the mainstream and Reader-Response Approach which is more divergent, open and critical

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As the students' responses are varied and subjective, what are some guidelines for teachers when responding to them?

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Is Reading Circle only for High Ability Pupils - Yana

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Is Reading Circle only for High Ability Pupils - Yana

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When facilitating, I need to be very careful that the questions I ask or the responses I give do not inadvertently change the session into one where the groups end up looking for one right answer/interpretation of the text.