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Based on:

prior knowledge

word choice

format of question-answer and numbering

rereading (gain more insights, explore and discover)

analysing the text/meaning

annotating of texts

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Our reading/understanding of the text is shaped by our prior experiences or exposure to the topic.

With each reading, we generate more questions in our head - increasingly more interaction with the text as we read

Group discussion allows us to gain more insights about the text

(Relevance of ideas in the text) Comparisons was made between WWII and Vietnam war - what connections can we make?

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We realise that prior knowledge is important in understanding what we read because it provides context. When we first read, we tend to read at a literal level, and it's only through rereading that we go deeper in meaning making, ask more questions and have more revelations.

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Everyone carries their cultural capital and subconsciously uses it in the meaning-making process.

As language learners, we gravitate towards some words that evoke strong imagery.

The fragmented ideas in the initial reading can cause confusion and even frustration sometimes, but the struggle is a learning process that cannot be rushed.

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1. Allocation of roles for each member made the discussion efficient, orderly and focused

2. Clear guiding prompts for each round of discussion helped to keep the discussion targeted

3. Building on each other's ideas and perspectives through turn-taking

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1. Activate schema

2. Visualisation , Imagery

3. Text & Lang features (Q & A styles, metaphors, word choice)

4. Analysis - word and phrase level, comparisons

5. Mood, Tone

6. Why the writer made certain word choices?

7. Awareness of PAC

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Critical and close reading is key in making sense of the text. This involves reading the text several time to gain deeper insights.

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It can be quite tiring and draining at times if one is tasked to read a text multiple times. How do we prevent readers' fatigue?

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Protocol for allowing the building on of ideas

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Protocol for allowing the building on of ideas

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Clearly defined roles

Clear instructions

Forthcoming sharing

Adding on each other ideas to unpack meaning and sense-make the poem

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Incorporate activities that foster critical thinking and encourage students to engage with the text beyond its surface meaning.

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Students need to develop patience, attention to detail, and a willingness to revisit and reconsider their initial interpretations.

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We recognise the importance of group norms (e.g. active listening) and a non-judgmental culture upon hearing views that are different from ours. It also helps to discuss because along the way, we realise that different people bring different perspectives to the table, and where there is collective wisdom, there is deeper revelation.

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Adequate talk time for the individual/collective

Clear allocation of discussion roles and norms

Optimal group size (so that everyone can contribute actively and meaningfully)

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Set clear objectives and provide sufficient guiding questions to scaffold and steer the discussion.

Give sufficient wait time for them to understand the questions, think and reflect, and share.

Teacher modeling may help at the start.

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1. collaborative norms/strategy

2. Inquiring through asking of questions (guiding questions)

3. Note taking, active listening in place

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We tend to draw on our prior knowledge to help us understand the text better.

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We tend to draw on our prior knowledge to help us understand the text better.

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1. value of conversation (talk to understand or have a better understanding of text)

2. construct understanding and meaning as a whole group, building on each other's responses and perspectives

3. prior knowledge and personal experiences could be different for all but it's good to learn

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You realise/notice different things each time you read the text.

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Provide scaffolding

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In each reading, we have a different focus. From surface reading, trying to understand the context and deciphering words to moving on to creating connections and evoking emotions, possibly to even reflection and wondering.

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Interest, prior knowledge, sense of relatedness, an inquisitive spirit

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We were all on the same page when it came to the understanding of the poem. The Qn/Ans format, style of writing, imagery were areas which we focused on to make meaning of the poem. The 3 diff rounds of reading/annotation helped us to view it in different perspectives. We did have questions on who the 'Sir' was referrring to and who could be the person answering.

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prior knowledge helps to understand what we read.

Reading the first time seems to make meaning of what we are reading.

Reading the second time seems to allow us to go deeper to make connections within the text

Reading the 3rd time seems to suggest to make meaning of why the author was writing the text.

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Students need to persevere to understand the context and not simply give up when they do not understand.

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Text-to-text connections or text-to- self connections might enable us to advance our reading. Sharing as a whole group would also allow to see perspectives that have been unexplored.

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Our range of background knowledge and cultural experiences provides us with multiple perspectives when interpreting a text.

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Based on prior knowledge

We tend to understand the text better and make connections when we read it the second and third time.

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In an image-driven era, strong language that evokes imagery helps stimulate thinking and discussion.

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It's important to acknowledge that every reader brings a unique perspective, which can lead to diverse interpretations.

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1. Activating and tapping on prior knowledge

2. Understanding of literary devices

3. Understand of cultures and contexts

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Using prior knowledge

reading deeper in the choice of words to pull out the meaning or historical links and backgrounds

looking beyond literal meaning...eg. 'mirror' is not what it is..could represent the soul/ spirit of the human

talking it out when sharing and building on one another's ideas to make meaning and construct better understanding and better appreciating of the poem

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1. Prior knowledge sets my understanding of the subject matter

2. Teacher hat - How my students would react to such a writing? Difficulty of the language? Feelings/ emotions evoke reading from stanza to stanza?

3. Guidance and structure set by the course organiser- 3 readings and how varying my understanding at every readings

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1. During our first reading of the text, we typically read to understand the text.

2. Our second reading of the text would involve reading the text to further understand the details of the text as well as for enjoyment of the text.

3. On our third reading of the text, we would typically read to build text-to-world connections.

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In the first reading, I looked for global meaning, looking for the context of the poem. As a reader, we tend to rely on our prior knowledge to relate and understand what we are reading.

In the subsequent reading, there's analysis of phrases and word choice and uncovering the message behind the poem.

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Creating safe spaces for everyone to contribute.

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Teach them how to think by offering prompts to guide their thinking. Give them time to think and time to discuss.

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Students need to be discerning readers and listeners. They need to try to make connections with their prior knowledge.

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Give the students time to appreciate the text before we get them to understand it.

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It was hard to just read the text as it is (1st reading) and take it at face value. Reading is a very 'connected art'. Back and forth-reading between the lines is needed to nuance the text.

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Offer suggested themes so that students can pick the lens through which they appreciate the text.

(e.g. war, culture, identity)

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Selection of reading texts has to be intentional to create enough learning opportunities for students.

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As I read the text for the second time or even the third, I tried to respond to my questions in the first reading. I had a better understanding, feel more and able to visualise better in the second reading.

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Reading by ourselves has one level of understanding.

But when we discuss, we could glean an additional level of understanding.

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The reading process can be tedious and hard to navigate initially when there is no prior knowledge about the context and culture that the text is based in. This is probably where research would help to deepen understanding and generate more intimate and emotional responses to the text. Through the process of reading, we are also simultaneously making links to what we know about at present (e.g. linking the Vietnam war to present war conditions).

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Interest, prior knowledge

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To be able to look, read between the lines and make meaning of it. To make comparisons to the context used in the Qn and Ans segments of the poem.

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Provide scaffolding to help students understand the context, like a prelude/tuning-in to the text so that students are better able to make meaning.

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Interest, prior knowledge, time at the beginning stage to orientate and accustomed to the rigour, receptiveness to differing perspectives

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Just wondering whether giving students context before they read is a good idea, considering some may lack prior knowledge. However, providing context might also influence the way they interpret the text.

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Set aside time to intentionally carry out the process.

Role model, teach and give time for constructive and meaningful conversations to take place. Set simple and achievable success criteria.

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Active listening and confident, critical thinkers and communicators. Need to nurture and cultivate such skills for our students to enjoy and benefit from RC. Remind them to have in mind a win-win situation. Being respectful towards all opinions put forth.